<p> Lesson Plan Evaluation – Checklist</p><p>Stage One</p><p>I. Georgia Performance Standards Goals and Elements A. Are the most appropriate Performance Standards Goal(s) and Element(s) selected for the lesson? B. Do the elements chosen for the lesson plan represent appropriate scale – neither too broad nor to narrow for time given to lesson?</p><p>II. Knowledge and Process Skills A. Are knowledge and skills included in the lesson plan? B. Do the knowledge and skills listed connect to the Enduring Understanding(s) by answering the question: “What skills and knowledge do students need in order to reach this goal” C. Are knowledge and skills listed in lesson plan as an action statement beginning with a verb? Example) Students hypothesize the outcome of an experiment, students evaluate their classmates’ persuasive speeches, based on rules of persuasion. D. Do knowledge and skills include higher level thinking, according to Bloom’s taxonomy? </p><p>III. Enduring Understandings A. Does the EU(s) involve the big idea(s) that give meaning and importance to facts (concepts, principles, theories based) B. Can the EU(s) transfer to other topics or learning in life? C. Is the EU (s) written as a full-sentence generalization starting with “The student will understand that…”?</p><p>IV. Essential Questions A. Are the Essential questions open-ended instead of yes-no closed ended? B. Do the Essential questions invite inquiry and discussion? C. Do the Essential questions raise important questions? D. Does the content of the lesson answer these questions? E. Are the Essential questions written in a language appropriate for students? F. Are the Essential questions sequenced so that one leads naturally to the next?</p><p>III. Procedures A. Do the procedures include an introduction that engages learners by getting their attention or focusing their attention on previous learning? B. Are the steps of the lesson clearly stated in list form? C. Are teacher questions for class discussion included in the lesson, if appropriate? D. Does the lesson include guided and independent practice, if appropriate? E. Does the lesson include closure, either academic (what did we learn today? Or social (how did we do in pairs/groups/discussion?</p><p>IV. Materials Are all materials needed for the lesson listed (written materials, audio-visual, computer equipment/software, supplies, handouts, transparencies etc?) A. Are the materials readily available? B. If an internet site or other outside resource is included in the lesson, is it listed as a citation? C. If a handout is used in the lesson, is it attached to the lesson?</p><p>V. Evaluation A. Does the lesson plan include a clearly described product to be used for formal assessment of learning? B. Does the product include critical thinking (Bloom’s taxonomy “Analysis” and higher? C. Is the grading scheme used (rubric, checklist) student friendly? D. Is the rubric or checklist used for assessment attached to the lesson? E. Does the lesson plan include informal assessment? F. Is the assessment clearly related to the GPS Standards and elements selected for the lesson? G. Does the assessment evaluate student learning of the EU’s and Essential Questions?</p>