NAME: _____________________________

LESSON PLAN RUBRICS

Did Not Meet

Performance Beginning Developing Accomplished Exemplary
Expectation
Expectation 1 2 3 4
0
Instructional No instructional Only one type of A variety of A variety of A variety of
Materials Used materials instructional instructional instructional materials instructional materials
(printed, duplicated, identified or the material is materials are used. are used and all these are used and all these
non-projected materials used do presented and this Majority of these support the support the
display, technological not support the supports the support the achievement of the achievement of the
IM’s) achievement of achievement of achievement of the expected outcomes. expected outcomes.
the expected the expected expected outcomes. Furthermore, the Furthermore, the
outcomes. outcomes. materials are of materials are of
acceptable quality. exemplary quality.
Objectives No lesson Lesson objectives Lesson objectives Lesson objectives are Lesson objectives are
objectives are lack clarity and/or are somewhat clear, clear, SMART, require SMART, require both
given. measurability. specific and lower-order thinking lower-order thinking
measurable. skills only, and are in and higher-order
2 or 3 domains of thinking skills, and are
learning. in 2 or 3 domains of
learning.
Introduction No introductory The introductory The introductory The introductory The introductory
activities given. activity does not activity either make activities make activities make
serve its purpose. connections to connections to connections to
previous previous experiences previous experiences
experiences or and presents the new and presents the new
presents the new concept in a less concept in an
concept in an interesting way. interesting way.
interesting way.
Procedure There is no There is alignment Lesson plan has Lesson plan has clear Lesson plan has
alignment between clear match match between explicit match
between procedures and between procedures and between procedures
procedures and objectives; very procedures and objectives; minimal and objectives;
objectives; very few teacher objectives; very few teacher modelling or numerous teacher
few teacher modelling or teacher modelling examples provided; modelling or
modelling or examples or examples with minimal examples provided;
examples provided; provided; opportunities for with numerous
provided; opportunities for opportunities for guided and opportunities for
opportunities for guided and guided and independent practice; guided and
guided and independent independent partially describes the independent practice;
independent practice are not practice are teacher’s actions. thoroughly details the
practice are not provided; no clear provided; no clear teacher’s step-by-step
provided; no description of the description of the actions.
clear description teacher’s actions. teacher’s actions.
of the teacher’s
actions.
Scaffolded/ Guided Did not break Broke skills down Broke skills down Broke skills down into The instructor broke
Concrete Practice skills down into into learnable into learnable parts learnable parts and skills down into
learnable parts; parts but the and provided one provided minimal learnable parts and
the activities that activities that activity that allowed (2-3) activities that provided numerous
allowed students allowed students students to practice allowed students to (more than 3)
to practice skills to practice skills skills practice skills activities that allowed
are not clustered are not clustered clustered into students to practice
into increasingly into increasingly increasingly difficult skills clustered into
difficult tasks difficult tasks. tasks. increasingly difficult
tasks.
Instructional The strategy/ies The strategy/ies A single, effective Suitable strategies are Multiple strategies
Strategies used does/do not used provides strategy is used to promote are used to engage
allow for independent or employed in a way active learning and individuals and groups
independent or collective that ensures that provide variation in to high
collective construction of students are able to activity, including performance and
construction of knowledge but construct accurate independent and mastery through
knowledge and does not understanding of collective exploration active learning.
does not guarantee concepts. of content producing Strategies not only
guarantee substantial average performance lead to knowledge of
substantial understanding of of students. content but problem
understanding of concepts. solving skills
concepts. development.
Assessment No assessment is Poorly Well-constructed Well-constructed and Well-constructed and
(Formative and provided for the constructed items and varied test varied test items varied test items
Summative) lesson. containing very items but measures evaluates majority of evaluates all lesson
easy or very just a few of the the lesson objectives. objectives.
difficult items and lesson objectives.
evaluates a few of
the lesson
objectives.
Closure Lesson ends Lesson ends with Lesson ends with Lesson ends with Lesson ends with
without student either a student either a student student activities for student activities for
activities for activity for activity for abstraction and for abstraction and for
abstraction and abstraction or for abstraction or for application to real-life application to real-life
application to application to application to real- situations but may situations that are
real-life real-life situations life situations that not be engaging to all engaging to all
situations. that may not be are somewhat students. students.
engaging to engaging to
students. students.
Professional Writing Very poor quality Poor quality of Average quality of Good quality of Excellent quality of
of professional professional professional professional writing; professional writing;
writing; Has too writing; Has many writing; Has some Has few errors in Has no errors in
many errors in errors in clarity of errors in clarity of clarity of writing, clarity of writing,
clarity of writing, writing, spelling, writing, spelling, spelling, usage and/or spelling, usage and/or
spelling, usage usage and/or usage and/or grammar grammar
and/or grammar. grammar grammar