Using the state standard to write learning objectives Aligning the rigor of the state standard to the rigor of the learning

Nevada 700.3P Lesson Plan Rubric

Criteria Ratings Unit Objectives 10 Pts

Unit objectives are observable, measurable and explicitly connected to the specific content and unit theme and enhances learning across concepts. *Provides detailed and specific information about all steps and progression of the lessons (materials, engagement/opening, guided practice/explore & explain, Independent practice/elaborate, assessment/evaluate and closure). *Opportunities for integrated curriculum are detailed in each unit element, as appropriate for content. *Performance-based, culminating activity provides most intuitive and complete information about student learning of unit objectives and learning.

7 Pts Unit objectives are observable, measurable and adequately connected to the specific content and unit theme. *Provides specific information about the steps and progression of the unit as a whole and all of the lessons (materials, engagement/ opening, guided practice/explore & explain, Independent practice/elaborate, assessment/ evaluate and closure). *Opportunities for integrated curriculum in many unit elements, as appropriate for content. *Performance-based, culminating activity is intentionally designed to support unit objectives and learning.

4 Pts Unit objectives are observable, measurable and listed and specific content is identified; unit theme/topic is relevant *Provides adequate information about the steps and progression of the unit as a whole and all of the lessons (materials, engagement/opening, guided practice/explore & explain, Independent practice/elaborate, assessment/evaluate and closure). *Opportunity for integration of curriculum in some lesson elements is present, but limited. *Performance-based, culminating activity is present, but may be loosely connected.

1 Pt *Unit objectives listed but specific content is unclear or immeasurable; theme/topic is unclear or disorganized. *Limited information about lesson elements (materials, engagement/opening, guided practice/explore & explain, Independent practice/elaborate, assessment/evaluate and closure). *May not include a performance based, culminating activity.

Level of Cognition 10 Pts. *Level of cognition is detailed, specific and

7 Pts *Level of cognition is specific and well matched

4 Pts * Level of cognition is identified and appropriate

1 Pt *Level of cognition is identified but vague

explicitly matched with the content being covered. *Performance activities provide meaningful and explicit opportunities to engage at the highest level of Bloom’s Taxonomy or Webb’s DOK appropriate for the content. *Continuity of rigor is apparent and provides explicit indication of learning at the highest level appropriate throughout all elements of unit.

with the content being covered. *Performance activities provide significant evidence of student engagement at an appropriate level of Bloom’s Taxonomy or Webb’s DOK appropriate for the content. *Continuity of rigor is apparent and provides significant evidence of learning for most students at an appropriate level of cognition throughout all elements of unit.

for the content being covered. *Performance activities offer adequate evidence of student engagement at appropriate level of Bloom’s Taxonomy or Webb’s DOK *Continuity of rigor throughout all elements of unit is logical and adequate for unit content, but unlikely many students will engage above the minimum Bloom’s Taxonomy or Webb’s DOK

and/or below what is required for the content. *Performance activities offer limited evidence of student engagement at appropriate levels of Bloom’s Taxonomy or Webb’s DOK *Continuity of rigor throughout unit objectives is minimal.

Standards 10 Pts. *Standards are identified, specific and fully detailed; matched with the learning objectives, activities, and assessments. *Sequence of standards addressed explicitly follows the state standards and fully supported by the stated objectives. *Explicitly builds on related, cross- curricular concepts. The connection between concepts meaningfully enhances and develops learning. *Explicit and

7 Pts. *Standards are identified and specific; matched with the learning objectives, activities, and assessments. *Sequence of standards addressed is appropriate, follows the state standards, and logically connected to the stated objective(s). *Connection to related, cross-curricular concepts is meaningful and specifically indicated. *Some evidence of alignment between state

4 Pts. *Standards are adequately identified and matched to content, learning objectives, activities, and assessments. *Sequence of standards addressed is logical and follows the state standard, adequately supported by the stated objective(s). *Connection to related, cross-curricular concepts is indicated but may not be fully developed.

1 Pt. *Standards are minimally identified, or vague and/or not clearly connected to the objectives, activities, or assessments. *Standards may not be addressed in appropriate sequence.

logical alignment between state standard and ISTE standard and/or TPACK integration, where appropriate, based on use of technology. *Alignment of standards is explicit and optimizes learning throughout unit.

standard and ISTE standard and/or TPACK integration, where appropriate, based on use of technology. *Alignment of standards is consistent and logical throughout unit.

Planning for Small Group Instruction

10 Pts. *Explicit evidence of planning for small group instruction (content for different groups, rationale for grouping, mini-lesson objectives, etc.) where applicable. *Instructional examples, teacher modeling, or other input is detailed and explicitly supports the objectives and unit activities. *Explicit evidence of consideration of teacher’s role throughout the unit (facilitator, direct instruction, specialist, etc.). *Multiple strategies for learning unit content are available to students. *Unit is planned in a way that offers the highest level of curriculum

7 Pts. *Specific evidence of planning for small group instruction (content for different groups, rationale for grouping, mini-lesson objectives, etc.) where applicable. *Instructional examples, teacher modeling, or other input is specifically aligned with objective and unit activities. *Teacher’s role (facilitator, direct- instruction, specialist, etc.) is considered and apparent throughout the unit. *Unit takes advantage of natural opportunities for curriculum integration.

4 Pts. Adequate evidence of planning for small group instruction (content for different groups, rationale for grouping, mini-lesson objectives, etc.) where applicable. *Instructional examples, teacher modeling, or other input is adequately aligned, but may lack detail or be loosely supportive of the objectives and unit activities.

1 Pt. *Minimal or no evidence of planning for small group instruction (content for different groups, rationale for grouping, mini-lesson objectives, etc.) where applicable. *Instructional examples, teacher modeling, or other input is not aligned with objectives or unit activities.

integration possible for the content.

Assessment 10 Pts. Assessment provides detailed information about student learning and explicitly matches objectives, learning activities and outcomes. *Assessments are fully supported by the state standards addressed and the content covered by the unit lessons. *Detailed information about the types of assessments, formal: (constructed response/selected response/etc.) or informal: (observation, discussion, journal writing, etc.). *Technology is used to assess learning in a nontraditional or creative manner and may include student input in evaluation tool creation, criteria determination and self-monitoring, where developmentally appropriate. *Assessment considers diverse student needs and offers valid information about

7 Pts. *Assessment provides meaningful information about student learning and matches objectives, learning activities and outcomes *Assessments is appropriately connected to the state standards addressed and the content covered by the unit lessons. *Adequate information about the types of assessment, formal: (constructed response/selected response/etc.) or informal: (observation, discussion, journal writing, etc.). *Technology is used to assess learning in a traditional manner, where developmentally appropriate. *Assessments within unit are aligned with an end of unit, culminating assessment.

4 Pts. *Assessment provides adequate information about student learning and is consistent with objectives, learning activities and outcomes. *Assessments are connected to the state standards addressed and the content covered by the unit lessons. *Adequate information about the types of assessments, formal: (constructed response/selected response/etc.) or informal: (observation, discussion, journal writing, etc.).

1 Pt *Assessment provides minimal information about student learning and is only loosely connected to the objectives and learning activities and outcomes *Assessments may not be connected to the state standard(s) addressed and the content covered by the unit lessons. *Minimal information about the types of assessments, formal: (constructed response/selected response/etc.) or informal: (observation, discussion, journal writing, etc.).

student learning. *Assessments within unit are explicitly aligned with and supportive of an end of unit, culminating assessment