Lesson Plan

Lesson Preparation

Building Background

SIOP (Sheltered Instruction

Observation Protocol)
Methods
Standards

Objectives

Assessments

5
Candidate refers
to and cites
multiple
specific events
in preassessments to
guide choice of
teaching
strategies.
Candidate
explicitly links
concepts, past
learning
experiences,
new concepts,
and new
vocabulary to
students'
backgrounds
and
experiences.

4
Candidate refers
to and cites few
specific events
in preassessments to
guide choice of
teaching
strategies.

3
Candidate
loosely refers to
and cites
specific events
in preassessments to
guide choice of
teaching
strategies.
Candidate
loosely links
concepts, past
learning
experiences,
new concepts,
and new
vocabulary to
students'
backgrounds
and
experiences.

2
Candidate
superficially
refers to and
cites specific
events in preassessments to
guide choice of
teaching
strategies.
Candidate
superficially
links concepts,
past learning
experiences,
new concepts,
and new
vocabulary to
students'
backgrounds
and
experiences.

1
Candidate does not
refer to and cites
specific events in
pre-assessments to
guide choice of
teaching strategies.

Candidate
explicitly
addresses all 30
features.
Candidate
explicitly links
the standards to
the objectives
and
instructional
methods.

Candidate
addresses 24-29
features.

Candidate
addresses 18-23
features.

Candidate
addresses 12-17
features.

Candidate links
the standards to
the objectives
and
instructional
methods.

Candidate
loosely links the
standards to the
objectives and
instructional
methods.

Candidate
superficially
links the
standards to the
objectives and
instructional
methods.

Candidate
addresses fewer
than 12 of the 30
features.
Candidate does not
link the standards
to the objectives
and instructional
methods.

Candidate
explicitly links
the objectives to
the standards
and
instructional
methods/lesson
plan process.

Candidate links
the objectives to
the standards
and
instructional
methods/lesson
plan process.

Candidate
explicitly links
the assessment
to the standards,
objectives, and
instructional
methods/lesson
plan process.

Candidate links
the assessment
to the standards,
objectives, and
instructional
methods/lesson
plan process.

Candidate links
concepts, past
learning
experiences,
new concepts,
and new
vocabulary to
students'
backgrounds
and
experiences.

Candidate
loosely links the
objectives to the
standards and
instructional
methods/lesson
plan process.

Candidate
loosely links the
assessment to
the standards,
objectives, and
instructional
methods/lesson
plan process.

Candidate
superficially
links the
objectives to the
standards and
instructional
methods/lesson
plan process.

Candidate
superficially
links the
assessment to
the standards,
objectives, and
instructional
methods/lesson

Incomprehensible.
Candidate does not
link concepts, past
learning
experiences, new
concepts, and new
vocabulary to
students'
backgrounds and
experiences.
Incomprehensible.

No standards are
present.
Incomprehensible.
Candidate does not
link the objectives
to the standards
and instructional
methods/lesson
plan process.
No objectives are
present.
Incomprehensible.
Candidate does not
link the assessment
to the standards,
objectives, and
instructional
methods/lesson
plan process.

Differentiation/Modifications

Candidate lists
differentiation
strategies AND
modifications
that specifically
relate to the
students needs.

Candidate lists
differentiation
strategies OR
modifications
that specifically
relate to the
students needs.

Candidate lists
differentiation
strategies AND
modifications.

plan process.
Candidate lists
differentiation
strategies OR
modifications.

Incomprehensible.
Candidate does not
list differentiation
strategies OR
modifications.