EDU 371 Winkle

Page 1 of 3
DRAFT Adapted Lesson Plan
A Critically Constructive Peer Review Worksheet

Date:

Lesson Plan Creator: Ryan Williams Peer Reviewer: Fuquan Whitfield

Key Overarching Questions

a. Created clear Instructional Objectives/Learning Outcomes;

b. Made clear which knowledge domains are to be addressed in the learning outcomes (i.e.,
conceptual, factual, procedural, or metacognitive);
c. Carefully articulated the procedures, including accommodations for differentiated instruction;
d. Included assessments that are capable of assessing how students performed vis--vis the
Instructional Objectives/Learning Outcomes.

In addition to checking off rubric, include direct written feedback on the lesson plan itself.
(Use # to identify type of feedback.)
Fulfilled Bridging Emergent MISSING
Description 3 2 1 from LP
Contextual Setting
1. Described characteristics of students (K-12), specifically the X
characteristics of ELLs in their field site
2. Described setting, succinctly X
Overarching Standards
3. Identified the two (2) Florida State Standards X
4. TESOL EL Development Standards (topic/cluster) identified X
5. Teacher-developed ESOL ELD Standards for all levels X
6. Included Access Points for ESE students (K-12), as applicable X
Learner Outcomes/Instructional Objectives
7. Stated outcomes/objectives clearly (including interdisciplinary) X
8. Aligned outcomes/objectives to overarching standards X
9. TESOL Objectives/Learner Outcome if differentiated from X
the general education student
Assessment
10. Aligned assessments with outcomes/objectives X
11. Aligned assessments to contextual setting, including X
appropriate adaptations
12. Planned for multiple and varied assessment methods (e.g., X
formal, informal, traditional, nontraditional (alternate)) for
monitoring and measuring students(K-12) progress toward
learning outcomes/objectives
13. Attached copies of assessments planned (e.g., rubrics, X
tests/quizzes, worksheets, checklists, observations)
Materials/Equipment
14. Listed all materials/equipment necessary for learners and teacher X
to complete the lesson
Vocabulary
15. Identified key terms and content vocabulary X
Instructional Procedures
Introduction

Rev. 04/2014 (adapted from ADSOE Lesson Plan Rubric, 2/2013) Fall 2016
 EDU 371 Winkle
Page 2 of 3
DRAFT Adapted Lesson Plan
A Critically Constructive Peer Review Worksheet

Fulfilled Bridging Emergent MISSING

Description 3 2 1 from LP
16. All procedures are numbered X
17. Provided an introduction which elicits students (K-12) prior X
knowledge
18. Includes a motivational hook to catch students (K-12) X
attention
19. For Introduction, provided accommodations for English X
Language Learners participation (ELLs)
Step-By-Step Procedures
20. All procedures are numbered. X
21. Aligned instructional strategies to the learner X
outcomes/objectives and content
22. Aligned instructional strategies to the contextual setting X
23. Identified prompts for encouraging high expectations X
24. Delineated grouping/s to be used throughout lesson (How X
will the teacher be grouping various levels of ELLs?)
25. Provided accommodations for each level of English X
Language Learners (ELLs), regardless of whether or not
that level of ELL exists in their field site for each
significant procedure
26. Noted specific instructional strategies for accommodating X
ELLs
27. Procedures for all Assessment activities (w/accommodations) X
are included.
28. Promoted critical thinking/higher order thinking skills X
29. Included copies of instructional handouts noted in plan X
30. Included extended follow-up activities X
Closure
31. Included a wrap up of the lesson X
32. Included possible linkage to future lessons X
33. Includes accommodations for each level of ELL to X
demonstrate how ELLs will be engaged/participating in the
closure.
Reference Information
34. Included reference information for all resources used X
Reflection
Part I: Using (K-12) assessment data:
a. Reflected on all students (K-12) progress and achievement
toward outcomes/objectives, noting signs of difficulty
b. Reflection on ELLs is a dominant focus of the reflection
Part II: Using your programs competencies and skills (C&S),
Identified those needed for this lesson
Identified any gaps that existed between your knowledge
and what you needed to know especially with regard
to working with ELLs
Proposed ways, through professional development, to
improve your practice regarding the C&S
DOCUMENTATION
Evidence of implementation
35. Worksheets/handouts for lesson (adapted & un-adapted) X

Rev. 04/2014 (adapted from ADSOE Lesson Plan Rubric, 2/2013) Fall 2016
 EDU 371 Winkle
Page 3 of 3
DRAFT Adapted Lesson Plan
A Critically Constructive Peer Review Worksheet

Fulfilled Bridging Emergent MISSING

Description 3 2 1 from LP
36. Assessment worksheets (adapted & un-adapted), checklists, etc. X

Rev. 04/2014 (adapted from ADSOE Lesson Plan Rubric, 2/2013) Fall 2016