Standard is integrated into a broader thematic unit. It is clear that the standard is not being taught in isolation but is related to the classroom work from the day before or the weeks before.
Teacher may include standards from current year as well as the next year, that is, teacher may list two standards. Teacher may be comparing the grade level standards with the next grade level standards and pushing students ahead appropriately.
Outcome: Identify and Map the Objective
Teacher states the objective. Teacher identifies: Who does what, and how, by the end of this lesson?
Teacher’s objective is clearly tied to the standard.
Teacher writes 2 to 4 questions that lead to mastery of the objective.
Teacher writes 60% lower and 40% higher level questions on the Bloom’s scale.(KCAASE)
Teacher writes five or more questions that lead to mastery.
Teacher writes questions that tie the objective into real world issues/ideas.
Teacher describes accommodations and/or modifications for EL and/or Special Education students.
Teacher writes questions that purposely tease out student misconceptions.
Teacher writes questions that purposely raise opportunities for debate.
Teacher uses data to design the objective.
Teacher writes questions that follow a guided inquiry approach that models the sequence scientists, historians, mathematicians, etc follow in their own work.
Teacher describes what students will do at the end of the lesson to demonstrate mastery of the objective. The assessment could be attached or described in this section. For example, exit ticket questions, running records, edusoft, brief paragraph, essay, etc.
Teacher writes assessment that reveals the range of student understanding by requiring students to justify their thinking and/or show their work.
Teacher writes assessment that includes questions that parallel how the standard is assessed on standardized tests (CST, CAHSEE, SAT, AP)
Teacher describes what students will do during the lesson to self assess their mastery of the objective. Teacher describes how s/he will accommodate/modify for specific learning needs of ALL students in pacing, examples, realia, proximity, manipulatives, TPR, etc.
Teacher includes class average on related benchmark assessments. (Data can be attached or described in the plan).
Teacher writes assessment that measures clarity around common misconceptions.
This focuses only on Standard, Objective (including the questions teacher will ask) and Evidence of Learning as a way to capture critical components of the Lesson Plan. See Full version for more.
Italicized sections are only measurable in interview/conversation. All other sections should be evident on the written lesson plan.
Years of teaching denoted in this rubric assumes years of experience with the same grade level and/or subject. If a teacher has taught for three years at grade 3 and then begins teaching at Kindergarten, s/he should be assessed as a new (0-1 year) teacher level.
Teachers in Year One and beyond are expected (by law) to uphold all Individual Education Plans (IEPs) and 504 Plans. This is assumed throughout this document.
ASPIRE PUBLIC SCHOOLS SAMPLE SHORT VERSION LESSON PLAN