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Strong
5
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Proficient
3
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Beginning
1
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Grade/Subject/
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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Standards
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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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Learning Targets
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Learning targets directly connect with the relevant standards and are thoughtfully shared with students |
Learning targets are somewhat connected with the standards and are shared with students. |
Learning targets are not connected with standards and/or are not being shared with students. |
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Content Objectives
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1-4 content 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. |
Content 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. |
Content 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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Language Objectives
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1-3 specific language objectives specify the way in which students will demonstrate learning of the content by writing, speaking or using language. Objectives align tightly with ELPA standards for English Learners.
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Language objectives indicate the way in which students will demonstrate learning of the content. Objectives are somewhat aligned with ELPA standards for English Learners.
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Language objectives do not indicate the way in which students will demonstrate learning of the content. Objectives are not aligned with ELPA standards for English Learners.
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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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Materials/
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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Communication
of learning Targets
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Carefully delineates how you will share the purpose or learning targets of the lesson with students. Includes timing and modality |
States how you will share the purpose or learning targets of the lesson with students. |
Plan is not clear on how the targets will be shared with students. |
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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.
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Instructional strategies are designed to foster instructional objectives. Strategies are mindful of appropriate learning theory and best practices.
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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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Field Notes
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Elements of the lesson anticipated to be challenging are identified and thoughtful strategies for coping are provided. Thoughtful reflections 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 social studies topic-appropriate techniques.
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Lesson plan appropriately incorporates Social studies pedagogical techniques
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Lesson plan utilizes proscriptive or instructionist approach and does not support active student learning.
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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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