DUNN MS LESSON PLAN RUBRIC

Teacher’s Name: Week: Grade Level and Subject:

CRITERIA / Advanced / Proficient / Working Towards / Needs Improvement
Punctuality and Completeness /
  • Plans are on-time and complete
/
  • Plans are on-time and complete
/
  • Plans are late or incomplete
/
  • Plans are late and are significantly incomplete (fewer than two complete days)

Objectives:
Something students will know or be able to do at the end of the lesson /
  • Objectives are written in measurable student learning outputs and not as activities.
  • Daily plans contain at least one higher-order thinking objective
/
  • Objectives are written in measurable student learning outputs and not as activities.
  • At least 60% of the classes include higher-order thinking objectives
/
  • Some objectives are written in measurable student learning outputs
  • Some objectives are written as activities
  • Higher-order objectives are listed sporadically
/
  • Objectives are not measurable
  • Objectives are activities or vague learning goals
  • Higher-order thinking objectives do not appear in the lesson plans

Checking for Understanding:
What you will do to determine if students have mastered an objective or not /
  • Plans include a check for understanding (CFU) after each objective is taught.
  • The final CFU and at least one other CFU are adequate for checking the understanding of all students for all objectives
  • CFU strategies are varied during each lesson and occurat least three times within a class period.
  • Plans include instructional re-teach technique if CFU indicates students’ confusion or misunderstandings.
/
  • Plans include a check for understanding after each objective is taught.
  • The final CFU is adequate for checking the understanding of all students for all objectives
  • CFU strategies are varied over the course of the week
/
  • Plans include a check for understanding after some objectives.
  • The final CFU does notallow for checking the understanding of all objectives or of all students within the class
  • Similar CFU strategies are used every day.
/
  • Plans do not indicate a method for checking for understanding.
  • There is no final CFU
  • Plans do not indicate a method for CFU during the lesson.

Heart of the Lesson:
Activities done to assist students in mastering a planned objective /
  • Activities support the planned objective.
  • Detailsexplain the process of how every student will meet each stated objective
  • Lessons use the I-We-You strategy when applicable
  • Activities are leveled and consider students who will grasp concept quickly and those who need more time.
  • Study skill practice activities for students (i.e. Cornell notes, flashcards, mindmaps, how to review their notes) are included at least 1/wk
/
  • Activities support the planned objective.
  • Detailsexplain the process of how every student will meet each stated objective
  • Lessons use the I-We-You strategy when applicable
  • Study skill practice activities for students (i.e. Cornell notes, flashcards, mindmaps, showing students how to review their notes) are included at least 1/wk
/
  • Activities partially support the planned objectives.
  • Detailsdo not adequately explain the process of how every student will meet each stated objective
  • Plans reflect partial use of the I-We-You strategy.
  • Study skill practice activities are not included.
/
  • Activities do not support the planned objectives.
  • Activity is not explained in detail, just listed as a title or vaguely stated.
  • Plans do not include the use of the I-We-You strategy.
  • Study skill practice activities are not included.

Question/Questioning:
Essential questions for the class, unit, activity, oral drill, or CFU /
  • Teacher questions are clearly stated in plans.
  • Two or more questions in each lesson are answerable higher order thinking questions.
  • All HOT questions are directly related to the planned objective(s).
  • (If requested by school leaders) Teacher has scaffolded questions to lead sts to the more challenging HOT questions
/
  • Teacher questions are clearly stated in plans.
  • At least one questionin each lesson is an answerable higher order thinking questions.
  • All HOT questions are directly related to the planned objective(s).
  • (If requested by school leaders) Teacher has scaffolded questions to lead sts to the more challenging HOT questions
/
  • Teacher questions are vague or unconnected to objectives
  • There are no HOTS questions planned.
  • Teacher has scripted questions that are at the recall and comprehension level only.
/
  • Teacher questions are not stated.

Final Notes/Comments:

*adapted from North Star Academy, Newark , New Jersey