Unit/Lesson Plan Assessment - August 2011
Unit/Lesson Plan Assessment - August 2011
Does Not Meet
(1 pt)
Occasionall
y Meets
Meets Standards
Standards (3 pts)
(2 pts)
Occasionall
y Exceeds Exceeds Standards
Standards (5 pts)
(4 pts)
Diverse
StudentsHuman
Developmen
t and
Learning ILPTS.2
Candidate’s lesson
plan or unit does not
demonstrate
knowledge or
understanding of the
cognitive, social,
emotional, ethical
and/or physical
domains at the
appropriate level of
development.
Candidate’s lesson
plan or unit
demonstrates
knowledge and basic
understanding of the
cognitive, social,
emotional, ethical
and physical
domains at the
appropriate level of
development.
Candidate’s lesson
plan or unit
demonstrates indepth knowledge
and understanding
of the cognitive,
social, emotional,
ethical and physical
domains at the
appropriate level of
development.
Diverse
StudentsDiversity ILPTS.3
Candidate’s lesson
plan or unit does not
demonstrate
understanding or a
positive regard for
students and their
families regardless of
culture, religion,
gender, sexual
orientation, and
varying abilities.
Candidate’s lesson
plan or unit
demonstrates
understanding and a
positive regard for
students and their
families regardless of
culture, religion,
gender, sexual
orientation, and
varying abilities.
Candidate’s lesson
plan or unit
demonstrates a
thorough
understanding and
positive regard for
students and their
families regardless of
culture, religion,
gender, sexual
orientation, and
varying abilities.
Diverse
StrategiesContent
Knowledge
IL-PTS.1
Candidate’s lesson
plan or unit does not
incorporate a variety
of explanations or
representations that
result in learners’
conceptual
understanding.
Candidate’s lesson
plan or unit
incorporates a
variety of
explanations or
representations that
result in learners’
conceptual
Candidate’s lesson
plan or unit reflects
student’s prior
knowledge and
experiences, and
incorporates a
variety of
explanations or
Unit/Lesson Plan Assessment - August 2011
Does Not Meet
(1 pt)
Occasionall
y Meets
Meets Standards
Standards (3 pts)
(2 pts)
Occasionall
y Exceeds Exceeds Standards
Standards (5 pts)
(4 pts)
understanding.
representations that
result in learners’
conceptual
understanding.
Diverse
StrategiesDiversity ILPTS.3
Candidate does not
design a lesson plan
or unit that includes
a range of
instructional
strategies that
reflect student
experiences, stages
of development,
learning styles,
readiness, and
cultural experiences.
Candidate designs a
lesson plan or unit
that incorporates a
range of
instructional
strategies that
reflect student
experiences, stages
of development,
learning styles,
readiness, and
cultural experiences.
Candidate designs a
lesson plan or unit
that includes a range
of instructional
strategies and
materials that reflect
student experiences,
stages of
development,
learning styles,
readiness, and
cultural experiences.
Diverse
StrategiesAssessment
IL-PTS.8
Candidate’s lesson
plan or unit does not
include a record
keeping
system/evaluation
procedures for
learner performance.
Candidate’s lesson
plan or unit includes
a record keeping
system/evaluation
procedures for
maintaining accurate
records of learner
performance on
goals and objectives.
Candidate’s lesson
plan or unit includes
a record keeping
system/evaluation
procedures for
maintaining useful
and accurate records
of learner
performance on
goals and objectives.
Learner performance
includes an error
analysis.
Diverse
SubjectsContent
Candidate’s lesson
plan or unit reflects
errors in major
Candidate’s lesson
plan or unit reflects
major concepts,
Candidate’s lesson
plan or unit reflects
major concepts,
Unit/Lesson Plan Assessment - August 2011
Does Not Meet
(1 pt)
Occasionall
y Meets
Meets Standards
Standards (3 pts)
(2 pts)
Occasionall
y Exceeds Exceeds Standards
Standards (5 pts)
(4 pts)
Knowledge
IL-PTS.1
concepts,
assumptions,
debates, principles,
and theories central
to the discipline.
Connections to other
content areas, life,
and career
experiences were
not observable.
assumptions,
debates, principles,
and theories that
were accurate.
Connections to other
content areas, life,
and career
experiences were
observable, but at
times lacked clarity.
assumptions,
debates, principles,
and theories that
were accurate.
Connections to other
content areas, life,
and career
experiences were
clear and observable.
Diverse
SubjectsPlanning for
Instruction
IL-PTS.4
Goals and objectives
for the lesson plan or
unit are not
included. Scope and
sequence of
curricular content is
not observable.
Goals and objectives
for the lesson plan or
unit are included.
Scope and sequence
of curricular content
is observable and
generally accurate. A
relationship between
goals/objectives and
the content of the
lesson plan or unit is
reflected.
Goals and objectives
for the lesson plan or
unit are included.
Scope and sequence
of curricular content
is observable and
accurate. A direct
relationship between
goals/objectives and
the content of the
lesson plan or unit is
reflected.
Diverse
SubjectsPlanning for
Instruction
IL-PTS.4
The lesson plan or
unit is not
interdisciplinary nor
reflects use of
multiple resources.
Materials and
resources selected
lack relevance to the
curriculum goal(s) of
the unit or lesson
plan, and do not
The lesson plan or
unit is
interdisciplinary/
reflects use of
multiple resources.
Materials and
resources selected
are at times relevant
to the curriculum
goal(s) of the unit or
lesson plan, and
The lesson plan or
unit is
interdisciplinary and
reflects use of
multiple resources.
Materials and
resources selected
are consistently
relevant to the
curriculum goal(s) of
the unit or lesson
Unit/Lesson Plan Assessment - August 2011
Does Not Meet
(1 pt)
Diverse
SocietiesHuman
Developmen
t & Learning
IL-PTS.2
Occasionall
y Meets
Meets Standards
Standards (3 pts)
(2 pts)
Occasionall
y Exceeds Exceeds Standards
Standards (5 pts)
(4 pts)
accurately
demonstrate
discipline specific
content.
accurately
demonstrate
discipline specific
content.
plan, and
demonstrate
accuracy and current
discipline specific
content.
Candidate does not
design a lesson plan
or unit that
introduces concepts
and principles based
on students’ prior
knowledge and
experiences at
different levels of
complexity so that
learners can link the
new concepts and
principles to familiar
ideas to develop
conceptual
understanding.
Instructional design
does not reflect a
basic understanding
of the needs of
learners at various
levels and who
demonstrate diverse
learning needs.
Candidate designs a
lesson plan or unit
that introduces
concepts and
principles based on
students’ prior
knowledge and
experiences at
different levels of
complexity so that
learners can link the
new concepts and
principles to familiar
ideas to develop
conceptual
understanding.
Instructional design
reflects a basic
understanding of the
needs of learners at
various levels and
who demonstrate
diverse learning
needs.
Candidate designs a
lesson plan or unit
that introduces
concepts and
principles based on
students’ prior
knowledge and
experiences at
different levels of
complexity so that
learners can link the
new concepts and
principles to familiar
ideas to develop
conceptual
understanding.
Instructional design
reflects an in-depth
understanding of the
needs of learners at
various levels and
who demonstrate
diverse learning
needs.
Candidate designs a
lesson plan or unit
that uses learners’
families, cultures,
Candidate designs a
lesson plan or unit
that uses learners’
families, cultures,
Diverse
Candidate does not
Societiesdesign a lesson plan
Diversity IL- or unit that uses
learners’ families,
Unit/Lesson Plan Assessment - August 2011
Does Not Meet
(1 pt)
Occasionall
y Meets
Meets Standards
Standards (3 pts)
(2 pts)
Occasionall
y Exceeds Exceeds Standards
Standards (5 pts)
(4 pts)
PTS.3
cultures, and
communities as a
basis for connecting
instruction to learner
experiences.
and communities as
a basis for
connecting
instruction to learner
experiences. Some
provisions
(adaptations) are
present for learners
with diverse learning
needs.
and communities as
a basis for
connecting
instruction to learner
experiences.
Provisions
(adaptations) are
present and
appropriate for
learners with diverse
learning needs.
Diverse
Technologie
s-Personal &
Professional
Use of
Technology
IL-ISBETECH.2
Candidate does not
effectively use word
processing, database
management and
learning
technologies to
develop the lesson
plan or unit.
Copyright
infringement was
suspected or
present.
Candidate effectively
uses word
processing, database
management or
learning
technologies to
develop the lesson
plan or unit. When
applicable, copyright
infringement was
not observed.
Candidate effectively
uses word
processing, database
management and
learning
technologies to
develop the lesson
plan or unit. When
applicable, copyright
infringement was
not observed.
Diverse
Technologie
sApplication
of
Technology
in
Instruction
IL-ISBE-
Candidate does not
design a lesson plan
or unit that reflects
student learning
activities that
integrate
computers/technolo
gy for individual
students or grouping
Candidate designs a
lesson plan or unit
that reflects student
learning activities
that integrate
computers/technolo
gy for individual
students and
grouping of students.
Technology
Candidate designs a
lesson plan or unit
that reflects student
learning activities
that effectively
integrate
computers/technolo
gy for individual
students and
Unit/Lesson Plan Assessment - August 2011
Does Not Meet
(1 pt)
Occasionall
y Meets
Meets Standards
Standards (3 pts)
(2 pts)
Occasionall
y Exceeds Exceeds Standards
Standards (5 pts)
(4 pts)
TECH.3
of students.
integration was
generally effective
and appropriate.
grouping of students.
Diverse
Technologie
s-Research, ,
Problem
Solving, &
Product
Developmen
t IL-ISBETECH.7
Candidate does not
use technology to
support the
compiling,
organizing,
analyzing, and
synthesizing of
information specific
to designing the
lesson plan or unit.
Candidate does not
make use of readings
or other on-line
materials from
credible sources.
Candidate uses
technology to
support the
compiling,
organizing,
analyzing, and
synthesizing of
information specific
to designing the
lesson plan or unit.
Candidate makes use
of readings or other
on-line materials
from credible
sources. Materials at
times lack relevance
to lesson plan/unit
goals..
Candidate uses
technology to
support the
compiling,
organizing,
analyzing, and
synthesizing of
information specific
to designing the
lesson plan or unit.
Candidate makes use
of readings or other
on-line materials
from credible
sources. Materials
are current and
relevant to lesson
plan/unit goals.
Diverse
Technologie
sInformation
Literacy
Skills ILISBE-TECH.8
Candidate does not
design learning tasks
and assignments that
reflect higher level
thinking skills.
Candidate designs
learning tasks and
assignments that
reflect higher level
thinking skills.
Learning tasks and
assignments at times
lack alignment with
both lesson plan/unit
goals and the needs
of the learner.
Candidate designs
learning tasks and
assignments that
reflect higher level
thinking skills.
Learning tasks and
assignments reflect
clear alignment with
both lesson plan/unit
goals and needs of
the learner.