Lesson Plan Rubric

Lourdes University Education Department
Common Lesson Plan Rubric
Name
Date
Grade/Subject Area
Topic
Lesson Plan Level 1 Level 2 Level 3 Level 4 Pts.
Essential Question and Learning
Objectives
(What is the content focus?)
PK-12 Content Standards
Building on Past/Leading to
Future
(Connection to prior and future
knowledge)
Academic Language Objective
(Specialized vocabulary, content
specific genre, and instructional
language)
The learning objectives
and the essential
question are not stated.
The Ohio Content
Standards are not
clearly stated or do not
support the learning
objectives
Learning objectives are
not expressed or
identified.
The connection
between prior and
future learning is not
addressed.
The vocabulary,
content specific genre,
and instructional
language are not
stated, nor connected
to learning outcomes.
The essential question
and the learning
objectives are stated,
but are not aligned.
The Ohio Content
Standards are stated
and somewhat aligned
with the learning.
Learning objectives are
not expressed in
measureable terms.
The connection
between prior and
future learning is
implied, but not
explicitly stated.
The vocabulary,
content specific genre,
and instructional
language are not clearly
stated and they are
connected loosely to
learning objectives.
The essential question
and the learning
objectives are stated,
but are not aligned or
the objectives are not
stated clearly.
The Ohio Content
Standards are stated
and loosely aligned
with the learning
objectives.
Learning objectives are
loosely expressed in
measureable terms.
The connection
between prior and
future learning is
stated.
The vocabulary,
content specific genre,
and instructional
language are stated,
though are connected
loosely to learning
objectives.
The essential question
and learning objectives
are consistently aligned
and stated clearly.
The Ohio Content
Standards are clearly
stated and aligned with
the learning objectives.
Learning objectives are
clearly expressed in
measureable terms.
The connection
between prior and
future learning is stated
clearly and explicitly,
supported with
examples.
The vocabulary,
content specific genre,
and instructional
language are clearly
stated and connected
clearly to learning
objectives.
Revised: 16 August 2012

Lourdes University Education Department
Common Lesson Plan Rubric
Name
Date
Grade/Subject Area
Topic
Lesson Plan Level 1 Level 2 Level 3 Level 4 Pts.
Assessment
The assessment is not The assessment is not The assessment is The assessment is
(List types of assessment, what is specific and is it not specific or it is not specific and connected specific, connected to
being assessed, including
evaluation criteria)
connected to the
learning objective.
connected to the
learning objective.
to the learning
objective, but does not
describe mastery.
the learning objective,
and describes mastery.
Set up/Materials
(Materials, Resources,
Technology, Set-up)
Instructional Procedures and
Learning Tasks
(Tied to content standards)
Differentiated Instructional
Support/Accommodations for
Diverse Learners: Lesson
Accommodations
The person(s)
responsible for the setup
of the materials,
resources, and
technology is not
stated.
The instructional
procedure, learning
tasks, and time allotted
are reasonable and/or
not well planned; they
do not support the
learning objective.
Neither learning tasks
nor assessments reflect
differentiation to
accommodate diverse
learners
The person(s)
responsible for the setup
of only some of the
materials, resources,
and technology is
stated.
The instructional
procedure, learning
tasks, and time allotted
are reasonable and
planned, but do not
support the learning
objective.
Both learning tasks and
assessments weakly
reflect differentiation
to accommodate
diverse learners or
either area is
incomplete.
The person(s)
responsible for the setup
of the materials,
resources, and
technology is stated.
The instructional
procedure, learning
tasks, and time allotted
are reasonable and well
planned, though loosely
support the learning
objective.
Both learning tasks and
assessments reflect
differentiation to
accommodate diverse
learners.
The person(s)
responsible for the setup
of the materials,
resources, and
technology is clearly
stated.
The instructional
procedure, learning
tasks and time allotted
are reasonable, well
planned and support
the learning objective.
Both learning tasks and
assessments clearly and
explicitly reflect
differentiation to
accommodate diverse
learners.
Revised: 16 August 2012

Lourdes University Education Department
Common Lesson Plan Rubric
Name
Grade/Subject Area
Date
Topic
Extension/Homework
Connections:
Assignment/Enrichment
The homework and/or
enrichment are not
stated.
The homework and/or
enrichment are stated
but are not aligned to
the learning objectives.
The homework and/or
enrichment are stated
and aligned to the
learning objectives.
The homework and/or
enrichment are clearly
stated and directly
aligned to the learning
objectives.
Final Retrospective: Self
Reflection
(What worked? What didn’t? For
whom? Why? What will you do
next?)
The self-reflection did
not address what
worked, what didn’t,
why, and what you will
do next.
The self-reflection is
not complete. Not all of
the questions—what
what worked, what
didn’t, why and what
will you do next—were
addressed.
The self-reflection is
adequate in addressing
what worked, what
didn’t, why and what
will you do next.
The self-reflection is
complete clearly and
directly stating what
worked, what didn’t,
why and what will you
do next.
Additional Comments:
Total: /40
Revised: 16 August 2012