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The objective(s) is (are) imprecise or unclear or written in terms of teacher behavior, rather than student behavior.

Some of the objectives are clear and some are not. The number of objectives is unrealistic within the scope of the lesson.

Each objective is stated in terms of student behavior and identifies the learning that will take place.

Each objective is clearly stated in terms of student behavior and addresses the learning that will take place. Each objective is measurable and observable.

The lesson provides no connection to state content standards/ benchmarks/ GLEs.

The lesson provides some connections to state content standards/ benchmarks/ GLEs.

The lesson provides connections with significant and clear references to state content standards/ benchmarks/ GLEs.

Emphasis on the standards, bechmarks that have been identified for the lesson are clearly seen through all major phases of the lesson plan procedures.

The lesson is void of any introductory(i.e. initiation/set) activities.

The lesson introduciton is somewhat disconnected from the objectives and distracts students from the learning.

Opening activities set the stage for the lesson and are connected to the stated objectives, but lack in motivation or transition value.

Opening activities are relevant to the objectives and provide a creative and motivating background in which to begin the lesson. There is an opportunity for active student participation and a connection between new and old learning.

Learning experiences are  disconnected and not focused on the objectives.

Learning experiences are connected to the objectives but disconnected from one another.

All activities are aligned with the objective(s) build upon each other and are clearly connected to each other, are appropriately placed, and developmentally appropriate.

All learning experiences are aligned with the objective(s), build upon each other, are appropriately placed, and developmentally approapriate. The activies are engaging creative, and innovative with clear connection to each other.

The lesson contains no closure.

Closing activities are poorly developed and done primarily by the teacher.

Closing activities are relevant to the objective and provide a clear opportunity to conduct a final check for understanding, but are done by the teacher.

Closing activities are relevant to the objective and provide a clear opportunity to conduct a final check for understanding. Students are active participants.

Opportunity for student assessment are not provided.

Assessment opportunities are identified and make limited connections to the Louisiana Content Standards.

Assessment opportunities are identified and require students to apply knowledge or demonstate understanding of Louisiana Content Standards. Provide limited evidence that students have achieved the stated objective(s).

Assessment opportunities are clearly identified and require students to critique, assess, and/or draw conclusions as they relate to the Louisiana Content Standards. Provide clear evidence that students have achieved the stated objective(s).

Materials, resources, and/or references necessary for both student and teacher use are not listed.

An incomplete list of student and/or teacher materials, resources and/or references is provided.

Materials/resources/references necessary for both students and teacher to complete the lesson are listed and are made available

All necessary materials, resources, references are identified. It is clear what materials and/or resources are referenced in the lesson

The lesson does not provide for any technology-connected experiences or technology is not used in planning.

Technology-connected learning experiences are limited to enrichment or extension activities or technology is limited in planning.

Technology is integrated into the lesson to improve the quality of student work or provides use of technology as a source to enhance the lesson .

A variety of technology is integrated appropriately in a manner that enhances the effectiveness of the lesson and the learning of the student.

There is no evidence of student choice and/or opportunities for students to work collaboratively.

Student choice and/or collaboration is limited to one part of the lesson.

The lesson considers student interest and provides opportunities for student choice and/or collaboration.

The lesson contains elements that motivate students to become actively engaged through choice and/or collaboration.

There is no variety in approaches to learning and instructional opportunities that are adapted to learners from diverse backgrounds

Instructional design is appropriate for learners with varied learning styles

Instructional design is developmentally appropriate for learners with varied learning styles and diverse needs

Instructional design is developmentally appropriate for learners from diverse backgrounds (stages of development, learning styles, strengths, needs)