Lesson Plan Rubric

Note to instructors: 3 = Target, 2 = Acceptable – The idea is to facilitate student growth in lesson planning and
implementation. Exclude or put a score of N/A for areas that do not apply to your course. It is recommended that the
students/candidates are evaluated twice during a semester/course to show growth. Rubric scores do not correlate to grades.
Each instructor reserves the right to adjust the value of the different lesson plan components. For example, a methods class
may increase the value of the pedagogical strategies section, while a class focusing on assessment may emphasize that
specific component. These data are collected and analyzed for our SOE and SPA continuous improvement efforts.

Exemplary (4) Proficient (3) Approaching Proficient (2) Emerging (1) Score

1. Standards & The lesson plan includes all 4
Indicators of SC of the following: (1) at least
State Standard one SC State Standard and
Indicator (SPED Majors: Use
SPED Majors: Use IEP goal or SC-Alt Standard)
IEP Goal or SC-Alt appropriate for the lesson, (2)
Standard justification for selecting this
standard and indicator, (3)
explanation of how the scope of
the indicator is appropriate for
the length of the lesson, and (4)
the concepts and skills students
will learn during the lesson.
2. Learning The plan includes all of the
Objective following: The learning
objective (1) is measurable and
observable; (2) features student-
centered action verbs; (3) uses
the ABCD method; and (4) is
aligned to the SC State
Standard, IEP goal, and/or SC-
Alt Standard.
3. Assessment The lesson plan includes all 5
of the following: Diagnostic
(pre), formative, and
summative assessments that are
(1) described in detail, (2)
consistently aligned with the
learning objective, and (3) have
clear measurement criteria. (4)
The lesson plan includes a
The lesson plan includes 3 of
the following: (1) at least one
SC State Standard and Indicator
(SPED Majors: Use IEP goal
or SC-Alt Standard) appropriate
for the lesson, (2) justification
for selecting this standard and
indicator, (3) explanation of
how the scope of the indicator
is appropriate for the length of
the lesson, and (4) the concepts
and skills students will learn
during the lesson.
The plan includes 3 of the
following: The learning
objective (1) is measurable and
observable; (2) features student-
centered action verbs; (3) uses
the ABCD method; and (4) is
aligned to the SC State
Standard, IEP goal, and/or SC-
Alt Standard.
The lesson plan includes 3-4 of
the following: Diagnostic (pre),
formative, and summative
assessments that are (1)
described in detail, (2)
consistently aligned with the
learning objective, and (3) have
clear measurement criteria. (4)
The lesson plan includes a
The lesson plan includes 2 of
the following: (1) at least one
SC State Standard and Indicator
(SPED Majors: Use IEP goal or
SC-Alt Standard) appropriate
for the lesson, (2) justification
for selecting this standard and
indicator, (3) explanation of
how the scope of the indicator
is appropriate for the length of
the lesson, and (4) the concepts
and skills students will learn
during the lesson.
The plan includes 2 of the
following: The learning
objective (1) is measurable and
observable; (2) features student-
centered action verbs; (3) uses
the ABCD method; and (4) is
aligned to the SC State
Standard, IEP goal, and/or SC-
Alt Standard.
The lesson plan includes 2 of
the following: Diagnostic (pre),
formative, and summative
assessments that are (1)
described in detail, (2)
consistently aligned with the
learning objective, and (3) have
clear measurement criteria. (4)
The lesson plan includes a
The lesson plan includes 1 of
the following: (1) at least one
SC State Standard and Indicator __/4
(SPED Majors: Use IEP goal or
SC-Alt Standard) appropriate
for the lesson, (2) justification
for selecting this standard and
indicator, (3) explanation of
how the scope of the indicator
is appropriate for the length of
the lesson, and (4) the concepts
and skills students will learn
during the lesson.
The plan includes 1 of the
following: The learning
objective (1) is measurable and __/4
observable; (2) features student-
centered action verbs; (3) uses
the ABCD method; and (4) is
aligned to the SC State
Standard, IEP goal, and/or SC-
Alt Standard.
The lesson plan includes 1 of
the following: Diagnostic (pre),
formative, and summative __/4
assessments that are (1)
described in detail, (2)
consistently aligned with the
learning objective, and (3) have
clear measurement criteria. (4)
The lesson plan includes a

USC Aiken Lesson Plan Rubric updated 9-1-2020 Page 1 of 6

 Exemplary (4)
description of how the
assessment results will be used
to inform instruction and (5)
copies of the assessments are
provided.
4. Pedagogical The lesson plan includes all of
Strategies the following: The strategies
(1) support the lesson objective,
(2) provide multiple and varied
ways to actively engage and
meet the needs of diverse
learners, (3) promote curiosity
and exploration, and (4)
provide opportunities for
student-to-student interaction.
5. Diversity for The lesson plan includes all of
Student Learning the following: The lesson plan
is (1) developmentally
appropriate, (2) aligned to
student interests and cultural
heritage, (3) differentiated for
content, process, and product,
and (4) designed to meet the
needs of all diverse learners
with appropriate
accommodations and
modifications.
6. Grouping Students The instructional grouping
arrangements are described and
justified. Instructional group
composition is purposeful and
varied (e.g., race, gender,
ability, and age). The teacher
candidate explicitly describes
the roles and responsibilities of
each group member.
7.a. Lesson Structure The lesson includes a launch to
– Launch activate background
knowledge. The teacher
candidate describes all of the
following: (1) connection to
students’ prior knowledge
USC Aiken Lesson Plan Rubric updated 9-1-2020
Proficient (3)
description of how the
assessment results will be used
to inform instruction and (5)
copies of the assessments are
provided.
The lesson plan includes 3 of
the following: The strategies
(1) support the lesson objective,
(2) provide multiple and varied
ways to actively engage and
meet the needs of diverse
learners, (3) promote curiosity
and exploration, and (4)
provide opportunities for
student-to-student interaction.
The lesson plan includes 3 of
the following: The lesson plan
is (1) developmentally
appropriate, (2) aligned to
student interests and cultural
heritage, (3) differentiated for
content, process, and product,
and (4) designed to meet the
needs of all diverse learners
with appropriate
accommodations and
modifications.
Instructional group composition
is purposeful and varied (e.g.,
race, gender, ability, and age).
Roles and responsibilities of
students are explained.
The lesson includes a launch to
activate background
knowledge. The teacher
candidate describes 2-3 of the
following: (1) connection to
students’ prior knowledge
Approaching Proficient (2)
description of how the
assessment results will be used
to inform instruction and (5)
copies of the assessments are
provided.
The lesson plan includes 2 of
the following: The strategies
(1) support the lesson objective,
(2) provide multiple and varied
ways to actively engage and
meet the needs of diverse
learners, (3) promote curiosity
and exploration, and (4)
provide opportunities for
student-to-student interaction.
The lesson plan includes 2 of
the following: The lesson plan
is (1) developmentally
appropriate, (2) aligned to
student interests and cultural
heritage, (3) differentiated for
content, process, and product,
and (4) designed to meet the
needs of all diverse learners
with appropriate
accommodations and
modifications.
Instructional group composition
is varied (e.g., race, gender,
ability, and age).
The lesson includes a launch to
activate background
knowledge. The teacher
candidate describes 1 of the
following: (1) connection to
students’ prior knowledge
Emerging (1) Score
description of how the
assessment results will be used
to inform instruction and (5)
copies of the assessments are
provided.
The lesson plan includes 1 of
the following: The strategies
(1) support the lesson objective, __/4
(2) provide multiple and varied
ways to actively engage and
meet the needs of diverse
learners, (3) promote curiosity
and exploration, and (4)
provide opportunities for
student-to-student interaction.
The lesson plan includes 1 of
the following: The lesson plan
is (1) developmentally __/4
appropriate, (2) aligned to
student interests and cultural
heritage, (3) differentiated for
content, process, and product,
and (4) designed to meet the
needs of all diverse learners
with appropriate
accommodations and
modifications.
The lesson plan does not
include instructional grouping
arrangements. __/4
The lesson includes a launch to
activate background
knowledge. __/4
Page 2 of 6
 Exemplary (4)
about the skill or concept, (2) a
hook to engage students, (3)
relevance to students’ lives, and
(4) previews the organization
and purpose of the lesson.
7.b. Lesson Structure The lesson includes
–Direct Teaching explicit/direct instruction. The
teacher candidate describes all
7 of the following: (1) the
concepts and skills that will
require direct instruction, (2)
the essential attributes students
need to know about this
concept, (3) terms that will be
defined, (4) specific examples
shared with students, (5) step-
by-step logical sequencing and
segmenting of content, (6)
varied instructional strategies
and (7) the metacognitive
processes modelled (think
aloud) for students.
7.c. Lesson Structure The lesson includes
–Student Exploration opportunities for student
and Practice exploration and practice. The
teacher candidate describes all
7 of the following: (1)
examples of concrete, hands-on
experiences with materials, (2)
interactive activities, (3) ways
to prompt and monitor student
thinking, (4) real-life
application and problem
solving, (5) examples of
tasks/actions that will
demonstrate learning, (6) ways
to make sure students are ready
to move to independent
practice, and (7) the evidence
obtained to demonstrate that
most students have mastered
the learning objective.
USC Aiken Lesson Plan Rubric updated 9-1-2020
Proficient (3)
about the skill or concept, (2) a
hook to engage students, (3)
relevance to students’ lives, and
(4) previews the organization
and purpose of the lesson.
The lesson includes
explicit/direct instruction. The
teacher candidate describes 5-6
of the following: (1) the
concepts and skills that will
require direct instruction, (2)
the essential attributes students
need to know about this
concept, (3) terms that will be
defined, (4) specific examples
shared with students, (5) step-
by-step logical sequencing and
segmenting of content, (6)
varied instructional strategies
and (7) the metacognitive
processes modelled (think
aloud) for students.
The lesson includes
opportunities for student
exploration and practice. The
teacher candidate describes 5-6
of the following: (1) examples
of concrete, hands-on
experiences with materials, (2)
interactive activities, (3) ways
to prompt and monitor student
thinking, (4) real-life
application and problem
solving, (5) examples of
tasks/actions that will
demonstrate learning, (6) ways
to make sure students are ready
to move to independent
practice, and (7) the evidence
obtained to demonstrate that
most students have mastered
the learning objective.
Approaching Proficient (2)
about the skill or concept, (2) a
hook to engage students, (3)
relevance to students’ lives, and
(4) previews the organization
and purpose of the lesson.
The lesson includes
explicit/direct instruction. The
teacher candidate describes 3-4
of the following: (1) the
concepts and skills that will
require direct instruction, (2)
the essential attributes students
need to know about this
concept, (3) terms that will be
defined, (4) specific examples
shared with students, (5) step-
by-step logical sequencing and
segmenting of content, (6)
varied instructional strategies
and (7) the metacognitive
processes modelled (think
aloud) for students.
The lesson includes
opportunities for student
exploration and practice. The
teacher candidate describes 3-4
of the following: (1) examples
of concrete, hands-on
experiences with materials, (2)
interactive activities, (3) ways
to prompt and monitor student
thinking, (4) real-life
application and problem
solving, (5) examples of
tasks/actions that will
demonstrate learning, (6) ways
to make sure students are ready
to move to independent
practice, and (7) the evidence
obtained to demonstrate that
most students have mastered
the learning objective.
Emerging (1) Score
The lesson includes
explicit/direct instruction. The
teacher candidate describes 1-2 __/4
of the following: (1) the
concepts and skills that will
require direct instruction, (2)
the essential attributes students
need to know about this
concept, (3) terms that will be
defined, (4) specific examples
shared with students, (5) step-
by-step logical sequencing and
segmenting of content, (6)
varied instructional strategies
and (7) the metacognitive
processes modelled (think
aloud) for students.
The lesson includes
opportunities for student
exploration and practice. The __/4
teacher candidate describes 1-2
of the following: (1) examples
of concrete, hands-on
experiences with materials, (2)
interactive activities, (3) ways
to prompt and monitor student
thinking, (4) real-life
application and problem
solving, (5) examples of
tasks/actions that will
demonstrate learning, (6) ways
to make sure students are ready
to move to independent
practice, and (7) the evidence
obtained to demonstrate that
most students have mastered
the learning objective.
Page 3 of 6
 Exemplary (4)
7.d. Lesson Structure The lesson includes a closure.
– Closure The teacher candidate describes
all 3 of the following: (1) the
ways students will reflect on
their learning, (2) how to close
the lesson in a way that
determines student mastery,
and (3) how to use the checks
for understandings /questioning
to inform future instruction.
8. Follow Up The lesson plan includes
remediation and enrichment.
The teacher candidate describes
all of the following: (1) support
for students who do not meet
the intended learner outcome;
(2) new strategies to help the
students who did not achieve
mastery; and (3) ways to extend
the learning for early finishers
and accelerated learners.
9. Questioning Teacher candidate describes
and identifies all of the
following: (1) varied,
purposeful, and sequenced
questions; (2) ways to provide
opportunities for all students to
respond to questions; (3)
methods to monitor the student
responses to determine their
levels of mastery; and (4) ways
to prompt student thinking and
provide individual feedback.
10. Materials/ The teacher candidate describes
Resources and cites all of the following:
(1) a wide range of resources
beyond the school curriculum
texts, (2) materials that support
the lesson objectives and
provide opportunities for
student-to-student interaction,
(3) the materials/ resources
USC Aiken Lesson Plan Rubric updated 9-1-2020
Proficient (3)
The lesson includes a closure.
The teacher candidate describes
2 of the following: (1) the ways
students will reflect on their
learning, (2) how to close the
lesson in a way that determines
student mastery, and (3) how to
use the checks for
understandings /questioning to
inform future instruction.
The lesson plan includes
remediation and enrichment.
The teacher candidate describes
2 of the following: (1) support
for students who do not meet
the intended learner outcome;
(2) new strategies to help the
students who did not achieve
mastery; and (3) ways to extend
the learning for early finishers
and accelerated learners.
Teacher candidate describes
and identifies 3 of the
following: (1) varied,
purposeful, and sequenced
questions; (2) ways to provide
opportunities for all students to
respond to questions; (3)
methods to monitor the student
responses to determine their
levels of mastery; and (4) ways
to prompt student thinking and
provide individual feedback.
The teacher candidate describes
and cites 3 of the following: (1)
a wide range of resources
beyond the school curriculum
texts, (2) materials that support
the lesson objectives and
provide opportunities for
student-to-student interaction,
(3) the materials/ resources
Approaching Proficient (2)
The lesson includes a closure.
The teacher candidate describes
1 of the following: (1) the ways
students will reflect on their
learning, (2) how to close the
lesson in a way that determines
student mastery, and (3) how to
use the checks for
understandings /questioning to
inform future instruction.
The lesson plan includes
remediation and enrichment.
The teacher candidate describes
1 of the following: (1) support
for students who do not meet
the intended learner outcome;
(2) new strategies to help the
students who did not achieve
mastery; and (3) ways to extend
the learning for early finishers
and accelerated learners.
Teacher candidate describes
and identifies 2 of the
following: (1) varied,
purposeful, and sequenced
questions; (2) ways to provide
opportunities for all students to
respond to questions; (3)
methods to monitor the student
responses to determine their
levels of mastery; and (4) ways
to prompt student thinking and
provide individual feedback.
The teacher candidate describes
and cites 2 of the following: (1)
a wide range of resources
beyond the school curriculum
texts, (2) materials that support
the lesson objectives and
provide opportunities for
student-to-student interaction,
(3) the materials/ resources
Emerging (1) Score
The lesson includes a closure.
__/4
The lesson plan includes _
remediation and enrichment.
_/4
Teacher candidate describes
and identifies 1 of the
following: (1) varied, __/4
purposeful, and sequenced
questions; (2) ways to provide
opportunities for all students to
respond to questions; (3)
methods to monitor the student
responses to determine their
levels of mastery; and (4) ways
to prompt student thinking and
provide individual feedback.
The teacher candidate describes
and cites 1 of the following: (1)
a wide range of resources __/4
beyond the school curriculum
texts, (2) materials that support
the lesson objectives and
provide opportunities for
student-to-student interaction,
(3) the materials/ resources
Page 4 of 6
 Exemplary (4)
students need, and (4) the
materials/ resources the teacher
needs.
11. Educational The lesson plan incorporates
Technology multimedia and technology
which enhances student
learning and thinking. The
teacher candidate describes all
of the following: (1) how to use
multimedia (video, audio, or
images), software, games,
clickers, or apps for
instructional purposes; (2) the
use assistive technology or
communication devices if
appropriate; (3) how specific
technology will be integrated
into the lesson; and (4) how
students will actively interact
with the technology.
12. Safety The teacher candidate describes
Considerations all of the following: (1)
concerns/issues of physical and
psychological safety, where
applicable; (2) classroom
environment and layout; (3)
accessibility and/or student
mobility issues; and (4) safe
ways of avoiding potential
hazards.
13. Linking Theory The theoretical perspective
to Practice strongly supports the
pedagogical teaching strategies
and groupings described in the
lesson plan. The teacher
candidate uses citations and
provides a detailed explanation
of the beliefs, processes, and
implications for the theory they
selected.
USC Aiken Lesson Plan Rubric updated 9-1-2020
Proficient (3)
students need, and (4) the
materials/ resources the teacher
needs.
The lesson plan incorporates
multimedia and technology
which enhances student
learning and thinking. The
teacher candidate describes 3 of
the following: (1) how to use
multimedia (video, audio, or
images), software, games,
clickers, or apps for
instructional purposes; (2) the
use assistive technology or
communication devices if
appropriate; (3) how specific
technology will be integrated
into the lesson; and (4) how
students will actively interact
with the technology.
The teacher candidate describes
3 of the following: (1)
concerns/issues of physical and
psychological safety, where
applicable; (2) classroom
environment and layout; (3)
accessibility and/or student
mobility issues; and (4) safe
ways of avoiding potential
hazards.
The theoretical perspective
aligns with the pedagogical
strategies and groupings
described in the lesson plan. A
brief description of the beliefs,
processes, and implications for
the theory selected.
Approaching Proficient (2)
students need, and (4) the
materials/ resources the teacher
needs.
The lesson plan incorporates
multimedia and technology
which enhances student
learning and thinking. The
teacher candidate describes 2 of
the following: (1) how to use
multimedia (video, audio, or
images), software, games,
clickers, or apps for
instructional purposes; (2) the
use assistive technology or
communication devices if
appropriate; (3) how specific
technology will be integrated
into the lesson; and (4) how
students will actively interact
with the technology.
The teacher candidate describes
2 of the following: (1)
concerns/issues of physical and
psychological safety, where
applicable; (2) classroom
environment and layout; (3)
accessibility and/or student
mobility issues; and (4) safe
ways of avoiding potential
hazards.
The theoretical perspective is
compatible with the activities
and groupings described in the
lesson plan.
Emerging (1) Score
students need, and (4) the
materials/ resources the teacher
needs.
The lesson plan incorporates
multimedia and technology
which enhances student __/4
learning and thinking. The
teacher candidate describes 1 of
the following: (1) how to use
multimedia (video, audio, or
images), software, games,
clickers, or apps for
instructional purposes; (2) the
use assistive technology or
communication devices if
appropriate; (3) how specific
technology will be integrated
into the lesson; and (4) how
students will actively interact
with the technology.
The teacher candidate describes
1 of the following: (1)
concerns/issues of physical and __/4
psychological safety, where
applicable; (2) classroom
environment and layout; (3)
accessibility and/or student
mobility issues; and (4) safe
ways of avoiding potential
hazards.
The theoretical perspective
does not align or conflicts with
the activities and groupings __/4
described in the lesson plan.
Page 5 of 6
Comments:

USC Aiken Lesson Plan Rubric updated 9-1-2020 Page 6 of 6