NSA LESSON PLAN RUBRIC 2009-10
Teacher’s Name:
Week:
CRITERIA
Grade Level and Subject:
Advanced
Proficient
Working Towards
Needs Improvement
Punctuality and
Completeness
o
Plans are on-time and
complete
o
Plans are on-time and
complete
o
Plans are late or
incomplete
o
Objectives:
Something students will
know or be able to do at
the end of the lesson
o
Objectives are written in
measurable student learning
outputs and not as activities.
Daily plans contain at least
one higher-order thinking
objective
o
o
o
Some objectives are
written in measurable
student learning outputs
Some objectives are
written as activities
Higher-order objectives
are listed sporadically
Plans include a check for
understanding after some
objectives.
The final CFU does not
allow for checking the
understanding of all
objectives or of all
students within the class
Similar CFU strategies are
used every day.
o
Plans include a check for
understanding (CFU) after
each objective is taught.
The final CFU and at least
one other CFU are adequate
for checking the
understanding of all students
for all objectives
CFU strategies are varied
during each lesson and occur
at least three times within a
class period.
Plans include instructional
re-teach technique if CFU
indicates students’ confusion
or misunderstandings.
Activities support the
planned objective.
Details explain the process
of how every student will
meet each stated objective
Lessons use the I-We-You
strategy when applicable
Activities are leveled and
consider students who will
grasp concept quickly and
Objectives are written in
measurable student
learning outputs and not
as activities.
At least 60% of the
classes include higherorder thinking objectives
Plans include a check
for understanding after
each objective is taught.
The final CFU is
adequate for checking
the understanding of all
students for all
objectives
CFU strategies are
varied over the course
of the week
Activities support the
planned objective.
Details explain the
process of how every
student will meet each
stated objective
Lessons use the I-WeYou strategy when
applicable
Study skill practice
o
Activities partially
support the planned
objectives.
Details do not adequately
explain the process of
how every student will
meet each stated
objective
Plans reflect partial use of
the I-We-You strategy.
o
Checking for
Understanding:
What you will do to
determine if students have
mastered an objective or
not
o
o
o
o
o
Heart of the Lesson:
Activities done to assist
students in mastering a
planned objective
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
Plans are late and are
significantly incomplete
(fewer than two complete
days)
Objectives are not
measurable
Objectives are activities
or vague learning goals
Higher-order thinking
objectives do not appear
in the lesson plans
Plans do not indicate a
method for checking for
understanding.
There is no final CFU
Plans do not indicate a
method for CFU during
the lesson.
Activities do not support
the planned objectives.
Activity is not explained
in detail, just listed as a
title or vaguely stated.
Plans do not include the
use of the I-We-You
strategy.
Study skill practice
activities are not
NSA LESSON PLAN RUBRIC 2009-10
Teacher’s Name:
Week:
o
Question/Questioning:
Essential questions for the
class, unit, activity, oral
drill, or CFU
o
o
o
o
those who need more time.
Study skill practice activities
for students (i.e. Cornell
notes, flashcards, mindmaps,
how to review their notes)
are included at least 1/wk
Teacher questions are clearly
stated in plans.
Two or more questions in
each lesson are answerable
higher order thinking
questions.
All HOT questions are
directly related to the
planned objective(s).
(If requested by school
leaders) Teacher has
scaffolded questions to lead
sts to the more challenging
HOT questions
Grade Level and Subject:
o
o
o
o
activities for students
(i.e. Cornell notes,
flashcards, mindmaps,
showing students how
to review their notes) are
included at least 1/wk
Teacher questions are
clearly stated in plans.
At least one question in
each lesson is an
answerable higher order
thinking questions.
All HOT questions are
directly related to the
planned objective(s).
(If requested by school
leaders) Teacher has
scaffolded questions to
lead sts to the more
challenging HOT
questions
o
Study skill practice
activities are not
included.
o
Teacher questions are
vague or unconnected to
objectives
There are no HOTS
questions planned.
Teacher has scripted
questions that are at the
recall and comprehension
level only.
o
o
included.
o
Teacher questions are not
stated.
LESSON PLAN RATING:
___ Advanced Proficient (AP in every category)
___ Working Towards (AP/P in less than 90% of categories)
Final Notes/Comments:
___ Proficient (AP/P in 90% of the categories)
___ Needs Improvement (More than 3 NI Categories)