Rubric for Lesson Plan and Reflection

Evaluation note: While the lesson takes place in the internship setting, the IPT feedback form will only play a small
role in your overall evaluation-as you reflect on their comments. The majority of the evaluation for this project will
come from the lesson plan and your reflection, which will be evaluated by the RDG 323 instructor. The evaluation
of this assignment only counts for RDG 323 and not for SED 396/397/496.

Lesson Plan
Element Standards Exemplary Highly Proficient Approaching Unsatisfactory
(5) Proficient (3) Proficient (1)
(4) (2)
Learning InTASC 7 a, b, Lesson Plan: Includes Lesson Plan: Includes Lesson Plan:
c, d, e, g • includes measurable and elements • includes objectives elements of 1 • learning objectives
Objectives
InTASC 8 j, k explicit goals aligned to of 3 & 5 and goals aligned to &3 and
state/CCSS/ state/CCSS/content state/CCSS/content
(5 points) content standards standards standards are weak
5/5 • includes sub-objectives are • Sub-objectives are or are not included
aligned and logically mostly aligned to the • Sub-objectives are
sequenced lesson’s major inconsistently
to the lesson’s major objective. aligned to the
objective. lesson’s major
• objectives include higher objective.
levels of Bloom’s
Taxonomy (0 points given at
instructor’s
discretion or if
element is missing)
Instruct- InTASC Instructional plans include Includes Instructional plans Includes Instructional plans
1d, e, f; 2 c, d; activities, materials, and elements include activities, elements of 1 include activities,
ional
3 b, c; d, j; 4 b, assessments that: of 3 & 5 I materials, and &3 materials, and
Plans d; 5 c, d, e, h, s; • are carefully aligned to assessments that: assessments that:
don’t see
6 a, b, d, e, f, j, state/CCSS standards; • are aligned to state • have few goals
(5 j; 7 a, b, c, d k; • are sequenced from basic evidence content standards or aligned to state
points)3/5 8 j, k, l to complex; of how you CCSS; content standards or
• build on prior student might • are sequenced from CCSS;
knowledge and account for potentially basic to complex. • are rarely aligned
individual differences in challenge • build on prior to state standards.
prior knowledge; some student knowledge; • are rarely logically
• are connected to and students to • are connected to sequenced.
extend what has been what has previously • rarely build on
go beyond
previously learned in class been learned in prior student
• are relevant to students’ class. knowledge
lives and interests; • are relevant to • inconsistently
• support the lesson students’ lives; provide time for
objectives and are challenge • support the lesson student work,
students to go beyond; objectives; and lesson and unit
• active, student-centered • elicit at least two closure;
participation; different types of • either there are no
• provide students with thinking; formative/informal
choices; • provide assessments, or they
• elicit a variety of thinking opportunities for are not aligned to
throughout the lesson; student-to-student the learning
• engage students in interaction; outcomes;
collaborative and self- • opportunities for assessment is not at
directed learning that extend self-directed appropriate level of
learner interaction with learning; difficulty.
ideas and people. • provide adequate
• provide appropriate time time for student (0 points given at
for student work, work, and lesson instructor’s
student reflection, and and unit closure; discretion or if
lesson and unit • formative/informal element is missing)
closure; assessments aligned
• incorporate multimedia to the learning
and technology. outcomes;
• In addition, sometimes assessment is at
activities are game-like, appropriate level of
difficulty
 involve simulations, require As you point out,
creating products, and this lesson would
demand self-direction and probably be best
self-monitoring. taught as a unit over
• formative/informal time; I’m amazed
assessments aligned to the that you got all of
learning outcomes; these activities in!
assessment is at appropriate I’m confused by
level of difficulty your assessment and
how you determined
mastery. Is the exit
ticket mastery?
Literacy InTASC •Literacy strategy is Includes •Literacy strategy is Includes •Strategy chosen is
4 a, b, c, d, h, l; meaningfully integrated into elements integrated into elements of 1 more of an activity
Strategy
5 c, d, e, h, o; the content lesson in a of 3 & 5 content lesson and is &3 for the sake of
Identifies 7c, d, h, i, k; manner that provides used to scaffold; doing something,
and 8 a, b, d, e, f, g, scaffolding and “gradual “gradual release of rather than a
integrates h, I, m release of responsibility” to responsibility” is meaningful,
students. evident. •Strategy research-based
a
•Strategy provides greater promotes some strategy and/or the
meaningfu access to critical thinking critical thinking strategy is unrelated
l and about content-related regarding content. to the criteria
appropriat materials. established in the
course.
e before,
during, or (0 points given at
after instructor’s
literacy discretion or if
element is missing)
(reading,
writing,
speaking,
listening,
viewing,
representi
ng)
strategy to
support
content
learning
outcomes)
(10
points)10/
10

Lesson
Plan total:
18/20
Reflection Paper
Element Standards Exemplary Highly Proficient Approaching Unsatisfactory
(5) Proficient (3) Proficient (1)
(4) (2)
What grade InTASC 1 b, d, • Reflection shows deep Includes • Reflection shows Includes No evidence of
level and e, f; 2 a, b, c, g, understanding of elements of understanding of elements of 1 understanding of
subject was h, I, j; 4 a, b, f, developmentally appropriate 3&5 developmentally &3 connection between
this lesson? h; 5 c, d, e, h, learning, learner readiness, appropriate learner needs and
Why was this m; 7 d adaptation of learning for learning, learner strategy. No
strategy diverse needs, prior readiness, connection to the
appropriate knowledge, language adaptation of literacy theory.
for these development, and learning for diverse (0 points given at
students in exceptional needs. needs, prior instructor’s
this context? •Thoughtfully analyzes the knowledge, discretion or if
What is the literacy needs of the language element is missing)
literacy students in this classroom,
theory that how this strategy supports development, and
supports this literacy development, and exceptional needs.
strategy in makes connection of •Analyzes the
this context? strategy to content learning. literacy needs of the
(15 points) • Reflection shows mature students in this
thought as to why this classroom, how this
practice is developmentally strategy supports
15/15 appropriate for students and literacy
how this strategy will development, and
support literacy makes connection
development and content of strategy to
knowledge. content learning.
• Cites appropriate • Reflection shows
references to literacy theory thought as to why
from course texts or this practice is
presentations and displays a developmentally
mature understanding of the appropriate for
connection between theory students and how
and practice.this is a strong this strategy will
element in your paper; you support literacy
clearly have an development and
understanding of the content knowledge.
connection between theory • Cites appropriate
and practice references to
literacy theory from
course texts or
presentations and
developing a good
understanding of
the connection
between theory and
practice.
What were InTASC 3 e, I; • Thoroughly and Includes • Considers student Includes No consideration of
the students’ 4 f, d, h; 6 c, f, thoughtfully considers elements of behavior elements of 1 student reaction or
reactions to g, m; 7 q, 8s student behavior 3&5 (engagement in the &3 student work as a
the activity? (engagement in the task and task and other measure of
other behavior indicators), behavior assessing the
(10 with many examples and indicators), student effectiveness of the
points)10/10 insights into student comments, and lesson.
comments analyzes work (0 points given at
• Thoroughly analyzes produced as instructor’s
student work produced as measures of student discretion or if
measures of student feedback on the element is missing)
feedback on the lesson. lesson.
• Explains why these do or • Explains why
do not show success of these do or do not
lesson and/or strategy. show success of
• In-depth consideration of lesson and/or
H.O.T.S. as evidenced in strategy.
student behavior and student • Shows
work. understanding that
• Shows mature plans must always
understanding that plans be open to
must always be open to adjustment and
adjustment and revision revision based on
based on learner needs and learner needs and
changing circumstances.this changing
is clearly evident from your circumstances.
paper
What InTASC 7 a, o; • Reflection shows Includes • Reflection shows Includes Shows little
feedback did 9 m, n; 10 a, b, willingness to accept and elements of willingness to elements of 1 willingness to
you receive r apply feedback and 3&5 accept and apply &3 consider feedback
from your constructive comments in feedback and or apply feedback to
mentor the spirit of collaboration constructive future practice.
teacher? and improved teaching comments in the (0 points given at
Look at the practices for student spirit of instructor’s
feedback learning benefit. collaboration and discretion or if
form and improved teaching element is missing)
think about practices for student
the learning benefit.
 discussion.
Was it
helpful?
(5 points)
What was InTASC 9 g, Thoughtful and analytical Includes Self-reflection of Includes No evidence of self-
your reaction h,m, n; 10 (t) self-reflection of practice, elements of practice, strengths elements of 1 reflection and/or
to the strengths and area for 3&5 and area for &3 connection to
activity? improvement, and impact improvement, and practice.
What will on student learning of impact on student (0 points given at
you do the literacy and content learning of literacy instructor’s
same and/or knowledge as evidenced by and content discretion or if
different next classroom observation and knowledge as element is missing)
time, or how analysis of student work. evidenced by
do you see Considers application to classroom
you using future practice and possible observation and
this strategy adaptations. analysis of student
in the future? work. Considers
(5 points) 5/5 possible
adaptations.
Overall 9o All formal writing Includes Formal writing Includes Writing is
Writing conventions are observed; elements of conventions elements of 1 unacceptable due to
Quality few, if any, grammatical, 3&5 observed; may be a &3 errors in grammar,
(lesson plan usage, or spelling errors. few grammar, usage, spelling, or
and usage, or spelling format. Ideas are
reflection) errors, but they do indiscernible due to
(5 points)5/5 not hinder quality of writing issues.
ideas.
Student
Not submitted to TK20 – Instructor, check box to indicate presence
Examples ok
Mentor
feedback
Not submitted to TK20 – Instructor, check box to indicate presence
form and
signature.ok

Reflection paper: 40/40 see my notes and highlights above, but to reiterate, you have a
solid understanding of the strategies presented in this course and you very effectively self-
analyzed your lesson, its presentation, and your mentor’s feedback.