Lesson Plan Template Rubric
Spring 2014
McNeese State University
Department of Education Professions
Ineffective: (0-1)
Effective: Emerging (2)
Effective: Proficient (3)
Highly Effective: (4)
3-4 grammar, spelling, and
clarity mistakes
1-2 grammar, spelling, and clarity
mistakes
No grammar, spelling, and
clarity mistakes found
Essential Question
5 or more grammar,
spelling, and clarity
mistakes
No question included
Promotes analysis, synthesis, or
evaluation
Analysis, synthesis, evaluation,
and creativity
Standards and
Benchmarks
No standards are
included
Standards are included and align with
either stated outcomes or prior
knowledge
Standards are included and
align with stated outcomes and
prior knowledge
Student Outcomes
Lesson outcome(s) lack
clarity &/or
measurability;
connection to standard
not apparent
List of materials and
use of technology given
limited attention in the
lesson plan
Question is closed and/or
promotes limited or no
HOTS
Standards are included but
do not align with either
stated outcomes or prior
knowledge
Lesson outcome(s)
somewhat clear &
measurable; partial
connection to the standard
Lesson outcome(s) are clear,
measurable, and specific to the
standard
Lesson outcomes are clear &
measurable; learning
progression is evidenced
List of materials and/or use
of technology is incomplete
or inaccurate. Teacher
created handouts and/or
other reproduced
handouts are not attached
to the lesson plan
List of materials and technology is
provided and accurate for both
teacher and students. All handouts,
both teacher created and those
reproduced from other resources,
are attached to the lesson plan
Provides little guidance
leaving a substitute to
make multiple assumptions
concerning implementation
Describes how to introduce
the lesson.
Provides some guidance but would
leave a substitute making
assumptions about some aspects of
the lesson implementation
Detailed list of
materials/technology is
provided for both teacher and
students. All handouts, both
teacher created and those from
other resources, are referenced
in the procedures and attached
to the lesson plan
Thoroughly and completely
describes how to implement
the lesson so a substitute could
successfully teach it.
Professional Writing
Materials/Technology
Procedures
Provides no guidance.
Lesson “Hook”
Lesson introduction is
not included
Introduces the lesson by sharing the
purpose, relevance, and eliciting
schema in student friendly language
Introduces the lesson by sharing
the purpose, relevance, and
eliciting schema in student
friendly language while
exhibiting creativity,
motivation, and piquing the
students' interest
Pre-planned (seed)
Questions
Questions are not
included
Modeling, guided,
collaborative and
independent practice
Lesson plan has no
match between
procedures and
outcome(s); no
modeling; no evidence
for guided or
independent practice;
plan missing necessary
details for teacher's
actions
Formative/Summative No assessment
Assessment
provided for the lesson,
or the assessment does
not measure
outcome(s)
Closure
Lesson ends without
review; limited to
cleanup and/or
transition to the next
activity
Differentiation
Superficial or little
attempt to
differentiate
Post-Lesson
Reflection/Analysis
(Questions provided on
lesson plan template)
No evidence of analysis
of student learning or
teacher performance/
planning
Includes low-level
questions focused largely
on regurgitation of facts or
rote use of formulas /
procedures
Lesson plan has limited
match between procedures
and outcome(s); limited
teacher modeling or
examples provided; few
opportunities for guided
and independent practice;
plan missing necessary
details for teacher's actions
Includes open and closed questions
Includes high-level questions to
foster student engagement and
support understanding of the
content/skills
Lesson plan has clear match between
procedures and outcome(s);
adequate teacher modeling or
examples provided; some
opportunities for guided and
independent practice; sufficiently
details teacher's actions step-by-step
in first person
Lesson plan has explicit match
between procedures and
outcome(s); multiple teacher
modeling or examples provided
with opportunities for guided
and independent practice;
thoroughly details teacher's
actions step-by-step in first
person
Assessment provided for
the lesson but
inadequately measures the
outcomes
Formative and/or summative
assessment has clear relationship
to the outcome
Lesson ends with limited
review; focus on cleanup
rather than student
learning
General activities that
differentiate the content,
process, product, or
learning environment
Partially analyzes student
learning and teacher
performance/planning.
Some reflection is evident.
Formative and summative
assessments are clearly
linked to the outcomes and
reflect the procedures in the
lesson plan
Teacher reviews lesson by
Students review the lesson
summarizing and/or reviewing
by summarizing and/or
what was taught; some student
sharing what they learned;
engagement
Teacher revisits the purpose
of the lesson
Specific activities that
Specific activities that
differentiate the content, process, differentiate the content,
product, or learning environment process, product, or learning
using best practices
environment using best
practices to challenge all
learners
Analyzes student learning and
Addresses all reflection
teacher performance/planning. All questions and provides an inareas of performance/planning
depth analysis and reflection
receive reflections.