Enhance 2 Lesson Plans

Evaluation: Scoring Rubric

CRITERIA Expert (10 pt) Proficient (9 pts) Developing (8 pts) Novice (6 pts)

Strategies for
Instruction

Explicit and

detailed

opportunities for

authentic

engagement

through an

anticipatory set,

student

collaboration,

and/or writing

activities.

Small group

instruction fully

supports learning

objectives,

activities and

outcomes.

Instructional

examples,

teacher

modeling, or

other input is

detailed and

explicitly

supports the

objective and

lesson activities.

Explicit evidence

of consideration

of teacher’s role

throughout the

lesson

(facilitator, direct

instruction,

specialist, etc.).

Multiple

strategies for

Meaningful
opportunities for
authentic
engagement
through an
anticipatory set,
student
collaboration,
and/or writing
activities.

Specific evidence
of planning for
small group
instruction
(content for
different groups,
mini- lesson
objectives, etc.)
where applicable.

Instructional
examples, teacher
modeling, or other
input is specifically
aligned with
objective and
lesson activities.

Teacher’s role
(facilitator, direct-
instruction,
specialist, etc.) is
considered and
apparent
throughout the
lesson.

Specific
opportunities for
student
collaboration,

Adequate
opportunities for
authentic
engagement using
an anticipatory
set, student
collaboration,
and/or writing
activities.

Adequate
evidence of
planning for small
group instruction
(content for
different groups,
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 objective
and lesson
activities.

Some
opportunities for
student
collaboration,
problem solving
and creativity in
lesson activities or
outcome
products.

Limited
opportunities for
authentic
engagement
through an
anticipatory set,
student
collaboration,
and/or writing
activities.

Instructional
examples, teacher
modeling, or other
input is not
aligned with
objective or lesson
activities.

Minimal
opportunity for
student
collaboration.

learning lesson

content are

available to

students.

Meaningful

opportunities for

student

collaboration,

problem solving

and creativity in

lesson activities

or outcome and

products. May

include

nontraditional

activities, or

assessments.

problem solving
and creativity in
lesson activities or
outcome
products.

Differentiation Differentiation
explicitly targets the
various learning and
environmental
needs of all students
in the classroom.
Differentiated
learning stations are
well utilized.

Explicit evidence or
attempt to offer
lesson content,
questioning,
activities, or
outcomes at varying
levels of Bloom’s
Taxonomy

Alternate activities
and student
products, to support
different Bloom’s
levels, may be
indicated.

Student learning
style is specifically
considered in

Differentiation
adequately targets
the various
learning and
environmental
needs of all
students in the
classroom.
Differentiated
learning stations
are utilized.

Meaningful
evidence or
attempt to offer
lesson content,
questioning,
activities, or
outcomes at
varying levels of
Bloom’s
Taxonomy based
on specifically
identified needs
and levels of
students.

Some alternate
activities,

Differentiation
addresses the
various learning
and
environmental
needs of all
students in the
classroom.
Differentiated
learning stations
are mentioned.

Adequate
evidence or
attempt to offer
lesson content,
activities, or
outcomes at
varying levels of
Bloom’s
Taxonomy based
on generally
identified needs
and levels of
students.

Alternate
activities,

Differentiation
minimally
addresses learning
and
environmental
needs of some
students in the
classroom.
Differentiated
learning stations
are not utilized.

Minimal evidence
or attempt to
offer lesson
content,
questioning,
activities, or
outcomes at
varying levels of
Bloom’s
Taxonomy based
on needs and
levels of students.

Lesson may offer 1
or 2 alternatives
for students of
different levels,

differentiated
content.

Flexible grouping is
efficiently utilized,
where appropriate,
and learning is
individualized to the
maximum extent
possible.

products or
assessment to
support varying
levels of Bloom’s
Taxonomy are
offered.

Differentiation
accounts for
differences in
learning styles of
students.

Flexible grouping
is offered, where
appropriate and
some
individualization
of learning is
evident.

products or
assessment
offered to support
some higher levels
of Bloom’s
Taxonomy are
offered.

Differentiation
may indirectly
account for
differences in
learning styles of
students, but
specific evidence
may not be
present.

Flexible grouping
is present but may
be missing
individualization
of learning.

but minimal
attempt for
individualization is
made.

No attempt is
made for
differentiation.

Flexible grouping
is not included in
the plan.

Literacy
Strategies

Science of Teaching
Reading
Components (oral
language,
vocabulary, fluency,
comprehension,
etc.) are detailed
and enhance the
lesson content along
with literacy
development, where
appropriate.

*Vocabulary:
Detailed information
about vocabulary
instructional
strategies for the
lesson are included
in the lesson plan.

*Detailed and
specific supports
(graphics,

Science of
Teaching Reading
Components (oral
language,
vocabulary,
fluency,
comprehension,
etc.) enhance the
lesson in all
appropriate areas.

*Vocabulary:
Specific
information about
vocabulary
instructional
strategies for the
lesson are
provided in the
lesson plan.

*Meaningful
supports
(graphics,

Science of
Teaching Reading
Components (oral
language,
vocabulary,
fluency,
comprehension,
etc.) are sufficient
where
appropriate.

*Vocabulary:
Adequate
information about
vocabulary
instructional
strategies for the
lesson are
provided.

*Some supports
(graphics,

Science of
Teaching Reading
Components (oral
language,
vocabulary,
fluency,
comprehension,
etc.) are minimal
or may not be
present.

*Vocabulary:
Limited
information about
vocabulary
instructional
strategies for the
lesson are
provided

*Minimal supports
(graphics,

animations,
examples, etc.) for
academic language
included.

*Materials
presented are
specifically intended
for reading level of
the students, with
consideration given
to students below
level.

*Writing
requirements (if
present) are
explicitly matched to
the level of the
students and
enhance the
learning and
engagement of the
lesson content.

animations,
examples, etc.) for
academic
language included.

*Materials
presented are
specifically
intended for
reading level of
the students.

*Writing
requirements (if
present) are
meaningful and
well matched to
the level of the
students.

animations,
examples, etc.) for
academic
language included.

*Materials
presented are
appropriate for
reading level of
the students.

*Writing
requirements (if
present) are
appropriately
matched to the
level of the
students.

animations,
examples, etc.) for
academic
language included.

*Materials
presented may
not be
appropriate for
reading level of
the students.

*Writing
requirements (if
present) are not
well matched to
the level of the
students.

Use of
Technology

*Explicit evidence of
integration of
technology with
pedagogy and
content (TPACK) and
alignment with ISTE
standards.

*Technology is
efficiently used for
learning in a manner
that is inconceivable
without the
technology.

*Supports student
collaboration,
creativity, critical
thinking, problem
solving, and digital
citizenship.

*Appropriate
evidence of
integration of
technology with
pedagogy and
content (TPACK).

*Technology
enhances and
supports mastery
of the objectives.

*Some indication
of support of
student
collaboration,
creativity, critical
thinking, problem
solving, and digital

citizenship.

*Some attempt of
alignment with
ISTE standards
and/or TPACK
integration.

*Student use of
technology is
present, but
connection to
lesson content is
weak.

*Student use of
technology may
not necessarily
enhance learning
of content, but it
is not a

distraction.

*Teacher’s use of
technology is an
attempt to model

*Vague alignment
with ISTE
standards, or
standards do not
match lesson
objective.

*Minimally
supports the
lesson content.

*Use of
technology may
be disorganized or
feel disconnected
to student
learning.

*No student use
of technology
present in lesson.

*Lesson includes
meaningful
components of
blended learning
with online
assignments,
instruction,
opportunities for
collaboration, or
product creation.

*Provides
immediate feedback
to students about
learning.

*Technology is used
to address diverse
student needs.

*Teacher models
digital fluency,
innovation or
citizenship
preparing for
student use.

*Technology is
used to assess
learning when
appropriate. May
provide some
feedback to
students about
learning.

*Technology is
available to
address diverse
student needs.

digital fluency,
innovation or
citizenship.

*Used to deliver
content, but there
may be minimal
student
interaction with
technology.