UNLV/Department of Teaching & Learning

UNLV/Department of Teaching & Learning Elementary Lesson Plan Rubric

Correlation to The Interstate New Teacher Assessment and Support Consortium (INTASC) Model Core Teaching Standards are indicated for each component.

Lesson Plan Component Level 3 - Target Level 2 - Acceptable Level 1 - Unacceptable 1. State Standards (INTASC 1, 7) Identifies all relevant and Identifies most relevant and Identifies few relevant and applicable content area applicable content area applicable content area standards as provided by the standards as provided by the standards as provided by the Nevada Department of Nevada Department of Nevada Department of Education. Education. Education. 2. Teaching Model (INTASC 6, 7, 8) Teaching model listed matches Teaching model not listed. Teaching model not listed. syllabus requirement. 3. Objectives (INTASC 4, 5) Objectives are appropriately Objectives are appropriately Objectives are appropriately sourced from district curriculum sourced from district curriculum sourced from district curriculum documents if possible and meet documents if possible and meet documents if possible and meet all of the "SMART" objective most of the "SMART" objective few of the "SMART" objective descriptors. descriptors. descriptors. 4. Materials & Resources (INTASC 3, 7) Describes all of the materials Describes most of the materials Lists few of the materials and and resources required. and resources required. resources required. 5. Instructional Procedures (INTASC 3, 4, 5, 6, 7, 8) a. Motivation/Engagement Addresses all of the elements of Addresses most of the elements Addresses few of the elements an introduction—establish set, of an introduction—establish of an introduction—establish define time, quiet signal, set, define time, quiet signal, set, define time, quiet signal, "hook," motivational techniques, "hook," motivational techniques, "hook," motivational techniques, and links to prior knowledge. and links to prior knowledge. and links to prior knowledge. b. Activities & Experiences Follows all steps/phases of the Follows most steps/phases of the Follows some steps/phases of teaching model and clearly teaching model and clearly the teaching model and outlines outlines teacher and student outlines teacher and student some teacher and student actions. Lesson process is actions. Lesson process is actions. Lesson process is clearly delineated. Lemov, satisfactorily delineated. unclearly delineated. Kagan, Questioning strategies c. Closure Encompasses all of the Encompasses most of the Encompasses few of the requirements as described: requirements as described: requirements as described: definite end to lesson, ensures definite end to lesson, ensures definite end to lesson, ensures links between current and prior links between current and prior links between current and prior learning, lets students know learning, lets students know learning, lets students know what to expect in the future, what to expect in the future, what to expect in the future, refers back to learning refers back to learning refers back to learning objectives. objectives. objectives. d. Extension & Contingency Provides reasonably planned Provides either a reasonably Does not provide either an extensions and contingencies planned extension or reasonably extension or contingency plan. based on the lesson plan planned contingency based on description. the lesson plan description and omits one. 6. Modifications & Accommodations (INTASC 2, 3, 6, 7) Provides at least two reasonable Provides at a reasonable Does not provide any reasonable modifications or modification or accommodation modifications or accommodations to the lesson to the lesson that differentiate accommodations to the lesson that differentiate instruction for instruction for diverse learners. that differentiate instruction for diverse learners. diverse learners. 7. Assessment (INTASC 1, 2, 6, 7) Meets all of the requirements as Meets most of the requirements Meets few of the requirements detailed in the lesson description as detailed in the lesson as detailed in the lesson and based on field experience description and based on field description and based on field level: (follows teaching model, experience level: (follows on experience level: (follows on aligned to procedures and teaching model, aligned to teaching model, aligned to objective, reviews for procedures and objective, procedures and objective, understanding during and after, reviews for understanding reviews for understanding uses variety, equitable during and after, uses variety, during and after, uses variety, distribution of teaching and equitable distribution of equitable distribution of learning, formative and teaching and learning, teaching and learning, summative assessments are formative and summative formative and summative listed). assessments are listed). assessments are listed). 8. Homework (INTASC 6, 7) Meets all of the requirements as Meets most of the requirements Meets few of the requirements provided in the Lesson as provided in the Lesson as provided in the Lesson Description alignment to Description alignment to Description alignment to objectives, assessment, objectives, assessment, objectives, assessment, materials. materials. materials. 9. Reflection – if taught in field experience (INTASC 9) In depth notes relating to Notes relating to challenges, Superficial notes relating to strengths, challenges and strengths, challenges and either strengths, challenges and insights of the lesson plan as insights of the lesson plan and insights of the lesson and/or well as suggested modifications suggested improvements for suggested improvements for for future replication. future replication. future replication. 9. Reflection – for methods courses (INTASC 9) Reflects on the advantages and Reflects on only the advantages Superficially reflects on writing challenges of writing the lesson or challenges of writing the the lesson based in the assigned based in the assigned model for lesson based in the assigned model with little regard for the the chosen content. Specific model with little regard for the chosen content. Little attention attention is paid to the process chosen content. Some attention is paid to the process of of planning the delivery of is paid to the process of planning the delivery of instruction and evaluation of planning the delivery of instruction and evaluation of learning. instruction and evaluation of learning. learning.