Teaching American History Grant Lesson Plan Rubric HTML Template

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	Beginning	Progressing	Proficient	Advanced	Comments
Rationale	No rationale was given for why this lesson should be taught.	A rationale was given for why this lesson should be taught but it was not aligned to district, state and national standards.	A rationale was given for why this lesson should be taught and how it was aligned to district, state and national standards.	A rationale was given for why this lesson should be taught, how the lesson was relevant to students’ lives and how it was aligned to district, state and national standards.
Guided Question	The lesson was not related to the guided question.	The lesson is aligned to the guided question.	The lesson is aligned to the guided question and adds information that may or may not be significant...	The lesson is aligned to the guided question and adds significant information.
Standards/ Objectives	Standards/objectives were not stated.	Standards/objectives were not clearly stated and/or expected only knowledge or comprehension of the concepts learned.	Standards/objectives were clearly stated and expected application of the concepts learned	Standards/objectives were clearly stated, relevant to the lesson, and expected analysis, synthesis and evaluation of the concepts learned.
Anticipatory Set	Anticipatory set was not a part of the lesson plan.	Anticipatory set was a part of the lesson plan.	An anticipatory set that would activate prior knowledge was a part of the lesson plan.	An anticipatory set that would be relevant and engaging to students, activate prior knowledge and would create interest in the topic was a part of the lesson plan.

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	Beginning	Progressing	Proficient	Advanced	Comments
Directions/ Procedures for Instruction	Directions/procedures for instruction were not in the lesson plan.	Directions/procedures for instruction were stated in the lesson plan.	Directions/procedures for instruction were clearly stated in the lesson plan.	Directions/procedures for instruction were logical, and clearly stated in the lesson plan.
Instructional Strategies Including but not limited to the Eight History Alive Strategies*	No instructional strategies were planned for the lesson.	One or two instructional strategies were planned for the lesson, but strategies were not aligned to the standard/ objective.	Different instructional strategies were planned for the lesson, every 15 to 20 minutes and these strategies were aligned to the standard/ objective.	Different instructional strategies that engaged students were planned for the lesson, and these strategies were aligned to the standard/ objective.
Use of Primary Resources	The lesson plan did not provide for using primary resources.	The lesson plan provided for using primary resources.	The lesson plan provided for student engagement and analysis when using primary resources.	The lesson plan provided for student engagement at higher cognitive levels when using primary resources.
Planned use of technology with students	No integration of technology was planned for students in the lesson or unit.	The integration of technology was planned for students in the lesson or unit, but it was inappropriate.	The integration of appropriate technology was planned for students in the lesson or unit.	The integration of appropriate technology was consistently planned for students at higher cognitive levels in the lesson or unit.
Assessment	There were no assessments planned for in the lesson.	Assessments planned for the lesson were irrelevant or misaligned.	Relevant and rigorous assessments were planned for the lesson.	Both formal and informal relevant and rigorous assessments were planned for the lesson. Plans for peer feedback were incorporated into the lesson.

	Beginning	Progressing	Proficient	Advanced	Comments
Closure of the Lesson	The teacher planned to end the lesson by dismissing the class.	The teacher planned to summarize what had been learned in the lesson.	The teacher planned to have students summarize what had been learned in the lesson.	The teacher planned to have students summarize what had been learned in the lesson and to relate it to previous knowledge.
Bibliography and Resources	The listing of materials and resources for use with the lesson or unit was incomplete.	The listing of materials and resources for use with the lesson or unit was complete.	The listing of materials and resources for use with the lesson was complete and included primary resources.	The listing of materials and resources for use with the lesson was complete and included the source of both primary and secondary resources.
Examples of Student work	There were no examples of student work included with the lesson plan.	There were student examples included with the lesson plan, but they were not rigorous or aligned with the standards/objectives.	Most examples of student work included with the lesson plan were rigorous and aligned with the standards/objectives.	All examples of student work included with the lesson plan were rigorous and aligned with the standards/objectives.
Differentiation of Instruction	There are no planned activities to differentiate for diverse learners through content or instructional strategies in the lesson plan	There is at least one planned activity to differentiate for diverse learners through content or instructional strategies in the lesson plan.	There are at least two activities that differentiate for diverse learners through content or instructional strategies in the lesson plan.	There are a variety of activities that differentiate for diverse learners through content or instructional strategies in the lesson plan

*Interactive Slides, Social Studies Skill Builders, Experiential Exercise, Writing for Understanding, Response Groups, Problem Solving Group Work, Interactive Student Notebooks, and Culminating Projects.