This social studies lesson plan evaluation provides feedback on several areas. It notes that the curriculum expectations are taken from ministry documents but are not well addressed. It recommends using the achievement chart to create clear learning goals focused on knowledge, thinking, communication or application. The assessment strategies and tools should capture whether expectations and goals are fulfilled but these are not provided. Differentiation strategies of accommodation and extension are mentioned but not explained. Required materials are listed but a professional looking plan is recommended. The instructional plan outlines time allotted to setting the stage, the core activity, consolidation, applying the new learning and debriefing but connections between elements are missing and Bloom's taxonomy level is not clear. The reflection cites a need for specific evidence when discussing

1. Subject/Course: Lesson Topic:
Social Studies Lesson Plan Evaluation Results
Teacher Candidate: Lesson Duration: Date:
Too long
1. Curriculum Expectations
Overall:
Taken from the ministry curriculum documents
Specific:
Taken from the ministry curriculum documents
Integrated
(if applicable):
These expectations are not readily addressed in the
lesson plan
2. Lesson Learning Goal(s) Key Question: What do I want students to know and be able to do?
Knowledge and Understanding / Thinking / Communication / Application
Are these Knowledge and Understanding, Thinking,
Communication, or Application goals?
Use the achievement chart in the ministry curriculum guide
when creating learning goals.
3. Assessment Key Question: How will I know when each student has learned the concept(s)?
a) Indicator(s) of
Lesson Learning
Goals: Specifically, what are you looking for?
b) Assessment (Key Question: What will students be doing and what will I use to assess learning?)
Strategies and
Tools:
Your assessment strategies and tools should capture
the degree to which the curriculum
expectations/learning goals have been fulfilled.
4. Differentiated Instruction Key Question: What will I do to assist individual learners or provide enrichment for others?
Accommodation and/or modification: Extension:
Required teacher preparation/materials needed:
Professional looking student/instructional materials
List required student/teacher materials (include bibliographic information/ websites)
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2. Instructional Plan
Time Differentiated Assessment
Setting the Stage: Instruction Opportunities
5 • Setting the Stage should set the students
min
up to successfully complete the “apply new
learning” task.
• Mini-agenda (Today we are going to…)
• The connection between the Setting the
Stage and the Core Learning Activity is
not readily evident.
Core Learning Activity:
15
min Written in point form not prose (I will then….)
• What are the student’s doing?
• Bloom's Taxonomy: Knowledge &
Comprehension, Application, Analysis,
Synthesis & Evaluation
Lesson Consolidation Debriefing with Students:
5
min
• Check for student understanding
• Have student (s) recite what they are going to
do during the apply learning phase
• Complete first part of apply new learning task
15 Apply new learning: In class / At home
min
• Opportunity for students to demonstrate what they
have learned
5 Debriefing with Students:
min.
• Brief review of application of new learning
• Closure (tie up loose ends)
• Connection to the next learning experience
2

3. Post Lesson Reflection
Follow-up/next steps (lesson content/assessment):
• Cite specific evidence
• What went well? Why?
• What could I do better?
• What would I change?
Follow-up with particular students (learning and/or behavior):
Opportunities for professional growth:
Cite specific evidence
3