DATE:
NAME:
Lesson Title
Subject
Grade
Level
Highest
DOK Level
Lesson Length
# of Sessions
Pre-K/GLE/CLE/CORE state standard for lesson content
Materials/Supplies (including technology needs)
Objective
INSTRUCTIONAL PROCESS (direct instruction, guided practice, closure, independent practice)
Anticipatory Set
STEP-BY-STEP INSTRUCTIONS
TEACHER QUESTIONING – Label DOK Levels
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)
Early Finisher
Struggling Student
Other Possible Modification
SOURCE OF LESSON-
Lesson Reflections
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
Category
2
1
0
Introductory
Information
Includes title of lesson, subject
area, grade level, DOK level,
lesson length, and number of
sessions. All are appropriate for
lesson content.
One piece of the introductory
information is missing or not
appropriate for lesson content.
Introductory
information is not
included.
Standard
Includes appropriate Pre-K/
GLE/CLE/CORE state standard for
lesson content
Technology
Equipment and
Supplies
All necessary technology
equipment and supplies are listed
and provided (i.e., homework
sheets, scoring guides, models).
Objective(s)
4
Includes appropriate
objective(s) for age-level and
content. Objective(s) are
written with measurable verbs
and specific criteria.
3
Partial or no standards
are provided.
Some, but not all, necessary
technology equipment and
supplies are listed and provided
(i.e., homework sheets, scoring
guides, models).
No technology
equipment or supplies
listed.
Includes measureable and
Includes objective(s) but are not Includes objective(s) but are not
specific objective(s), but may not written using measurable verbs or written using measurable verbs
be appropriate for age level and does not include specific criteria.
and does not include specific
content.
criteria.
No objective(s) are
written.
Includes an anticipatory set that
appropriately sets the mood and
transitions nicely to the lesson
content.
Includes an anticipatory set, but
it does not appropriately set the
mood or transition smoothly into
the lesson content.
No anticipatory set is
provided.
Step-by-step instructions are
provided, but are not thorough.
Step-by-step instructions are
provided but are hard to follow
and unclear.
No step-by-step
instructions are
provided.
Questions are not appropriate or
meaningful to the lesson content,
or do not correlate to the
appropriate step-by-step
instructions.
Questions are missing or lack
appropriate content.
No questions are
provided.
Anticipatory Set
Step-by-step
instructions
Step-by-step instructions are
clear and concise and provide a
thorough explanation of lesson
steps.
Thorough step-by-step
instructions are provided, but
are not clear and concise.
Teacher
Questions
Questions are appropriate and
meaningful to lesson content,
use a variety of correctly
labeled DOK levels, further
classroom discussions and
transition times, and correlate
to the appropriate step-by-step
instructions.
Questions are appropriate and
meaningful to lesson content,
but do not use a variety of DOK
levels or DOK levels are not
labeled correctly
Category
4
3
Closure
Learning Styles
2
1
0
Includes a closure where
students appropriately review
content and objective of lesson.
Includes a closure, but it does
not appropriately review the
content or objective of lesson.
No closure is
provided.
Correctly identifies activities to
Correctly identifies activities to
Correctly identifies activities to
Correctly identifies activities to
meet all three learning styles and meet all three learning styles but meet two of three learning styles meet one of three learning styles
activities correlate to lesson plan
activities do not correlate to
and activities correlate to lesson and activities correlate to lesson
instructions.
lesson plan instructions.
plan instructions. Identifies one
plan instructions.
Identifies three quality
Identifies two quality
quality instructional strategy
Identifies instructional strategies
instructional strategies used in
instructional strategies used in
used in the lesson plan to
used in the lesson plan, but
the lesson plan to intentionally
the lesson plan to intentionally
intentionally address the needs
these strategies are not high
address the needs of each
address the needs of two out of
of one out of three learning
quality or intentionally included
learning style.
three learning styles.
styles.
to address the needs of each
learning style.
Differentiated
Instruction /
Modifications
Includes three appropriate
modifications for differentiated
instruction.
Includes two of three appropriate
modifications for differentiated
instruction
Assessment
Assessment process is described, Assessment process is described Assessment process is described,
effectively evaluates objective(s),
and effectively evaluates
but does not effectively evaluate
and an appropriate assessment objective(s), but an appropriate
objective(s).
tool is provided.
assessment tool is not provided.
No strategies to
meet the three
learning styles are
provided.
Includes modifications for
differentiated instruction that
are not appropriate for lesson
content.
No modifications for
differentiated
instruction are
provided.
Assessment process description
is unclear and does not
effectively evaluate objective(s)
No assessment
process was
described.
Lesson Reflections
Lesson reflections are thorough
and meaningful.
Lesson reflections are provided, No lesson reflections
but may not be thorough or
were provided.
meaningful.
Source of Lesson
Source(s) of lesson are provided.
No source was cited.
Total: ____/37 points
Measurable Verbs (Based on DOK chart):
Level One (Recall)
Level Two (Skill/Concept)
Level Three (Strategic Thinking)
Level Four (Extended Thinking)
Arrange
Name
Categorize
Interpret
Apprise
Differentiate
Analyze
Apply concepts
Define
Quote
Cause/Effect
Modify
Assess
Formulate
Connect
Design
Draw
Recall
Compare
Organize
Compare
Hypothesize
Create
Prove
Identify
Recognize
Construct
Predict
Construct
Investigate
Critique
Synthesize
Illustrate
Repeat
Distinguish
Relate
Critique
Revise
Label
Report
Estimate
Separate
List
State
Graph
Show
Match
Tabulate
Infer
Summarize
Measure
Tell
Collect & display
Explain phenomena in terms of concepts
Memorize
Use
Identify Patterns
Use concepts to solve non-routine problems
Who, what, where, when, why
Cite evidence
Develop a logical argument
Draw conclusions
Make observations
Use context clues
DOK SAMPLE ACTIVITIES
Level One Activities
Level Two Activities
Level Three Activities
Level Four Activities
Recall elements and details of story
structure, such as sequence of events,
character, plot and setting.
Identify and summarize the major events
in a narrative.
Support ideas with details and examples.
Conduct basic mathematical
calculations.
Label locations on a map.
Use context clues to identify the
meaning of unfamiliar words.
Solve routine multi-step problems.
Represent in words or diagrams a
scientific concept or relationship.
Describe the cause/effect of a particular
event.
Use voice appropriate to the purpose
and audience.
Identify research questions; design
investigations for scientific problems.
Develop a scientific model for a complex
situation.
Perform routine procedures like
measuring length or using punctuation
marks correctly.
Describe the features of a place or
people.
Identify patterns in events or behavior.
Conduct a project that requires
specifying a problem, designing and
conducting an experiment, analyzing its
data, and reporting solutions.
Apply mathematical model to illuminate
a problem or situation.
Analyze and synthesize information from
multiple sources.
Describe and illustrate how common
themes are found across texts from
different cultures.
Design a mathematical model to inform
and solve a practical or abstract
situation.
Formulate a routine problem given data
and conditions.
Organize, represent & interpret data.
Determine the author’s purpose and
describe how it affects the interpretation
of a reading selection.
Apply a concept in other contexts.
Adapted from Webb, Norman L. and others. “Web Alignment Tool” 24 July 2005. Wisconsin Center of Educational Research. University of Wisconsin-Madison. 2 Feb. 2006.
<http://www.wcer.wisc.edu/WAT/index.aspx>