Undergraduate Education Department

LESSON PLAN ASSESSMENT RUBRIC

Touro College Initial Programs Lesson Plan Rubric
TAGS Lesson Plan Ineffective (1 Point) Developing (2 Points) Effective (3 Points) Highly Effective (4 Points)
Component
CAEP 1.4 Central Central focus/Learning Goal Central focus/Learning Goal Central focus/Learning Goal includes Central focus/Learning Goal includes basic
INTASC 7 Focus/Learning includes only basic knowledge includes basic knowledge of subject basic knowledge and conceptual knowledge and conceptual understanding and
NYS II.4 Goal aligned to of subject area. area and aligns with the learning understanding of subject area and aligns higher order thinking skills of subject area and
NYSTS 2 State Learning Does not include standards. objective(s). with the learning objective(s). aligns with the learning objective(s).
edTPA Task 1 Standard(s) Includes standards. Includes standards that are central to the Includes all standards that are central to the
learning objective(s). learning objective(s).
CAEP 1.1 Language Does not describe the oral, Partially describes the oral, visual, Describes the oral, visual, receptive, Describes the oral, visual, receptive, expressive,
INTASC 4 Demands visual, receptive, expressive, receptive, expressive, and written expressive, and written language that and written language that students need to
NYS II.1 and written language that language that students need to students need to understand and use in understand and use in order to complete the
NYSTS 2 students need to understand understand and use in order to order to complete the lesson objective. lesson objective and includes opportunity to
edTPA Task 1 and use in order to complete complete the lesson objective. understand and use academic language.
the lesson objective.
CAEP 1.1 Key Vocabulary Key vocabulary is not Key vocabulary is identified but is Key vocabulary is identified and aligns Key vocabulary is identified and aligns with
INTASC 7 identified. not aligned to the lesson objective. with the lesson objective. the lesson objective and opportunities to extend
NYS II.4 vocabulary are provided.
NYSTS 2
edTPA Task 1
CAEP 1.4 Lesson Lesson objective(s) identifies Lesson objective(s) identifies what Lesson objective(s) identifies what Lesson objective(s) identifies what students
INTASC 7 Objective(s) what students will learn. students will learn and the students will learn at what level of will learn at what level of knowledge or
NYS II.4 observable and measurable knowledge or practice and the practice and the observable and measurable
NYSTS 3 behavior that demonstrates observable and measurable behavior that behavior that demonstrates learning and
edTPA Task 1 learning. demonstrates learning. includes criteria to indicate how or when the
behavior will be observable.
CAEP 1.1 Resources and Resources and materials are Resources and materials are Resources and materials are Resources and materials are developmentally
INTASC 7 Materials not developmentally developmentally appropriate but developmentally appropriate and appropriate and support instructional
NYS II.6 appropriate and do not do not support instructional support instructional strategies to strategies to address the learning objective(s).
NYSTS 2 support instructional strategies strategies to address the learning address the learning objective(s). Resources and materials reflect learners’
edTPA Task 1 to address the learning objective(s). interests and/or support self-regulation.
objective(s).
CAEP 1.1 Prior Academic Pre-assessment information or Describes baseline information Describes baseline information from pre- Describes baseline information from pre-
INTASC 6 Learning and prerequisite skills are missing from pre-assessment(s); however, assessment(s) that are aligned with stated assessment(s) that are aligned with stated
NYS V.1 Prerequisite specific data is missing or pre- learning objective(s) and uses that data to learning objective(s) and uses that data to
NYSTS 1 Skills assessment and prerequisite skills identify prerequisite skills and plan identify prerequisite skills and plan instruction
edTPA Task 1 do not align with stated learning instruction. to promote the learning of all students.

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 objective(s).
CAEP 1.1 Formative Plans methods of assessment Plans methods of assessment that Plans methods of assessment that align Plans methods of assessment that align with and
INTASC 6 Assessment that do not measure student’s somewhat measure student’s with and directly measure student’s directly measure student’s developing
NYS V.2 developing understanding of developing understanding of skills developing understanding of skills and understanding of skills and concepts related to
NYSTS 5 skills and concepts related to and concepts related to learning concepts related to learning objectives. learning objectives and incorporates methods of
edTPA Task 1 learning objectives. objectives. student self-regulation.
CAEP 1.1 Summative Plans methods of assessment Plans methods of assessment that Plans methods of assessment that align Plans methods of assessment that align with and
INTASC 6 Assessment that do not measure student somewhat measure student with and directly measure student directly measure student performance on the
NYS V.4 performance on the stated performance on the stated learning performance on the stated learning stated learning objectives and incorporates
NYSTS 5 learning objectives. objectives. objectives. methods of student self-assessment
edTPA Task 1

CAEP 1.1 Beginning the Procedures in this section do Procedures in this section align Procedures in this section align with Procedures in this section align with stated
INTASC 8 Lesson / not align with stated learning with stated learning objective but stated learning objective and consider learning objective and consider classroom/
NYS II.5 Introducing objective. do not consider classroom/school classroom/school context and pre- school context as well as each individual
NYSTS 3 New context and/or pre-assessment assessment data. student’s background and pre-assessment data.
edTPA Task 1 Content/Skills data.
CAEP 1.1 Guided Practice This section does not include a This section includes a logical This section includes a logical sequence This section includes a logical sequence of
INTASC 8 logical sequence of activities sequence of activities aligned to of activities aligned to the learning activities aligned to the learning objective and
NYS II.3 aligned to the learning the learning objective. objective and provides differentiation provides differentiation strategies to meet
NYSTS 3 objective. strategies to meet students’ needs. students’ needs and promotes higher order
edTPA Task 1 thinking or self-regulation.
College and
Career
Cognitive Skills
B, E

CAEP 1.1 Independent This section does not include a This section includes a logical This section includes a logical sequence of This section includes a logical sequence of
INTASC 8 Practice logical sequence of sequence of independent activities independent activities aligned to the independent activities aligned to the learning
NYS II.3 independent activities aligned aligned to the learning objective. learning objective and provides objective and provides differentiation strategies
NYSTS 3 to the learning objective. differentiation strategies to meet to meet students’ needs and promotes higher
edTPA Task 1 students’ needs. order thinking or self-regulation.
College and
Career
Cognitive Skills
B, E

CAEP 1.1 Closing & Closing activities focus solely Closing activities target recall and Closing activities promote higher order Closing activities promote higher order thinking
INTASC 8 Extending the on basic recall skills. comprehension skills. thinking skills or transfer of learning. skills or transfer of learning and self-regulation.
NYS II.3 Lesson
NYSTS 3
edTPA Task 1

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College and
Career
Cognitive Skills
B, E

CAEP 1.1 Special Needs/ Plans are general rather than Plans reflect some of the Plans reflect specific students’ needs Plans reflect specific students’ needs beyond
INTASC 2 English specific and are insufficient to requirements of the IEPs and 504 beyond those required in IEP and 504 those required in IEP and 504 plans by including
NYS I.2 Language help the students’ progress plans. However, the planned plans by including scaffolding or scaffolding or structured instructional supports
NYSTS 1 Learners toward the learning objective. supports are not specific to the structured instructional supports to help to help students gain access to content and meet
edTPA Task 1 students’ strengths and challenges students gain access to content and meet the learning objective and the learning specific
and/or are not aligned to the the learning objective planned supports reflect appropriate levels of
learning objective. The learning specific planned supports challenge as well as individual strengths and
reflect appropriate levels of challenge as needs and interests.
well as individual strengths and needs and Plans include strategies for the focus learner to
interests. move forward using knowledge of his/her
strengths and needs to self-manage the supports.

CAEP 1.1 Lesson Justification of instruction and Justification of instruction and Justification of instruction and support Justification of instruction and support
INTASC 7 Rationale support strategies is either support strategies makes a general strategies makes clear connections to the strategies is makes clear connections to the
NYSTS 2 missing or represents a deficit connection to the focus learner’s focus learner’s needs and research and/or focus learner’s needs and research and/or
edTPA Task 1 view of the focus learner. needs or vague/unclear theory. theory. Candidate’s justification includes the
connections to research and/or development of maintained, generalized
theory. and/or self-directed use of knowledge and
skills.
Total: /56

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 Lesson Plan Template and Rubric REVISED 1.6.16

Note: The italicized questions are there to guide your planning. Delete all of the writing in italics as you complete each section.

Note: All words and phrases in RED can be found in the Glossary.

Grade Level: Subject: Number of Students: Date:

Instructional Location:

Lesson Goals

Lesson Title:

Central Focus of Lesson:

What is the important understanding and core concept(s) that you want students to develop within the lesson? The central focus should go
beyond a list of facts and skills, align with content standards and learning objectives, and address the subject-specific components in the
learning segment.

State Standard(s) Addressed:

What State Learning Standards will be addressed during the lesson? (include the standard’s number, text, and link)

Lesson Objectives and Language Demands

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Content/Skill Objectives:

What will the students know and be able to do by the end of the lesson? (use observable language with measurable verbs)

Language Demands:

What language (syntax and discourse) skills will students be expected to utilize when demonstrating their understanding and skills related to
the lesson objectives?

Key Vocabulary:

Resources and Materials

Resources:

What books, handouts, digital resources, guest experts, library, field trip locations, etc. will you use?

Materials:

What materials will be needed (worksheets, games, projector, Smartboard, paper, pencils, art supplies, cards, post-its, etc.)

Sources:

If ideas in this lesson were based on work from others, acknowledge your sources here.

NOTE: Attach and/or embed any relevant handouts, activities, templates, PPT slides, etc. that are referenced and utilized in this lesson.

Prior Academic Learning and Prerequisite Skills

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Prior Academic Learning and Prerequisite Skills:

What prior knowledge and skills do students need to build upon in order to be successful in this lesson?

Misconceptions:

What are common misconceptions regarding the concepts addressed in this lesson?

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Lesson Plan Details
Write a detailed outline of your lesson, including instructional strategies, learning tasks, key questions, key transitions, student supports,
assessment strategies, and conclusion. Your outline should be detailed enough that another teacher could understand it well enough to use it.
Include what you will do as a teacher and what your students will be doing during each lesson phase. Include a few key time guidelines. Note:
The italicized statements and scaffolding questions are meant to guide your thinking and planning. You do not need to answer them explicitly
or address each one in your plan. Delete them before typing your lesson outline.
Beginning the Lesson/Introduction What Teacher Will Do: What Students Will Do:
Minutes [ ]
How will you pique interest and/or curiosity
regarding today’s topic?

How will you activate and build on prior

knowledge and experiences related to the
topic?

How will you set a purpose and help students

learn why today’s lesson is important to them
as readers/writers/learners?

Introducing New Content/Skills What Teacher Will Do: What Students Will Do:
Minutes [ ]
How will you introduce and explain the new
information or skills so that students will
understand both the how and the why?

Guided Practice What Teacher Will Do: What Students Will Do:
Minutes [ ]
How will students be supported as they
practice the new skill or interact with the new
content?

Formative Assessment: [see the Assessment

Guide below for further assistance]

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How will you monitor learning/check for
understanding during these activities?

Independent Practice What Teacher Will Do: What Students Will Do:
Minutes [ ]
How will students practice the new skill or
interact with the new content independently?

Formative Assessment: [see the Assessment

Guide below for further assistance]
How will you monitor learning/check for
understanding during these activities?

Closing the Lesson What Teacher Will Do: What Students Will Do:
Minutes [ ]
How will you restate, clarify key concepts,
extend ideas, check for understanding?

How will you engage students in reflection on

how the content/skills learned today can be
used as readers/writers/learners?

Summative Assessment: [see the Assessment

Guide below for further assistance]
How will students share or demonstrate the
extent to which they met the lesson’s learning
objectives?

Extension What Teacher Will Do: What Students Will Do:

How could you extend this lesson if time
permits?

What specific extension activity might the

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students do after this lesson to continue to
practice the content and skills?

What will you do to further support those

who did not meet learning objectives?

Accommodations/Differentiation
Students with Special Needs or IEPs:
What will you do to differentiate instruction to meet special needs or accommodate students’ special needs or IEP requirements?

English Learners:
What will you do to support students whose first language is not English?
Lesson Rationale/Justification
Principles of Research/Theory on Learning and Teaching:
Upon what research (evidence-based practices) and/or theories of learning and teaching did you base this lesson plan?

Assessment Guide: Formative/Summative Assessment (Evidence) of Student Learning

How will you know whether students are making progress toward the lesson goals and how will you assess the extent to which they have met
the goals? Use the chart below to describe and justify at least two assessment strategies you will use in your lesson. Note: Formative
Assessment is done during the lesson and may be formal or informal, while Summative Assessment is done at the end and is usually formal.

Assessment Strategy #1: Describe assessment Alignment with Lesson Goals:

strategy here.
Describe how this assessment is aligned to your stated lesson goals. Which learning
objective(s) is it assessing?

Evidence of Student Understanding/Skill:

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 Describe how this assessment strategy provides evidence of student understanding of the
concepts or demonstration of skills.

Feedback to Students:

Describe how you will provide feedback to students to guide their further learning.

Assessment Strategy #2: Describe assessment Alignment with Lesson Goals:

strategy here.
Describe how this assessment is aligned to your stated lesson goals. Which learning
objective(s) is it assessing?

Evidence of Student Understanding/Skill:

Describe how this assessment strategy provides evidence of student understanding of the
concepts or demonstration of skills.

Feedback to Students:

Describe how you will provide feedback to students to guide their further learning.

Note: Add more assessment strategy boxes here if needed.

Glossary [excerpted from edTPA handbooks]

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Assessment (formal and informal): All activities undertaken by teachers and by their students that provide information to be used
as feedback to modify teaching and learning activities. Assessments provide evidence of students’ prior knowledge, thinking, or
learning in order to evaluate what students understand and how they are thinking. Informal assessments may include, for
example, student questions and responses during instruction and teacher observations of students as they work or perform.
Formal assessments may include, for example, quizzes, homework assignments, journals, projects, and performance tasks.
Central Focus: A description of the important understandings and core concepts that you want students to develop within the learning
segment. The central focus should go beyond a list of facts and skills, align with content standards and learning objectives, and address the
subject-specific components in the lesson.
Discourse: Discourse includes the structures of written and oral language, as well as how members of the discipline talk, write, and participate
in knowledge construction. Discipline-specific discourse has distinctive features or ways of structuring oral or written language (text
structures) that provide useful ways for the content to be communicated. In the language arts and literacy, there are structures for
composing, interpreting, and comprehending expository, narrative, poetic, journalistic, and graphic print materials as well as video and live
presentations.

Language Demands: Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to
participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their disciplinary understanding.
Misconceptions: For literacy, includes confusion about a strategy or skill (e.g., misunderstanding about text purpose and structure, application
of a skill, or multiple meaning words). For mathematics, a misconception stems from an erroneous framework about mathematical
relationships or concepts, sometimes based on informal generalizations from experience. For example, a student may believe that multiplying
two numbers always results in a larger number than either of the numbers being multiplied. This misconception is likely to cause difficulty
when learning to multiply fractions.
Planned supports: Instructional strategies, learning tasks and materials, and other resources deliberately designed to facilitate student
learning of the central focus.
Prior Academic Learning and Prerequisite Skills: Includes students’ content knowledge and skills as well as academic experiences developed
prior to the learning segment.

Syntax: The set of conventions for organizing symbols, words, and phrases together into structures (e.g., sentences, graphs,
tables).

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