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    Rubric Lesson Plan

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    shehnaz khan

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    © All Rights Reserved
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    Rubric Lesson Plan

    Uploaded by

    shehnaz khan
    19 views3 pages

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    © © All Rights Reserved

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    Copyright:

    © All Rights Reserved
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    19 views3 pages

    Rubric Lesson Plan

    Uploaded by

    shehnaz khan

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Download as pdf
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    sa ogi ni en tg oe MH HINT 2) ome Nap sap a 30 sa _svaprtiq” 96/810 uoneonposniarane' may di sqom stIBBIAy EAN st sioyoeaI 1} BuTUTE|d Wossa| uo aosTosasajgenyeA ATIRIY pope» 20) Xyjensn -aoneid wopusdapey “, sonsead wwopudapuy Buypeat youn yoegpoay apysoud -sopzmid poping “9 aanaalgo an Supms *¢ {emowry oF ot VoUMIOD +, Joo4, 2k = SONU NES eoMaNE sNo9y 9g AaoredHOMy “Z MOOT ‘wre27] 0} Speay stuapmg 3125) sso govondde mnaysep uoyonposuy LESSON PLAN EVALUATION RUBRIC ORE Not Evident? Unsatifactory Tasie Proficient Distinguished Siatement of Obese) (Learning, Behavior, & Condition) or (Cnderstand / Know / Do) ‘Dijectivels} no sated ‘Ohjaeva) sated Dat no reference to wha the staents ‘will now and be abl reference to what the reference to what the stents Will Sdents will know and be | know and wil be abe to do and how able wo do they will demonstrate at they know and ae able to do, and under what ‘incumstances the leaning wil ake place CCS ATE No alignment or maccarae “Aifgament with COCS | Alignment with COCS aocarate and samen with CCCS parually accurate andor | accurate reflests more than one content area incomplete Cognitive Level of Dason Cognitive Level of Lacon Cognitive Level of Leon Cogiive Level of Lesson Cognitive Level of Lesson appropriate (Refer to Bloom's ot stated or cannot be not appropriate andor net | appropriate and inked ro | inked to Objective(s) and refers to whet Taxonomy) determined linked 1 Objectives) slated Objectivets) students will know, undeestnd, and be shleto do TNSTRUCTIONAI Not Evident asic Proficient Distinguished STRATEGIES, Unsatisfactory ‘Opening, No evidence of Opening] Evidence oft east one | Evidence of atleast wo | Clearly sated evidence of iteration of (Purpose Seting, elements Opening element ‘opening elements atleast tree Opening elements Anticipatory Se Assesment of Background Knowledge with antcipated responses, Review) Prevention No evidence of pat, Trdence of laput or Tridence ofa east two | Clealy saied evidence of integration oF (lnput, Modeling, Modeling or Checking for | Modeling or Checking for | presentation elements _ | presentation elements thoughout the Checking for Understanding, Understanding fsson Understanding) Guided Practice No evidence of Guided Prastice Practice provided bate suidance by teacher ‘Galded Practice provided | Guided Practice provided wih clearly planned stated altemative strategies for practice (Continued) TNSTRUCTIONAT, Not Evident Basie Proficient Distinguished STRATEGIES, Unsatisfactory Closure No evidence of closure ‘Cosas ony provides ‘Closure provides summary Closure provides clearly ated mammary (th anticipated summary of major points | ofmajor points and ties | of major points, ies those points ito a responses) thore points into coherent | coherent whole and provides preview of whole inure lesson ASSESSMENT Not Evident Basie Proficient Distinguished Unsatisfactory Tormaive No evidence of formative] Evidence of fomative ‘Evidence of formative | Clealy sated evidence of formative assessment but doesnot sppropriatly align with objecave assessment and appropriately aligns with sbiestive assessment, appropriately aligns with objective and alternate assessment planned Tadivitval Meanarabiiy No evidence of formative assessment; therefore, not ‘ndvidually measurable Tormative seamen appropriately aligns with objective buts not individually measurable Tormative aeamicnt appropriately aligns with ‘objective and is individually measurable Crary sated evidence of frmave ‘assessment appropriately aligns with objective is individually measurable; multiple measures employed to assess individual student understanding Sunmave No evidence of sammative ‘Summative aes included, but docs not align with objective Summative assement included, end sligns with objective ‘Summative assessment included, igne ith objective, used to link to Subsequent lessons DIFFERENTIATION Not Evideat7 Unsatisfactory Basie Proficient Disinguibhed Varied Content (Readiness'Skls, Interests, Learning Styles) No evidence of differentiation of content idence oF one appropriate spproach to differentiation of| ‘content but no linked to teacher knowledge ofthe students Tridence of one appropriate approach to

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