Adapted Curriculum Rubric for Differentiated Lesson Plan Excellent Fair Poor Lesson Plan requires students to interpret, Lesson Plan requires students to Lesson Plan requires students to define, evaluate, theorize, and/or synthesize analyze and information, solve identify, describe, and/or summarize. information problems, and/or make conclusions Very little higher-order thinking is All enduring objectives clearly align with Some enduring objectives with required to complete the learning the state content standards, essential state content standards, essential objectives questions, the learning plan, and the questions and learning plan Relationship between enduring assessment Lesson plan provides weak support objectives and content standards, Learning Lesson plan clearly addresses diverse for diverse learners but relationship to learning plan, learners including gifted and struggling Essential questions are not clear. essential questions, and learning plan is students unclear Student Questions include overarching essential Lesson Plan does not accommodate a questions as well as open-ended topical diversity of learners questions Questions do not include overarching essential questions. Lesson Plan is clearly written and Lesson Plan is clearly written but Lesson Plan lacks clarity and is not an provides details for implementation lacks detail for implementation effective guide for implementation Lesson Plan can be easily modified and Lesson Plan might be applicable to Lesson Plan is limited to the teacher’s implemented in a variety of classrooms other classrooms own classroom implementation Instrument(s) for authentic assessment of Instrument(s) for assessment of most Instrument(s) for assessment of targeted all targeted objectives are included targeted objectives are included objective are not included or the A strong relationship is evident between A weak relationship exists between assessment(s) does not match the and learning objective and assessment of learning objectives, student need and targeted objectives student learning assessment; assessment are all the Relationship between objectives and same for all students, or do not take assessment is unclear diverse student needs into Assessments do not take student needs Assessment consideration. into consideration Evaluation Student
Adapted Curriculum Rubric for Differentiated Lesson Plan Excellent Fair Poor Student Learning Lesson Plan requires students to interpret, evaluate, theorize, and/or synthesize information All enduring objectives clearly align with the state content standards, essential questions, the learning plan, and the assessment Lesson plan clearly addresses diverse learners including gifted and struggling students Questions include overarching essential questions as well as open-ended topical questions Lesson Plan requires students to analyze and information, solve problems, and/or make conclusions Some enduring objectives with state content standards, essential questions and learning plan Lesson plan provides weak support for diverse learners Essential questions are not clear. Lesson Plan requires students to define, identify, describe, and/or summarize. Very little higher-order thinking is required to complete the learning objectives Relationship between enduring objectives and content standards, but relationship to learning plan, essential questions, and learning plan is unclear Lesson Plan does not accommodate a diversity of learners Questions do not include overarching essential questions. Lesson Plan is clearly written and provides details for implementation Lesson Plan can be easily modified and implemented in a variety of classrooms Lesson Plan is clearly written but lacks detail for implementation Lesson Plan might be applicable to other classrooms Lesson Plan lacks clarity and is not an effective guide for implementation Lesson Plan is limited to the teacher’s own classroom implementation Student Assessment and Evaluation Instrument(s) for authentic assessment of all targeted objectives are included A strong relationship is evident between learning objective and assessment of student learning Instrument(s) for assessment of most targeted objectives are included A weak relationship exists between learning objectives, student need and assessment; assessment are all the same for all students, or do not take diverse student needs into consideration. Instrument(s) for assessment of targeted objective are not included or the assessment(s) does not match the targeted objectives Relationship between objectives and assessment is unclear Assessments do not take student needs into consideration