LESSON PLAN EVALUATION FORM

Teachers: Lesson Topic:

Grade Level:
Rater: Date:

Directions: Use this checklist to analyze written lesson plans and/or to observe a lesson in a classroom. Indicate for each Lesson Component if the plan
Met Expectation (Y) or Did Not Meet Expectation (N) or if the item was Not Applicable (N/A) because it was not observable by the rater.

Met?
Lesson Met
Expectation Did Not Meet Expectation Y/N or Notes
Component Expectation
N/A
Meaningful Topic was missing or not
Topic was relevant to adult learners. Topic was relevant for adults.
Topic relevant.
Standards were stated (including Standards were missing or not
Stated K to 12 standards were
Standards reference number) and matched addressed adequately in the
addressed.
objectives and activities. activities.
Depth of Depth of Knowledge (DOK) was Selected DOK levels matched DOK levels were not indicated
Knowledge correctly identified activities. or misidentified.
Lesson Basics

An essential question that was
meaningful and relevant to adult
Essential
learners framed the central idea of
Question
the lesson and was adequately
addressed by the lesson activities.
The objectives were designed to
answer the essential question and
clearly stated what students would
Objectives be able to do at the end of the
lesson (versus what the teacher
would do or what the students
should know).
Required A variety of audio/visual materials
Materials/ were identified and were used to
Equipment/ support the lesson allowing
Technology/ students to acquire
Community information/skills via a variety of
Resources modalities.
Lesson Basics
Stated question was meaningful
and relevant for adults.
Lesson activities addressed
aspects of the question.
Objectives addressed the
essential question and matched
what was taught and assessed.
Objectives included active verbs
that defined what students would
be able do.
Necessary resources were
identified in the plan and their use
specified in the activities.
Resources were identified that
addressed more than one type of
modality.
Question was missing or not
relevant.
Lesson activities did not
address the given question.
Objectives were missing, not
relevant, or did not match what
was taught or assessed.
Objectives were missing or did
not define what students would
be able to do.
Some necessary items were
not identified or their use was
not specified.
There was no variety in the
type of resources identified.

Appropriate pre-requisite skills Appropriate pre-requisite skills

Pre-requisite skills were identified
Prior were identified. were not identified.
that matched the lesson content
Knowledge/ Students had the pre-requisite Students were unable to
and the skills of students in the
Connections skills needed to perform the perform activities due to lack of
group.
activities pre-requisite skills.
Necessary vocabulary was Necessary vocabulary was not
identified for each part of the identified for some parts of the
Required vocabulary was identified
Required lesson lesson.
and taught for each part of the
Vocabulary The Activity Plan indicated how There was no indication of how
lesson.
the vocabulary was introduced the vocabulary was introduced
and taught. and taught.

Lesson
Expectation
Component
A variety of techniques/ methods
were identified that were
appropriate to the learning
Instructional objectives and allowed students to
Methods acquire information/skills via a
variety of contexts. The chosen
techniques were appropriate for the
learning activities.
Lesson started with a warm-up
Warm-up/ activity that helped students review
Review/ any previous instruction and make
Make connections to what they already
Connections knew or believed about the new
topic.
The essential question and the
Introduction to content of the lesson were
Content/ introduced. A clear explanation of
Explanation the objectives and their relationship
to the essential question was given.
Lesson Activity Plan
Concepts were communicated in
Presentation/
multi-sensory ways. Direct explicit
Model the
instruction was provided. The
Learning
instructor clearly described steps
Process
while modeling the tasks.
Scaffolded/
The instructor broke skills down into
Guided
learnable parts and provided
Concrete
constructive feedback.
Practice
Communicative/ New skills were practiced allowing
Collaborative student interaction and cooperation.
Concrete
Practice
Met
Expectation
More than one instructional
method was identified and used
in the lesson.
Methods matched the purpose of
each activity.
Provided an activity which
activated prior knowledge by
reviewing previous learning.
Made connections to previous
experiences.
Introduced essential question.
Gave clear explanations of
objective and purpose of
activities.
Discussed context and rationale
for the lesson.
Communicated the lesson
content using a variety of multi-
sensory methods.
Demonstrated and explained
steps while students observed.
Modeled strategies by doing
correctly, clearly, and concisely
using think aloud.
Introduced structured activities
that allowed students to practice
skills clustered into increasingly
larger chunks.
Provided guidance and
constructive feedback while
students were working on the
activities.
Effectively organized students
into differentiated groups and/or
created an interactive setting.
Set up tasks that required
participants to communicate and
collaborate.
Met?
Did Not Meet Expectation Y/N or Notes
N/A
Only one or no instructional
methods were identified and
used in the lesson.
Methods were inappropriate for
the activities.
Activity was missing or did not
review previous learning.
Activity was missing or did not
connect students to their own
experiences.
Essential question was not
introduced.
Objectives were not explained
adequately.
Rationale for the lesson was
not addressed.
The lesson content was
conveyed using only one
modality or was not conveyed
adequately.
No modeling occurred or the
steps were not adequately
explained.
No modeling done or it was not
done adequately.
Activities were not structured to
offer increasingly difficult tasks.
Feedback was not constructive
or not offered while students
were engaged in practicing
skills.
No grouping strategies were
employed that effectively
allowed for differentiation
and/or interaction.
Students were not given the
opportunity to interact and
operate in pairs or small
groups.
 Met?
Lesson Met
Expectation Did Not Meet Expectation Y/N or Notes
Component Expectation
N/A
The instructor did not
Monitored students' use of skills
effectively monitor groups
during activities.
during activities.
Provided the opportunity to work
No individual work was
independently (either within the
Independent assigned.
New skills were practiced by class or as a class assignment).
Concrete
individuals that could transfer to a The application tasks
Practice/ Tasks were absent or purely
real world setting. approximated the demands of
Application skill-based without connections
tasks adult students would need
to real world applications.
to perform in real-life.
Designed assessments that
No assessment activity was
Lesson Activity Plan

Assessment activities measured provided the opportunity to

provided or it did not measure
student application of objectives demonstrate mastery of the skills
was practiced and taught.
Assessment taught in the lesson and the taught in the lesson.
instructor provided feedback Provided immediate, positive, and Instructor gave no feedback or
following assessment. corrective feedback regarding the did not provide effective
assessment. feedback.
Class reviewed lesson objectives
Wrap-up/ and revisited the essential question. Provided the opportunity for
The instructor summarized the
Concluding Students (rather than the instructor) students to recap what was
lesson or no wrap-up occurred.
Activity were encouraged to reflect on and taught and learned.
summarize the lesson.
After delivering the lesson, the Reflected on the success of the Did not reflect on the success
upFollow-

instructor commented on success of lesson. of the lesson.

Teacher
lesson and any changes to be
Reflection Noted changes to be addressed Did not identify any future
made when using the lesson again
in future lessons. modifications.
in other contexts.
Note: There is a total of 36 possible items. Raters who do not observe an item, should not Total Yes Percent
/ %
count it into the total rated when determining the percent. of Total Rated Yes