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Strong
5
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Proficient
3
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Beginning
1
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Context
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Grade or developmental level of students indicated. Lesson clearly situated within foundational knowledge or previous lessons. |
Grade or developmental level of students indicated. Some reference to previous work is provided |
Grade or developmental level of students is lacking. No description of previous work or foundational knowledge is given. |
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1-4 instructional objectives are clearly stated. Objectives contain a time frame (context), a conceptual element (concept), and some observable assessable behavior (concrete representation). It should be clear what is expected of the learners.
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Instructional objectives are stated but may be a bit unclear. Objectives generally contain a context, conceptual element and a connection to assessment. Learners will have some understanding of teacher expectations.
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Instructional objectives are unclear or not connected to lesson assessment. Objectives do not contain all three elements. Learners will not have a clear understand of what is expected.
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Benchmarks
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Lesson plan references Oregon or national standards or benchmarks it is designed to address |
Lesson not clearly connect to the standards or benchmarks it is designed to address |
Lesson fails to reference standards or benchmarks it is designed to address |
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Preparation
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Preparations for the lesson are thoroughly described. Materials, room structure, and any supplemental help are clarified. Necessary time is noted. |
Preparations for the lesson are not adequately described. Materials, room structure, and help support are under described . Necessary time is noted. |
Preparations for the lesson are not described. Materials, room structure, and help support are missing . No time frame is noted. |
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Introduction
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The manner in which the lesson will be introduced and purposes of the lesson will be described to the students is clearly articulated. Required time is noted. |
Lesson introduction and description to the students of lesson purposes are generally acceptable. Time is noted. |
Lesson introduction and description to the students of lesson purposes is inadequate. Time is missing. |
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Learning Activities
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Organized flow of pedagogical elements and student activities is comprehensively described. Activities build on each other to create a conceptually clear lesson progression. Appropriate instructional technologies are utilized Necessary time is noted for each element. |
Organized flow of pedagogical elements and student activities is included. Activities connect with each other. Times are included. |
Flow of pedagogical elements and student activities is not well organized and described. Activities are not practically or conceptually connected. Times are missing. |
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Instructional strategies are well designed to foster instructional objectives. Strategies are based on appropriate learning theory and best practices. Differentiations and extensions are provided that support a reasonable range of student individuation.
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Instructional strategies are designed to foster instructional objectives. Strategies are mindful of appropriate learning theory and best practices. Some differentaions and extensions are provided.
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Instructional strategies are unconnected to instructional objectives. Strategies appear to be either developmentally inappropriate or superficially constructed.
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Closure
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Closure is provided that encourages students to be reflective of the lesson concepts and to integrate their experience with future or previous learning. |
Closure encourages reflection on lesson concepts. |
Closure is either lacking or does not connect lesson concepts with previous or future experiences. |
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Methods for assessing student learning and evaluating instruction are authentic and clearly delineated. Assessments are directly connected with lesson objectives.
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Methods for assessing student learning and evaluating instruction are described delineated. Assessments are generally connected with lesson objectives.
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Methods for assessing student learning and evaluating instruction are missing.
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Teacher Self-Reflection
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Elements of the lesson anticipated to be challenging are identified and thoughtful strategies for coping are provided. |
Elements of the lesson anticipated to be challenging are identified and strategies for coping are provided. |
Potentially challenging lesson elements are not identified or poor coping strategies are provided. |
Specific Assignment Elements
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Lesson plan incorporates student-centered expressive arts techniques. Topic authentically reflects a cultural tradition. Materials used are as culturally authentic as can be expected.
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Lesson plan appropriately incorporates expressive arts techniques. Topic reflects a cultural tradition. Materials are functional, however deviate from cultural authenticity.
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Lesson plan using proscriptive crafting approach and not support artistic expression Topic is either not culturally referenced or inauthentically reflects a cultural tradition.
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Rationales are provided for each element of the lesson plan. Rationales describe the issues and thought process that went into all pedagogical decision making for the lesson.
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Rationales are provided for the lesson plan. Some pedagogical decision making is addressed.
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Rationales are either not provided or are lacking in descriptive depth based on lesson content and pedagogy.
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Writing and Organization
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Lesson plan is well composed and written with no grammatical or spelling errors.
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Lesson plan is well composed and written with few grammatical or spelling errors.
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Lesson plan is not well composed or written and contains many errors.
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