Writing Lesson Plans Rubric
Teacher’s Name:
All Subjects
Assessment
Objectives
Scope
_____________________________________Grade Level and Subject:
__________
Advanced
 Lesson plan directly links assessment
questions to objectives
 100% of the in-class
assessments/work products meet or
exceed the level of rigor on the
STAAR/EOC or state assessment.
Proficient
 Lesson plan links most assessment
questions to objectives
 90% of the assessment activities
meet or exceed the level of rigor on
the STAAR/EOC or state assessment
Working Towards
 Lesson plan lists all assessment
questions, but not all of them are
directly linked to objectives
 70% of the assessment activities
meet the level of rigor on the
STAAR/EOC or state assessment
Needs Improvement
 Lesson plan does not list all
assessment questions OR does not
link assessment questions and
objectives
 Few assessment activities meet the
rigor on the STAAR/EOC or state
assessment
 100% of the objectives studentcentered, attainable and a balance of
lower-order and higher-order thinking
 100% of the objectives are written in
student friendly language.
 100% of the ELPS are written in
student friendly language.
 ELPS support the content objective.
 90% of the objectives studentcentered, attainable and a balance of
lower-order and higher-order thinking
 90% of the objectives are written in
student friendly language.
 90% of the ELPS are written in
student friendly language.
 ELPS support the content objective.
 70% of the objectives studentcentered, attainable and a balance of
lower-order and higher-order thinking
 The objectives are written using the
TEKS number.
 The ELPS are written using the TEKS
number.
 ELPS does not support the content
objective.
 Less than 70% of objectives are
mastery objectives
 No attempt is made to state objective.
 No attempt is made to state the
ELPS.
 100% of the year’s objectives are
accounted for in the curriculum plan
 90% of the year’s objectives are
accounted for in the curriculum plan
 70% of the year’s objectives are
accounted for in the curriculum plan
 Less than 70% of the year’s
objectives are accounted for in the
curriculum plan
 Lesson plan is detailed roadmap of
the year, with 1 anchor activity
outlined for each week
 Activities are mostly engaging,
rigorous, and aligned to all
assessments
 Thinking Maps are included at least
once a week
 Provide writing opportunities that
support analytical, persuasive, and
expository writing in addition to
literary writing
 Lesson plan is a roadmap of the year,
but lacks detail or does not outline
activities for week
 Activities are inconsistently engaging,
rigorous, and aligned to all
assessments
 Thinking Maps are attempted
 Students write once a week with no
specific direction
 Lesson plan is incomplete and does
not serve as a roadmap for the entire
year
 Activities are not engaging, rigorous,
or aligned to assessments
 Thinking Maps are not utilized
 Students are not required to write in
class
 Lesson plan describes the path to
conceptual understanding of key
ideas
 Anchor lessons, use of manipulatives,
clickers, or other support tools are
 Lesson plan is inconsistent in
describing the path to conceptual
understanding of key ideas
 Anchor lessons, use of manipulatives,
clickers, or other support tools are not
 Curriculum does not describe the
path to conceptual understanding of
key ideas
 Anchor lessons, use of manipulatives,
clickers, or other support tools are
 Lesson plan is an extremely detailed
roadmap of the year, with multiple
anchor activities outlined for each
week.
 Activities are highly engaging,
rigorous, and aligned to all
assessments
 Thinking Maps are included at least 2
times a week
 Provide daily writing opportunities
that support analytical, persuasive,
and expository writing in addition to
literary writing
Subject Specific Requirements
 Lesson plan clearly describes the
Mathematics
path to conceptual understanding of
key ideas
 Anchor lessons, use of manipulatives,
clickers, or other support tools are
Anchor Activities
Date of Evaluation:
Writing Lesson Plans Rubric
Teacher’s Name:
_____________________________________Grade Level and Subject:
described in detail
Science
History
English/Literature
 Lesson plan includes high-quality,
rigorous essential questions for each
unit of study
 Lesson plan includes detailed
description of inquiry lessons,
including three laboratory
experiments and demonstrations
linked to objectives/assessments
 Lesson plan identifies key vocabulary
for each unit of study
 Lesson plan identifies non-fiction text
(both textbook and supplemental
material) in each unit of study by title
 Lesson plan includes high-quality,
rigorous essential questions for every
unit.
 Lesson plan identifies key vocabulary
for each unit of study
 Lesson plan includes all primary and
secondary source materials that will
be used
 Lesson plan includes a detailed
description of all writing, projects,
research or oral presentation
assignments completely aligned to
objectives
 Pre-reading activities intentionally
build schema for the literature
selection in a variety of engaging
ways
 Key teaching points for each literature
selection are always
objective/assessment aligned
 Partner texts from a variety of genres
are listed for each unit, including title,
author, and page numbers
 Literature selections contain rigorous
questions with scripted answers
which reflect a variety of reading skills
and strategies
 Major writing assignments are aligned
to skills and objectives
described
Date of Evaluation:
always described
__________
missing
 Lesson plan includes high-quality,
rigorous essential questions for each
unit of study
 Lesson plan includes description of
inquiry lessons, including one
laboratory experiments and
demonstrations linked to
objectives/assessments
 Lesson plan identifies key vocabulary
for each unit of study
 Lesson plan identifies non-fiction text
(textbook) in each unit of study
 Lesson plan includes essential
questions for each unit of study
 Lesson plan includes description of
inquiry lessons, including laboratory
experiments and demonstrations, but
lessons are not always aligned to
objectives/assessments
 Lesson plan identifies key vocabulary
for each unit of study, but list is
incomplete or not rigorous
 Lesson plan identifies non-fiction text
(textbook) in most units of study
 Lesson plan does not identify all
essential questions
 Lesson plan does not include
description of inquiry lessons,
including laboratory experiments and
demonstrations OR such lessons are
activity-driven
 Lesson plan fails to identify key
vocabulary
 Lesson plan does not identify nonfiction texts
 Lesson plan includes high-quality,
rigorous essential questions for every
unit.
 Lesson plan identifies key vocabulary
for each unit of study
 Lesson plan includes most primary
and secondary source materials that
will be used
 Lesson plan includes all writing,
projects, research or oral
presentation assignments mostly
aligned to objectives
 Lesson plan includes essential
questions for each unit of study
 Lesson plan identifies vocabulary for
each unit of study, but list is
incomplete or not rigorous
 Lesson plan includes some primary
and secondary source materials that
will be used
 Lesson plan includes some writing,
projects, research or oral
presentation assignments but they
are not all aligned to objectives
and/or are activity-driven
 Pre-reading activities attempt to build
schema for the literature selection,
but many are not engaging
 Key teaching points for each literature
selections are incomplete OR only
somewhat objective/assessment
aligned
 A limited list of partner texts is listed
for each unit
 Literature selections contain
questions with some scripted
answers, but questions lack rigor, do
not include scripted answers, or do
not reflect a variety of reading skills
and strategies
 Major writing assignments are
sometimes aligned to skills and
objectives
 Lesson plan does not identify all
essential questions
 Lesson plan fails to identify key
vocabulary
 Lesson plan includes a very limited
list of primary and secondary source
materials that will be used
 Lesson plan includes a very limited
list of writing, projects, research or
oral presentation assignments
 Pre-reading activities intentionally
build schema for the literature
selection in engaging ways
 Key teaching points for each literature
selection are usually
objective/assessment aligned
 Partner texts from a few different
genres are listed for each unit,
including title
 Literature selections contain rigorous
questions with some scripted
answers which reflect a variety of
reading skills and strategies
 Major writing assignments are aligned
to skills and objectives
 Pre-reading activities do not build
appropriate schema and/or are not
engaging
 Key teaching points for each literature
selection are incomplete or missing
 Partner texts are not mentioned by
title
 Literature selections only contain
limited questions, and anticipated
student answers are not scripted
 Major writing assignments are
missing or not aligned to skills and
objectives
Writing Lesson Plans Rubric
Teacher’s Name:
Language Arts
Spanish
Arts
_____________________________________Grade Level and Subject:
 Units clearly identify a detailed,
logical sequence of composition skills
 Grammar skills are listed in a logical
sequence
 Each assessment question is listed
next to the corresponding objective(s)
 Artfully-worded writing prompts are
listed in detail in each unit plan and
are rigorous in topic and number
 Units clearly identify a logical
sequence of composition skills
 Grammar skills are listed in a logical
sequence
 Each assessment question is listed
next to the corresponding objective(s)
 Writing prompts are listed in detail
each unit plan and are rigorous in
topic and number
 Lesson plan clearly identifies the
most important vocabulary, grammar,
ideas, and concepts to master the
objectives
 Lesson plan clearly includes projects
for every unit.
 Lesson plan identifies important steps
important vocabulary, grammar, ideas
and concepts to master the objectives
 Lesson plan includes projects for
most units.
 Lesson plan clearly identifies the
most important steps, ideas, and
concepts to master the objectives
 Lesson plan clearly identifies key
activities/experiences that students
will participate in for every unit.
 Lesson plan identifies important
steps, ideas and concepts to master
the objectives
 Lesson plan identifies key
activities/experiences that students
will participate in for every unit.
Date of Evaluation:
__________
 Units identify a sequence of
composition skills, but it may lack
detail or not be in a logical sequence
 Grammar skills are listed, but may be
incomplete or not in a logical
sequence
 Some assessment questions are
listed next to corresponding skills
 Writing prompts are listed in each unit
plan but are only roughly sketched
out
 The connection between concept,
ideas and objectives is not always
clear and comprehensive in the
curriculum plan
 Lesson plan includes projects for
some units.
 Composition skills are incomplete or
missing
 Grammar skills are incomplete or
missing
 Most assessment questions are not
listed on the plan
 Writing prompts are missing, or lack
rigor in topic and/or number
 The connection between concept,
ideas and objectives is not always
clear and comprehensive in the
curriculum plan
 Lesson plan identifies key
activities/experiences that students
will participate in for some units.
 There is no correlation between the
ideas, and concepts listed and the
objectives listed in the curriculum
plan
 Lesson plan does not identify
activities/experiences that students
will participate.
 There is no correlation between the
ideas, and concepts listed and the
objectives listed in the curriculum
plan
 Lesson plan does not include
projects.