University of Dayton, Department of Teacher Education
Candidate:
LESSON PLAN RUBRIC
Student ID Number:
Date:
Revised 09.10.07
Course/ Instructor
UD SOEAP Assessment Plan Scoring Procedures: These procedures are used when compiling scores to be entered into TaskStream.

The rating of 1 is be given if any indicator within category 1(Unsatisfactory) is present.

The rating of 2 is given if all indicators within category 2 are present, or one indicator within 2 and one or more indicators within 3 are present.

The rating of 3 is given if all indicators within category 3 are present.

The rating is entered in the UD SOEAP Assessment Plan Score column for each of the 9 lesson plan categories which will be entered into TaskStream.
1
Unsatisfactory
2
Basic
3
Proficient
Pre-assessment strategies are not
included.
Pre-assessment strategies are included
and somewhat appropriate.
Connections to prior knowledge and
future learning are not referenced.
Connections to prior knowledge and
future learning are included, somewhat
appropriately and accurately
referenced.
Pre-assessment strategies are
included, accurately assess prior
knowledge and states how results
are used to inform instruction.
Connections to prior knowledge and
future learning are appropriately and
accurately referenced.
Standard/s and indicator/s are missing
and/or do not reference the Ohio (or
Early Learning) Academic Content
Standards appropriately.
Standard/s and indicator/s reference
the Ohio (or Early Learning) Academic
Content Standards somewhat
appropriately.
Standard/s and indicator/s reference
the Ohio (or Early Learning)
Academic Content Standards
appropriately.
Objectives are minimal, do not provide
a sense of what students will know or
be able to do as a result of the lesson,
or do not include measurable verbs.
Objectives are stated but lack clarity,
fail to state what students will know or
be able to do as a result of the lesson,
or include measurable verbs that lack
relevance.
Objectives use relevant measurable
verbs to provide a clear sense of
what students will know, be able to
demonstrate and/or do as a result of
the lesson.
3. Student
Grouping
Student grouping is missing, and/or
inappropriate.
Student grouping is stated and
somewhat appropriate. Rationale does
not state why groups are appropriate.
Student grouping is stated and
appropriate. Rationale states why
groups are appropriate.
4. Methods/
Instructional
Strategies
Methods are missing, minimally
appropriate, developmentally
inappropriate and/or are not aligned
with the learning objectives, or address
the needs of a variety of learners.
Methods are somewhat varied and/or
are somewhat aligned to the learning
objectives, and address the needs of a
variety of learners.
Various developmentally appropriate
methods are listed and aligned with
the learning objectives, and
addresses the needs of all learners.
1. Connections
2. Learning
Goals/
Objectives
UD SOEAP
Assessment
Plan-- Score
1, 2, 3
5.
Instructional
Modifications/
Differentiated
Instruction
6. Activities
Modifications/accommodations/differen
tiated instructional strategies are
lacking or inappropriate.
Modifications/accommodations/differen
tiated instructional strategies are
somewhat integrated, somewhat
appropriate, and/or challenge students
of some levels represented in the
classroom.
Modifications/accommodations/differ
entiated instructional strategies are
well integrated, appropriate,
creative, and challenge students of
all levels represented in the
classroom.
Opening and subsequent activities do
not relate to the objective/s and
indicator/s, and/or are not in any
sequence, have no differentiation
and/or are not developmentally
appropriate.
Opening and subsequent activities
relate directly to the objective/s and
indicator/s, are in a carefully planned
and well timed sequence, have
sufficient differentiation to
accommodate all learners, and are
developmentally appropriate.
Opening and subsequent activities
relate directly to the objective/s and
indicator/s, are in a carefully planned
and well timed sequence, have
sufficient differentiation to
accommodate all learners, and are
developmentally appropriate.
7. Materials
(including
technology)
Resources and/or materials are not
appropriate or not described.
Resources and/or materials somewhat
appropriate and/or not fully described.
Use of technology is not stated and/or
warranted but not used.
Use of technology is stated and
somewhat appropriate.
Resources and/or materials are
accurate, appropriate and fully
described.
Use of technology, if warranted, is
stated and appropriate.
8.Assessment
/Evaluation
Planned and appropriate assessment is
missing or irrelevant.
Planned and appropriate assessment is
incomplete and/or only somewhat
measures indicators and/or objectives.
Planned assessment accommodations
are missing or irrelevant.
Planned assessment is incomplete
and/or does not effectively indicate
accommodations in assessments as
needed.
Outcomes of student learning are listed
and somewhat relate to the
indicator/obj. Reflections somewhat
address strengths, weaknesses, areas
for improvement in planning,
instruction and assessment.
Reflections somewhat list how
instruction might be changed as a
result of student assessment results.
9.Reflections
Outcomes of student learning are
missing and/or do not relate to the
indicator/obj. Reflections do not
address strengths, weaknesses, areas
for improvement in planning,
instruction and assessment.
Reflections do not include how
instruction might be changed as a
result of student assessment results.
Planned and appropriate assessment
is complete and accurately measures
indicators and/or objectives for all
learners.
Planned assessment is complete and
includes appropriate assessment
accommodations as needed.
Outcomes of student learning are
clearly listed and relate to the
indicator/obj. Reflections address
strengths, weaknesses, areas for
improvement in planning, instruction
and assessment. Reflections
specifically list how instruction might
be changed as a result of student
assessment results.
Definition of Terms:
Appropriate—meets most or all of the criteria as described in the standards for professional associations (SPA) i.e. CEC, IRA, ISTE, NAEYC, NCTE, NCTM, NMSA, NSTA
Somewhat—meets some of the criteria as described in the standards for professional associations but not others
Inappropriate or Minimally Appropriate—does not meet the criteria as described in the standards for professional associations
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