TAP-ETP Lesson Plan 1 Rubric
Student Teacher Name_______________________
3
Teacher of the Year
2
Satisfactory
1
Unsatisfactory
Essential Question
Includes necessary details, is
clearly written and requires
higher level thinking skills to
answer.
Includes necessary details but
somewhat confusing.
Requires lower level thinking
skills.
Is poorly written and requires
only a yes or no answer.
Activating Strategy
Build on students’ prior
knowledge and grab their
interest
Introduced to students before
learning activities.
Included but does not build on
prior knowledge or grab
students’ attention
Introduced to students during
learning activities.
Not included in the lesson
plan.
Rules are clearly stated.
Follows discipline
plan.Teacher keeps students’
attention throughout the
lesson.
Students actively participate
in the learning activities.
Teach the essential question
and key words.
Includes relevant examples or
models.
Teacher stays on task.
Students stay on task.
Provides differentiation.
Includes verbs from Bloom's
Taxonomy levels.
Includes effective
summarizing strategy.
Rules are vague.
Students not held
accountable.
Most students pay attention.
Most students participate.
Does not include a classroom
rules.
Most students do not pay
attention.
Few students participate.
Refer to the essential
question.
Includes confusing models or
examples.
Teacher and students stay on
task 90% of the time.
Provides some differentiation.
Includes some Bloom's
Taxonomy verbs.
Includes summarizing
strategy.
Do not relate to the essential
question.
Do not include model or
example.
Teacher and students off task
most of the time.
No differentiation is apparent.
No Bloom's Taxonomy verbs
are used.
Does not include summarizing
strategy.
Provides fair way to assess the
lesson objectives.
Modifications
Engages students and
provides fair way to assess the
lesson objectives.
Adjusts lesson process,
content, or assessment to
meet the needs of two
exceptional learners.
Does not relate to now topic
was taught and is unfair to
students.
Does not provide any
modifications for exceptional
learners.
Teacher Dispositions
Positive dispositions are clearly
evident.
Some positive dispositions are
evident.
Negative disposition are evident.
Presentation Skills
Speaks in a clear, loud voice.
Lesson is interesting.
Appears well prepared.
Acts professionally Keeps
classroom under control.
Speaks so most can hear.
Lesson is somewhat is
interesting.
Some preparation is evident.
Most students behaving
properly.
Hard to hear and understand.
Lesson is boring.
Appears unorganized.
A few students are behaving
properly.
Grammar
Lesson plans and material contain
no more than two
grammatical/spelling errors
Lesson plans and materials
contain more than two
grammatical/spelling errors
Lesson plans and materials
contain grammatical/spelling
errors that hinder understanding
of the lesson
Acceleration Strategy (Key
Words)
Classroom
Management/Student
Engagement
Learning Activities
Not included in lesson plan.
USES 100%, No Opt Out,
Cold Call, and Wait Time
Summarizing Strategy
(Assessment)
Adjusts lesson process,
content, or assessment to
meet the needs of one
exceptional learner.
Total Points Earned_________/30 = ___________Final % Grade
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