HCPS LESSON PLAN DESIGN RUBRIC

Shanique Goshay
Teacher ____________________________

PC
School ____________

Beginning
1

Alignment Elements

Alignment
with/of
Standards,
Big Ideas, and
Objectives
It is critical that proper
alignment be in place
before the other
performance
expectations as
itemized below can be
considered.

Performance
Expectation

1
Grade _______

Aligns with SOL and Curriculum Framework Essential

Knowledge and Skills in both content and cognitive
level (evidence of standard unpacked)

0 or 1 alignment
elements are
present

Math
Subject________________

Developing
2

2 or 3 alignment
elements are
present.

Accomplished
3

All 4 alignment
elements are
present.

Links to the unit or curriculum Big Ideas (e.g.,

Essential Questions, Enduring Understandings, Themes,
etc.)

Rubric
Score

Outlines objective (includes the behaviors students

will exhibit to show learning and the conditions under
which the students will exhibit those behaviors)
Outlines the criteria used to determine whether
learners have met the objective

Beginning
1

Developing
2

Accomplished
3

Standards, SOLs
or Competencies

No reference made to the standard or

competency

Related content standard(s) / competencies

are minimally identified

Related content standard(s)/ competencies

are fully detailed

Objectives,
Essential
Questions/Skills

Essential questions /skills lack clarity &/or

measurability; connection to standard not
apparent

Essential questions/skills somewhat clear &

measurable; partial connection to the
standard

Essential questions / skills are clear,

measurable, and specific to the standard

Anticipatory Set

Little or no attempt to gather students

attention and/or set a purpose for the
lesson

Inadequate attempt to gather students

attention and/or set a purpose for the
lesson

Introduces the lesson by sharing purpose,

relevance, and eliciting background
knowledge in student friendly language

Rubric
Score

3
3
2

HCPS Lesson Plan Design Rubric, p.1

Performance
Expectation
Instruction /
Modeling

Beginning
1

Developing
2

Accomplished
3

Rubric
Score

No evidence for guided or independent

practice; plan missing necessary details for
teachers actions/instructional strategies;
instruction and student actions/learning
planned at incorrect Blooms level

Limited teacher modeling or examples

provided, few opportunities for guided &
independent practice; plan missing
necessary details for teachers actions;
some evidence that instruction and student
learning planned for and occurring at
correct Blooms level

Multiple teacher modeling or examples

provided; clear opportunities for guided &
independent practice; details for the
teachers step-by-step actions; instruction
and student actions/learning planned for
and carried out at appropriate Blooms
cognitive level

Assessment
(Formative &
Summative)

No assessment provided for the lesson or

assessment does not measure objective(s)

Assessment provided for the lesson but

inaccurately measures the objective(s)

Formative and summative assessments are

defined, showing clear relationship to all
objectives addressed in the lesson

Closure

Lesson ends without review; limited to

transition to next activity; no research
based strategy

Lesson ends with limited review by teacher

only summarizing and/or reviewing what
was taught; requires little student
engagement

Students review the lesson by summarizing

and/or sharing what they learned; teacher
revisits the purpose for the lesson;
instructional strategy listed; majority of
students required to be engaged

Superficial or little attempt to differentiate;

little or no attempt to address gaps in prior
learning

Differentiation is linked to individual learner

characteristics with adequate detail;
evidence of some differentiation to address
gaps in prior learning

Anticipates and plans ahead for any

necessary individual, small group, or whole
group differentiation; effectively
differentiates to decrease gaps in prior
learning

Materials & Use

of Technology

List of materials and use of technology given

limited attention in the lesson plan;
resources are not appropriate for
encouraging higher-level thinking

List of materials and/or use of technology is

incomplete or inaccurate; resources are
somewhat appropriate for encouraging
higher-level thinking

Detailed list of materials/technology is

provided for both teacher and students;
resources are appropriate for maximizing
higher-level thinking

Vocabulary and
Writing

Lesson does not include any strategies for

developing content vocabulary and writing
across the curriculum

Lesson minimally addresses strategies for

developing content vocabulary and writing
across the curriculum

Lesson includes details and strategies for

developing content vocabulary and writing
across the curriculum

Differentiation

2
3

Notes:

HCPS Lesson Plan Design Rubric, p.2