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University of the Virgin Islands School of Education Bachelor of Arts in Education Elementary Fall 2013 Lesson Plan Rubric – Language Arts STT 14 Lesson Plan Elements Unacceptable Beginning Developing Target Instructional Objectives (ACEI 3.1) Instructional objective is not stated clearly. 0% Instructional objective is included but is not descriptive of a learning outcome and does not include the condition and criterion. 14.5% Instructional objective is stated and descriptive of learning outcomes that are measurable, observable, and student oriented, but does not include condition and criterion. 14.5% Instructional objectives are clearly stated and descriptive of learning outcomes that are measurable, observable, and student oriented; includes condition, behavior and criterion. 71% Content Knowledge (ACEI 2.1; 2.3; 2.3; 2.4; 2.6; 2.7) Plan shows little evidence of knowledge of content and no evidence of research. 0% Weak content and inadequate evidence of research. 0% Content is accurate but evidence of research is limited. 7% Thorough knowledge and understanding of content. Evidence is provided to indicate topic is well researched. 93% Lesson Introduction (ACEI 2.1; 3.2; 3.4) An introduction is missing. 0% An introduction is used but not directly related to the lesson. 0% An introduction is used, - directly related to the lesson and enhances student interest. 50% An introduction is used, directly related to the lesson, enhances student interest, and leads into the development of the lesson. 50% Lesson Development (ACEI 2.1; 3.2) Lesson is not logically sequenced, nor does it provide opportunity for guided or independent practice. 0% Lesson is adequately and sequentially developed building from simple to complex with no opportunity for guided practice. 0% Lesson is adequately and sequentially developed building from simple to complex with opportunities for guided practice, but no independent practice. 43% Lesson is adequately and sequentially developed building from simple to complex with opportunities for guided and independent practice. 57% Instructional Strategies (ACEI 2.1; 3.3; 3.4;) Instructional strategies are not appropriate and are not aligned with the learning outcome(s). 0% Some instructional strategies are appropriate for learning outcome (s) that is meaningful. 0% Most instructional strategies are appropriate for learning outcome (s); they are meaningful and varied, but evidence no differentiation 36% Instructional strategies are appropriate for learning outcome (s). They are meaningful, varied, and differentiated. 64% Questioning Strategies (ACEI 3.2; 3.3; 4.0;) Uses ineffective questions that do not promote critical thinking. 0% Uses questioning techniques that are effective and promote some levels of thinking. 7% Uses a variety of effective questioning techniques- that promote some critical thinking but no problem solving. 64% Uses a variety of effective questioning techniques that promote critical thinking and problem solving. 29% Technology Used (ACEI 3.1; 3.5;) Selection and application of technology is inappropriate or non-existent. 14% Some selections and applications of technology are not appropriate for the learning environment. Technologies selected do not enhance learning. 0% Some selections and applications of technology are appropriate for the learning environment and outcomes. - Technologies applied enhance learning. 14% Selection and application of technology are appropriate for the learning outcomes and the learning environment. Technologies applied enhance learning. 72% Materials Needed Materials are missing or are used inappropriately. 0% Few materials directly support the learning objective (s), are not listed, and few meet the needs of all students. 7% Most materials directly support learning objective (s), are clearly listed, and meet the needs of all students. 21% A variety of materials that directly support learning objective are clearly listed and meet the needs of all students. 72% Closure (n=13) Closure session is absent from plan. 8% Closure is evident and summarizes and solidifies few main points of the lesson. 0% Closure is evident and summarizes and solidifies some main points of the lesson 23% Closure is evident and summarizes and solidifies the main points of the lesson. 69% Assessment (ACEI 4.0; 5.1) Method for assessing student learning and evaluating instruction is missing or inappropriate. 14% Method for assessing student learning and evaluating instruction is delineated but not differentiated and aligned to lesson’s objective. 0% Method for assessing student learning and evaluating instruction is clearly delineated and aligned to lesson’s objective but is not differentiated. 22% Method for assessing student learning and evaluating instruction is clearly differentiated and delineated and aligned to lesson’s objective. 64%