Lesson Design

Objective - What do I want my students to learn and how will I know they

learned it?

Standards - What NYS standards and indicators am I meeting by teaching

this lesson?

Anticipatory Set - How will I get ALL of my students focused on the

learning?

Instructional Input - What information, activities, and questions will I

provide my students? How will I actively engage EVERYONE?

Modeling - What type of modeling will be most effective?

Checking for Understanding - How will I check to see if they "got it"?

Practice - How will I design guided/monitored practice? What independent

practice will cement the learning?

Closure - How will I get ALL of my students to summarize their learning?

Lesson Plan Rubric

Components	3Points	2 Points	0 Points
Format	- template complete and used appropriately - any educator could pick up this plan and use it	- template complete - portions used inappropriately	- inappropriate use of template - components missing
Objectives	- stated in measurable terms - includes the what and how - reflected in the lesson	- stated in measurable terms - very broad	- not stated in measurable terms
NYS Standards	- contains both the standard(s) and the performance indicator(s) - content of lesson is linked to all the standards and indicators that are noted	- states the standard only - some standards are not noted	- not identified
Anticipatory Set	- focuses attention of the subject matter of the upcoming lesson - establishes a mental set to pique students' interest - Connects new learning to past experiences	- focuses the attention of students	- not identified
Instructional Input (Explanation)	- includes clearly stated and logically sequenced explanation - includes specific materials and activities - lesson is creative, interesting and engages the learner - Active engagement throughout	- includes clearly stated and logically sequenced explanation	- incomplete or inaccurate information given
Instructional Input (Modeling)	- demonstrates what the students will do - ensures that all learning styles are met	- demonstrates what the students will do	- no demonstration provided
Checking for Understanding	- periodic checks for understanding - methods to ensure all students "get it"	- periodic checks for understanding	- no checks
Guided Practice	- provides adequate practice of lesson or skill - repeated engagement - teacher supervision is provided	- provides minimal practice of lesson skill	- no practice of lesson skill
Independent Practice	- highly related, purposeful	- provided	- not identified
Closure	- all students participate - addresses objective - encourages a "reflective" moment	- a summary or wrap up sentence	- no closure
Total Points (30)	Total Points -	Total Points -	Total Points -