EXAMPLE of LESSON PLAN CRITIQUE FORM
GSU Evaluator: John Lee
Date: 6/28 Lesson Title: Worcester v. Georgia
Subject Matter Background (Does this information convey a broad understanding of the content? Is it written in narrative format?) This section conveyed a broad understanding of the teacher’s knowledge in this area. In the limited space the author of this lesson addressed several important points including a general review of the Cherokee Nation and some information about the facts in the case Worcester v. Georgia. I am a bit confused about the arguments on each side. I wonder why Georgia felt compelled tot pass this law requiring that white register prior to entering Cherokee land. I also wonder why the missionaries broke the law. Generally, the section was well written and free of grammatical errors.
Objectives (Do they relate to the subject matter? Are they written in behavioral or achievable terms?) The objectives were written at three different levels. Objectives 2 and 3 were at the lowest (knowledge) level. The third objective was at a higher level. The objectives made sense and related to subject matter discussed in the prior section. I do not understand the phrase “either legally or emotionally.” What does this mean?
Procedures (Are the procedures related to the objectives? Are they written in a narrative? Are they achievable?) The procedures in this lesson are clear and direct. I was able to follow the directions and I believe I could implement this plan. I liked the opening activity. It has the potential of engaging students. I think students will enjoy this part of the lesson. The plan does provide an opportunity for students to achieve the objectives, but I am concerned that the teacher has not put enough thought in to the short lecture. It would e helpful to know what the teacher was planning to lecture about. I also wonder how the teacher is going to determine prior knowledge. Maybe some instrument (a pretest) should have been included. I liked the procedures for the court simulation, but where are the handouts? I have to read the handouts in order to understand the simulation. I think each group in this case (how will groups be setup?) will need some extended information about how to proceed. This lesson plan should at least recognize this fact.
Assessment (Is the assessment related to the objectives and the procedure? Can the assessment be used to conduct an evaluation?) The assessment is well thought out. It is a measure of whether students achieved the objectives. The teacher did provide some criteria for evaluating students’ work. I do think the author of the plan was a bit to vague on one criterion (depth of thought). How will he or she know “depth of thought?