ECEd Universal Lesson Plan Rubric

Universal Lesson Plan Rubric for Content Areas: Early Childhood Education ProgramThis rubric is used to assess a lesson plan across subject areas and disciplines in an early childhood education setting.Lesson Plan Rubric Rev. 090211Lesson PlanComponent/CriteriaSummaryInTASC 1NAEYC 1aObjectivesBased on Stateand/or NationalStandardsInTASC 7NAEYC 5cProcedures:Warm-up/IntroductoryActivitiesInTASC 7NAEYC 4cPerformance RatingsUnsatisfactory Basic Proficient DistinguishedDoes not provide asummary of learningtheories that supports thedecision of planning thelesson. Displays noknowledge of how childrenlearn and develop. Providesno evidence to demonstrateor clearly explain how thelesson can provide learningopportunities that supportchildren’s physical, social,emotional, intellectual,linguistic and personaldevelopment.Displays no or littleknowledge of framingobjectives. Children’scharacteristics notconsidered. Terminology notspecific, measurable, andobservable.Provides no information ofintroductory activities thatraise student interest andbridge between new and oldlearning.Displays some knowledge ofhow children learn and developin the summary of learningtheories. Provides someexplanation but limitedevidence to demonstrate howthe lesson can provide learningopportunities that supportchildren’s physical, social,emotional, intellectual,linguistic and personaldevelopment.Displays some knowledge offraming objectives.Inappropriate for content ortime. Learning outcomes notstated in specific, measurableand observable terms.Provides introductory activitiesbut they are somewhatdisconnected from theobjectives. The activities areineffective and are not able toraise student interest or bridgebetween new and old learning.1Displays a good understanding ofhow children learn and develop inthe summary of learning theories.Appropriate learning theories areselected to support decisions ofplanning instruction. Providessufficient evidence todemonstrate and explain how thelesson can provide learningopportunities that supportchildren’s physical, social,emotional, intellectual, linguisticand personal development.Displays understanding how toframe objectives. Learningoutcomes stated in specific,measurable and observable termsand appropriate for content andtime. Objectives aligned withassessment.Provides appropriate introductoryactivities that raise studentinterest and bridge between newand old learning. The activities areconnected to the objectives.Displays a comprehensiveunderstanding of how children learnand develop in the summary oflearning theories. Implementslearning theories to plan the lesson.Provides convincing evidence todemonstrate and clearly explain howthe lesson can provide learningopportunities that support children’sphysical, social, emotional,intellectual, linguistic and personaldevelopment.Displays comprehensiveunderstanding of how to framestandards based objectives as well aschildren’s characteristics. Learningoutcomes stated in specific,measurable, observable terms andappropriate for content and time.Objectives aligned with informativeassessment methods and tools.Provides appropriate introductoryactivities that effectively raisestudent interest and bridge betweennew and old learning. The activitiesare connected to the objectives.Learners are motivated to participatein the learning process.

Resources forInstructionInTASC 5NAEYC 4bAssessmentInTASC 6NAEYC 3cOverall Qualityof the LessonPlanInTASC 7NAEYC 5cNo resources are providedfor planning andimplementing instruction.Heavy reliance on textbookor developmentallyinappropriate tasks.Technology is not in theplan. Resources are notaligned with learning goals.Provides no assessmentmethod or assessments lackcongruence with lessonobjectives. No clear, validassessment criteria aredeveloped. Some directions,scoring procedures anditems are absent or poorlywritten and likely confusingto children.Missing information in somecomponents of the lessonplan. Standards, objectives,learning activities, andassessment are not aligned.Procedures are provided butnot in details and areexplained unclearly.Provided limited resources tosupport children’s learning.Technology is included. Someresources aligned with learninggoals.Some assessment methods arenot congruent with lessonobjectives. Criteria aredeveloped, but not clear. Somedirections, scoring proceduresand items are not clearlywritten or lack validity.Limited information presentedin some components of thelesson plan. Some alignmentamong objectives, standards,learning activities, andassessment. Procedures areexplained but some parts arenot clear.Appropriate resources areprovided to support children’slearning. Appropriate technologyis included. Most resources arealigned with learning goals.Most assessments are congruentwith lesson objectives andreasonably valid. Criteria are clearand generally linked to learninggoals. Many directions, scoringprocedures and items are clearlywritten. Exemplary answers areprovided and accurate.Accurate and sufficientinformation is presented in everycomponent of the lesson plan.Good alignment among objectives,standards, learning activities, andassessment. Procedures areprovided in details and explainedclearly.Lesson Plan Rubric Rev. 090211Provides a variety of resources toeffectively support children’slearning. Resources, includingtechnology contribute to activeinquiry and collaboration. Allresources are aligned with learninggoals.A variety of assessments are usedthat are congruent with lessonobjectives. Criteria are clear,explicitly linked to learning goals, andvalid. Assessment insertedthroughout instructional sequence.Directions and scoring proceduresclearly written with thoughtfulquestions and accurate answers.All components of the ProficientLevel. Attached copies of resources &assessment plans and rubrics. Asubstitute teacher can easily followthe plan to teach the lesson.Adaptation plan for diverse learnersis realistic and thoughtful.3