DATE:
NAME:
Lesson Title
Lesson Plan Basics
Subject
Grade
Level
Lesson Length
# of Sessions
Pre-K/GLE/CLE/CORE state standard for lesson content
Materials/Supplies (including technology needs)
Academic Content Language Emphasized (Tier 3 Vocabulary)
List up-to seven words and bold each word when referenced in lesson
Measureable Objective (ABCD Format)
INSTRUCTIONAL PROCESS
Anticipatory Set
STEP-BY-STEP INSTRUCTIONS
TEACHER QUESTIONING
Complete Direct Instruction, Guided Practice, Closure, and Independent Practice
Label (open/closed and higher-order/lower-order)
Direct Instruction/Modeling
Guided Practice
Closure
Independent Practice
ASSESSMENT (evaluation of objective)
LEARNING STYLES (specific to this lesson)
Visual Learner
Auditory Learner
Tactile/Kinesthetic Learner
DIFFERENTIATED INSTRUCTION/MODIFICATIONS (directly tied to the objective)
Include All Supporting Documents
Early Finisher Student(s)
Struggling Student(s)
Easily Distracted Student(s)
Alternate Learning Activity
SOURCE OF LESSON
Learner Expression (Document at least 2 methods used)
Identify how this lesson facilitates learner expression in writing, speaking, listening, or other media, and explain with evidence from your lesson.
Document at least two methods students use in this lesson to express their learning. Sample response: “This lesson facilitates learner expression
through speaking and listening. Students will be working with a partner during reading instruction to practice reading fluency. Each student will read
orally and then listen to the passage as a classmate reads.”
Instructional Connections (Document at least 2 of the 4: prior experience, family, culture, community)
Identify at least two ways this lesson connects with students’ prior experience, family, culture or community. Sample response: “In this lesson, the
students were asked to detail a trip to the store with their parents; i.e., the cost of food, nutritional information, etc., which connects back to students’
prior experiences. Using a newspaper, each student planned the cost of a favorite meal for their family. By using the local newspaper, students
connected their learning to community and culture.”
Theory Connections
Demonstrate your understanding of how a specific educational theorist and/or theory support your lesson design.
Lesson Reflections (Complete after lesson is taught)
What changes were made in the plan, and why?
What additional changes would have improved this lesson?
What was the best part of the lesson, why?
What was the poorest part of the lesson? Why?
What evidence do you have of student learning?
What did you gain, professionally, from teaching this lesson?
Lesson Plan Scoring Guide – 54 Points Total
Category
4
3
2
Introductory
Information
Includes appropriate title of lesson,
subject area, grade level, lesson
length, & number of sessions
Standard
Includes applicable Pre-K/
GLE/CLE/CORE state standard for
lesson content
Materials &
Supplies
Lists all materials & supplies,
including any technology equipment
needed (i.e., website links, models).
Provides copies of any handouts,
presentation slides, etc.
Academic
Content
Language
Objective(s)
Lists up to seven academic content
language (Tier 3) vocabulary words
emphasized in this lesson. Uses a
bold font to highlight all of the
chosen vocabulary words when
emphasized in the instructional
process.
Includes appropriate succinct
objective(s) for age-level and content.
Objective(s) are written in an ABCD
format (audience, behavior, condition,
degree) and feature measurable verbs
& specific criteria
Includes measureable and specific
objective(s) written in succinct
ABCD format (audience, behavior,
condition, degree), but may not be
appropriate for age level & content
Step-by-step
Instructions
Meets requirements of 3 out of 4
phases of the step-by-step process:
 Direct Instruction effectively
models the lesson concept.
 Guided Practice appropriately
scaffolds learning.
 Closure briefly reviews content &
objective of lesson.
 Independent Practice encourages
students to individually support
stated lesson objective.
0
Introductory
information is
not included.
Partial or no
standards are
provided.
Lists and provides some, but not all,
necessary materials/supplies/
equipment.
Lists up to seven academic content
language (Tier 3) vocabulary words
emphasized in this lesson. Does not
highlight all the chosen vocabulary
words when emphasized in the
instructional process.
Anticipatory
Set
Lesson Design Meets requirements of all 4 phases
of the step-by-step process:
 Direct Instruction effectively
models the lesson concept.
 Guided Practice appropriately
scaffolds learning.
 Closure briefly reviews content &
objective of lesson.
 Independent Practice encourages
students to individually support
stated lesson objective.
1
One piece of the introductory
information is missing or not
appropriate for lesson content.
No technology
equipment or
supplies listed
No academic
content
language is
listed or words
listed do not
align with
objective
Includes objective(s) but are not
written using measurable verbs or
does not include specific criteria
Includes objective(s) but are not
written using measurable verbs and
does not include specific criteria
No objective(s)
are written.
Includes an anticipatory set that
appropriately sets the mood &
transitions nicely to lesson content.
Includes an anticipatory set that does
not appropriately set the mood or
transition into lesson content.
No anticipatory
set is provided.
Meets requirements of 2 out of 4
phases of the step-by-step process:
 Direct Instruction effectively
models the lesson concept.
 Guided Practice appropriately
scaffolds learning.
 Closure briefly reviews content &
objective of lesson.
 Independent Practice encourages
students to individually support
stated lesson objective.
Meets requirements of 1 out of 4
phases of the step-by-step process:
 Direct Instruction effectively
models the lesson concept.
 Guided Practice appropriately
scaffolds learning.
 Closure briefly reviews content &
objective of lesson.
 Independent Practice encourages
students to individually support
stated lesson objective.
No lesson
components are
provided.
Step-by-step instructions are clear,
concise & provide a detailed
description of lesson steps.
Step-by-step instructions are provided No step-by step
but are hard to follow and unclear.
instructions are
provided
Category
4
3
2
1
0
Teacher
Questions
Meets 4 questioning elements:
 Appropriate & meaningful to
lesson content
 Correlated to the appropriate stepby-step instruction
 Effectively uses open & closed and
higher-order & lower-order
questioning techniques
 Accurately labels each:
open/closed and higherorder/lower-order
Meets 3 of 4 questioning elements:
 Appropriate & meaningful to
lesson content
 Correlated to the appropriate stepby-step instruction
 Effectively uses open & closed and
higher-order & lower-order
questioning techniques
 Accurately labels each:
open/closed and higherorder/lower-order
Meets 2 of 4 questioning elements:
 Appropriate & meaningful to
lesson content
 Correlated to the appropriate stepby-step instruction
 Effectively uses open & closed and
higher-order & lower-order
questioning techniques
 Accurately labels each:
open/closed and higherorder/lower-order
Meets 1 of 4 questioning elements: No questions
are provided.
 Appropriate & meaningful to
lesson content
 Correlated to the appropriate stepby-step instruction
 Effectively uses open & closed and
higher-order & lower-order
questioning techniques
 Accurately labels each:
open/closed and higherorder/lower-order
Assessment
Effectively describes an assessment
process that evaluates objective(s);
provides an effective assessment tool
Effectively describes an assessment
process that evaluates objective(s);
NO effective assessment tool
provided
Describes an assessment process that
does not evaluate objective(s)
Describes an assessment process that
is unclear and does not effectively
evaluate objective(s)
No assessment
process is
described.
Learning
Styles
Identifies activities that address the
following requirements:
 Identifies one quality instructional
strategy for each learning style
 Correlates each learning style to
LP instructions
Identifies activities that address 3/4
Identifies activities that address 2/4
of the following requirements:
of the following criteria:
 Identifies one quality instructional
 Identifies one quality instructional
strategy for each learning style
strategy for each learning style
 Correlates each learning style to LP  Correlates each learning style to
instructions
LP instructions
Identifies activities that address 1/4
of the following criteria:
 Identifies one quality instructional
strategy for each learning style
 Correlates each learning style to LP
instructions
No strategies to
meet the three
learning styles
are provided.
Diff. Instr. / Includes 4 modifications, directly tied Includes 3 modifications, directly tied Includes 2 modifications, directly tied Includes 1 modifications, directly tied No appropriate
to objective, for differentiated
to objective, for differentiated
to objective, for differentiated
modifications
Modifications to objective, for differentiated
instruction
instruction
instruction
instruction
Source(s) of lesson are provided.
Source of
Lesson
 Identifies at least 2 learner
expressions facilitated through this
lesson
 Supported with details from LP
Learner
Expression
 Identifies only 1 learner
expression facilitated through this
lesson
 Supported with details from LP
Learner
expressions are
not addressed
Lists no content
Identifies activities that address 2/4
Identifies activities that address 1/4
of the following content connections: of the following content connections: connections
 Prior experience, family, culture,
 Prior experience, family, culture,
or community
or community
Instructional
Connections
Theory
Connections
Demonstrates an understanding of
how a specific theorist and/or theory
support your lesson design
Mechanics
Edits for mechanical errors: spelling,
capitalization, punctuation, correct
word usage: no errors noted
Teaching
Reflections
No sources
cited
Provides a theory, but does not
connect to lesson plan
Edits for mechanical errors: spelling,
capitalization, punctuation, correct
word usage: 1-2 noted
Edits for mechanical errors: spelling,
capitalization, punctuation, correct
word usage: 3-4 errors noted
Lesson reflections are thorough &
meaningful.
No connection
made to theory
or theorist
Edits for mechanical errors: spelling,
capitalization, punctuation, correct
word usage: 5-6 errors noted
Lesson reflections are provided, but
may not be thorough or meaningful.
More than 6
errors noted
No reflections
are provided.