Lesson Plan Rubric with Criteria
Directions:
Use the rubric below to assess your lesson plan by putting an “X” through the box for each characteristic that best represents the quality of your work. A
wise strategy
is to have a
peer
use the criteria in the rubric to
review
your lesson plan and give you constructive feedback you can use to improve your plan.
Lack of resources will result in a grade of “0”.
Learners will:
Criteria
All the Way
On the Way
Part Way
No Way
Pts.
Prepare lesson plans on the provided Daily Lesson Plan Format form.
Typed on format using “landscape” page layout. All sections completed.
Includes Q to A form and completed Rubric.
Lists
resources
Typed on format but “portrait” page layout. All sections completed. Includes Q to A form and completed Rubric.
Lists
resources
Hand written down the page without use of the format. All sections completed. No Q to A form or Rubric
No resources
Hand written down the page and format not used. Some sections incomplete.
No Q to A or Rubric.
No resources
5
Identify appropriate National Health Education Standard(s) and Healthy People 2020 Objectives
Identify at least one clearly applicable National Health Education Standard and one Healthy People 2020 Objective
verbatim.
Entered at least one clearly applicable National Health Education Standard or HP 2020 objective
verbatim
Statements entered but not National Health Education Standards/HP 2020 Obj. OR only number of standard/objective
No standards or objectives entered
5
Compose appropriate learning objectives for both health knowledge and health skills.
Included at least two objectives, one for skills and one for knowledge
. All
verbs
used are at the
high level
of the cognitive or action domains.
Included at least two objectives, one for skills and one for knowledge. At least one of the verbs used is at the high level of the cognitive or action domain.
Objectives only describe what students will know at the end of the lesson using weak, low level verbs such as “understand” and “learn”.
Objectives describe what the
teacher
will do or what learners will do
during
the lesson.
20
Describe an effective motivational introduction to the lesson.
Strategy would
actively and/or vividly involve learners
and allow teacher to assess students prior knowledge of the lesson topic.
Strategy would actively (e.g., game, small group, brainstorm, skit, etc.) and/or vividly involve learners.
Lecture-type presentation that provides some information or facts to learners.
No real teaching strategy—just a statement about the lesson.
10
List detailed content and skill steps that will be taught in the lesson.
Lists major
concepts (big ideas)
with
detailed outline and skills with application steps
OR detailed content provided with
attached
materials and handouts.
Lists major concepts (big ideas) included in the lesson with detailed outlined information, but skill steps not provided.
Lists some major points about knowledge, but no steps for the skill.
Lists the lesson behavioral objectives.
20
Label and describe several teaching strategies, one of which actively involves students in a skill practice or application. Include Differentiation.
Well described and
labeled
strategy for both knowledge and skill. Skill strategy involves learners in skill application or practice
(active learning). Differentiation included.
Well described strategy for both knowledge and skill. Skill strategy involves students in skill application or practice.
Well described strategy for knowledge. Skill strategy not included or, if included, poorly described. Little active learning.
Minimally described strategy for knowledge only.
20
Propose a conclusion for each strategy that includes a clear transition to the next strategy.
Description of
conclusion after
all
strategies along with
transitions
to the next strategy.
Conclusion after
last
strategy focuses learners back on lesson objectives.
Description of conclusion after all strategies along with transitions to the next strategy.
Description of conclusion after all strategies, but no transition statements OR has transitions but no conclusions.
Brief statement of conclusion after some strategies
5
Label and describe an assessment method for each teaching strategy.
Assessment method both
well described and
labeled
(e.g., selected response, constructed response, produce, performance, process). Assessment Planning Chart attached
Assessment method well described but not labeled.
Assessment Planning Chart attached.
Only name of method listed. No Assessment Planning Chart
No method listed. No Assessment Planning Chart
15
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