Points
Given		3	2	1	0	
2
This lesson plan states subject, grade level and time period of class but it does not mention regarding goal of statement.	Target Grade/Subject
Title/Goal Statement	The unique attributes of the target population are very clear and include grade level and subject.  The title (goal statement) is appropriate.	Description of target population is general ; grade level and subject included.  The title (goal statement) is somewhat appropriate.	Description of target population is not included 
and/or  
Grade level or Subject not included
and/or the title/goal statement is not very appropriate	Description of target population is not included; Grade level and Subject are not included; Title (goal statement) not included.	
3
The standards and benchmarks are included.
	Standards and Benchmarks	Appropriate Standards and Benchmarks are included	Most applicable  standards and benchmarks are included	Few standards and benchmarks are included	No standards or Benchmarks are included	
3
The overall objectives are proper for the class.  Although the objectives do not mention that what are the factors that influence the prevention of health problems about government policies, I think teachers will give the topic which relates to Standards.

	Objectives	Clear concise objectives aligned with standards/benchmarks	Clear concise objectives aligned with most standards/benchmarks	Objectives included but not aligned with standards/benchmarks	No objectives included.	
3
The assessment rubrics are cleared and fit with most objectives, although it does not state regarding how to align with school library but I thought it is responsibility of students to go there.
	Assessments	Assessments included and aligned with all objectives	Assessments included and aligned with most objectives	Some assessments included and aligned with some objectives	No assessments listed or attached and/or are not aligned with objectives.	
1
I could not understand the procedure of instruction.  The information seems to suggest the students to go on in this subject but it is difficult.	Procedures/ Instructor’s Notes	Procedures are clearly stated, sequenced and easily understood for a substitute teacher.  Provides detailed instruction on the preparation and implementation needed for this lesson	Procedures are not clearly stated or sequenced for a substitute teacher.  Provides some instruction as to the preparation or implementation needed for this lesson.	A general list of the procedure is included but would not provide enough information for a substitute teacher.  Limited instruction on preparation or implementation needed for this lesson	The procedure is not included	
3
There are modifications for special needs, which are appropriate for disability students.	Modifications for Special Needs 	Contains appropriate modifications related to special education or gifted areas 	Modifications for special needs areas are present but not appropriate	Lacks needed modifications	No modifications are listed.	
3
The assessment rubrics areas are well written and separate different steps are proper.	Assessment
Rubric Areas	3-7 areas that represent the total performance; distinctly different skills are separated so as to be assessed independent of one another	3-7 areas that somewhat represent performance; distinctly different skills are separated so as to be assessed independent of one another	3-7 areas that emphasize mostly discrete, lower-order skills with some more quality-based performance areas	Less than 3 areas listed	
2
Most of the rubrics are objectives but some of them are not aligned to performance objectives and standards.	Assessment
Rubric Criteria	All areas contain objective descriptions; mix of numerically quantifiable and descriptive words leading to objective assessment; each level has a distinctly different level of performance	Most of the areas contain objective descriptions; of these, most are numerically quantifiable and some contain descriptive objective words	Most areas are subjective; objective descriptions are numerically quantifiable	Range of score given but does not include descriptions.	
2.5
Contain the significant of presentation of both oral and visual, which it is a standard for students.  Not only presentation in this subject, but also use in the other subject.  But if using technology to present aid in this subject , then it would be better.	Assessment 
Content and Presentation	Both curricular content and presentation are assessed; the rubric challenges students to perform at a high level of academic achievement	Both curricular content and presentation are assessed; content is assessed at both the lower-order and higher order levels	Both curricular content and presentation are assessed; content is assess at the lower-order level with few higher order expectations	Only curricular content OR presentation are assessed.