DATE:
NAME:
Lesson Title
Subject
Grade
Level
Lesson Length
# of Sessions
Pre-K/GLE/CLE/CORE state standard for lesson content
Materials/Supplies (including technology needs)
Objective
INSTRUCTIONAL PROCESS
Anticipatory Set
STEP-BY-STEP INSTRUCTIONS
TEACHER QUESTIONING – Label (open/closed)
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-
Learner Expression
Identify how this lesson is facilitating learner expression in writing, speaking, listening, or other media, and explain with evidence from your
lesson. 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 take turns reading orally and listening to the passage.
Instructional Connections (Choose 2/4: prior experience, family, culture, community)
“Identify how this lesson meets content connections of prior experience, family, culture or community.” Sample response: “In this lesson, the
students were asked about going to the store with their parents, the cost of food, etc. Using a newspaper, each student planned the cost of a
favorite meal for their family.”
Theory Connections
Demonstrate your understanding of how a specific theorist and/or theory support your lesson design. Refer to pertinent information presented
in Educational Psychology, Child Growth and Development and/or Psychology and Education of the Exceptional Child.
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 (Total
Category
4
3
/50 points)
2
Includes appropriate title of lesson,
subject area, grade level, lesson
length, & number of sessions
Introductory
Information
Standard
Includes applicable Pre-K/
GLE/CLE/CORE state standard for
lesson content
Technology
Equipment &
Supplies
Lists technology equipment &
supplies (i.e., homework sheets,
scoring guides, models)
Objective(s)
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 and
specific criteria
Includes measureable and specific Includes objective(s) but are not
objective(s) written in succinct
written using measurable verbs or
ABCD format (audience, behavior, does not include specific criteria
condition, degree), but may not be
appropriate for age level and
content
Anticipatory Set
Lesson Design
Step-by-step
Instructions
Meets requirements of all 4 phases Meets requirements of 3 out of 4
of the step-by-step process:
phases of the step-by-step process:
 Direct Instruction effectively
 Direct Instruction effectively
models the lesson concept.
models the lesson concept.
 Guided Practice appropriately
 Guided Practice appropriately
scaffolds learning.
scaffolds learning.
 Closure briefly reviews content &  Closure briefly reviews content &
objective of lesson.
objective of lesson.
 Independent Practice encourages  Independent Practice encourages
students to individually support
students to individually support
stated lesson objective.
stated lesson objective.
1
One piece of the introductory
information is missing or not
appropriate for lesson content.
0
Introductory
information is
not included.
Partial or no
standards are
provided.
Lists some, but not all, necessary
No technology
equipment/supplies (i.e., homework equipment or
sheets, scoring guides, models)
supplies listed
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
No anticipatory
does not appropriately set the mood set is provided.
or transition into lesson content.
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
No lesson
phases of the step-by-step process: components are
provided.
 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.
Step-by-step instructions are clear,
concise & provide a detailed
description of lesson steps.
Step-by-step instructions are
provided but are had to follow and
unclear.
No step-by step
instructions are
provided
Category
3
2
1
0
Meets 4 questioning elements:
 Appropriate & meaningful to
lesson content
 Correlated to the appropriate
step-by-step instruction
 Effectively uses open & closed
questioning techniques
 Accurately labels each as open
or closed
Meets 3 of 4 questioning elements:
 Appropriate & meaningful to
lesson content
 Correlated to the appropriate
step-by-step instruction
 Effectively uses open & closed
questioning techniques
 Accurately labels each as open
or closed
Meets 2 of 4 questioning elements:
 Appropriate & meaningful to
lesson content
 Correlated to the appropriate
step-by-step instruction
 Effectively uses open & closed
questioning techniques
 Accurately labels each as open
or closed
Meets 1 of 4 questioning elements:
 Appropriate & meaningful to
lesson content
 Correlated to the appropriate
step-by-step instruction
 Effectively uses open & closed
questioning techniques
 Accurately labels each as open
or closed
No questions are
provided.
Assessment
Effectively describes an
assessment process that evaluates
objective(s); provides an effective
assessment tool
Effectively describes an
Describes an assessment process
Describes an assessment process
assessment process that evaluates that does not evaluate objective(s) that is unclear and does not
objective(s); does not provide an
effectively evaluate objective(s)
effective assessment tool
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
 Correlates each learning style to
LP 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.
Includes three appropriate
modifications for differentiated
instruction
Includes only one appropriate
modification for differentiated
instruction
No appropriate
modifications
are provided.
Teacher
Questions
4
Diff. Instr. /
Modifications
Source(s) of lesson are provided.
Source of Lesson
No sources cited.
 Identifies the learner expression(s)
facilitated through this lesson
 Supported with details from LP
Learner
Expression
Learner
expressions are
not addressed
Identifies activities that address 2/4 Identifies activities that address 1/4 Lists no content
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
Includes two of three appropriate
modifications for differentiated
instruction
Provides a theory, but does not
connect to lesson plan
Edits for mechanical errors: spelling,
capitalization, punctuation, correct
word usage: 1-2 noted
No connection
made to theory
or theorist
Edits for mechanical errors: spelling,
capitalization, punctuation, correct
word usage: 3-4 errors noted
Edits for mechanical errors: spelling,
capitalization, punctuation, correct
word usage: 5-6 errors noted
Lesson reflections are thorough &
meaningful.
Lesson reflections are provided, but
may not be thorough or meaningful.
More than 6
errors noted
No reflections
are provided.