by Armstrong COE Administrator

Planning (Lesson Plan) Key Assessment Rubric [Fa13]

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Planning (Lesson Plan) Key Assessment Template

This is a Key Assessment. 

Candidates undergoing this assessment must use the Armstrong's Planning (Lesson Plan) Key Assessment Template when planning their lesson.                                                                                                                                                                                                                                 

Planning (Lesson Plan) Key Assessment Rubric

Planning (Lesson Plan) Key Assessment Rubric
Target (3 pts) Acceptable (2 pts) Unacceptable (1 pt)
Basic Information (1.000, 4%) INTASC-2011.7 All required information is provided correctly and time estimates are realistic. All required lesson plan identification information is provided. Significant portions of the required information are missing and/or incorrect.
Class Demographics (1.000, 4%) INTASC-2011.1 INTASC-2011.3 Demographic information is accurate and stated clearly, elaborating on gender, racial, language, developmental and learning differences in the group. Classroom demographic information is accurately presented, using appropriate identifiers to describe all learners in the class or group. Demographic information is incomplete, incorrect, or missing.
Purpose/Relevance (1.000, 4%) INTASC-2011.7 The purpose and relevance are clearly described and carefully linked directly to the goals of the lesson, demonstrating competent planning. The purpose and relevance of the lesson are appropriate and clearly aligned with the goals of the lesson. There is no statement of purpose/relevance of the lesson's relation to the student.
Prerequisite skills (1.000, 4%) INTASC-2011.9.i Prerequisite skills for mastery of this lesson are accurately identified and presented, demonstrating understanding of the lesson’s purpose and goals. Cites majority of the prerequisite skills accurately demonstrating a basic understanding of the lesson’s purpose and goals. There are no prerequisite skills cited or those cited are not appropriate for the lesson.
GA-CC Standards (1.000, 4%) INTASC-2011.5 INTASC-2011.7 There is clear, accurate alignment of the appropriate curriculum standards with the goals for the lesson, reflecting the candidate’s strong content knowledge. There is evidence of alignment of the standards and goals and the alignment is acceptable as is the candidate’s content knowledge. Standards are not listed and/or alignment of standards to goals is incorrect.
Lesson Goals (1.000, 4%) The lesson goals are clear and are aligned to the GA-CC Performance Standards. The goals of the lesson clearly match the lesson strategies. There is evidence of alignment of standards and lesson strategies and is acceptable. Lesson goals are not listed, do not match the lesson strategies, and/or alignment to standards is incorrect.
Essential Question(s) (1.000, 4%) INTASC-2011.4 INTASC-2011.5 INTASC-2011.7 The essential question(s) is well designed to stimulate critical thinking, demonstrating appropriate content knowledge on the part of the candidate. The essential question(s) fits the lesson and is adequate to stimulate critical thinking.
The essential question(s) is inadequate for this lesson or is missing.
Instructional Materials & Resources (1.000, 4%) INTASC-2011.1 INTASC-2011.3 INTASC-2011.5.c INTASC-2011.7 INTASC-2011.8 The candidate’s skill in selecting instructional materials is evident in the alignment of the materials to age appropriateness and skills level needs of the students as well as in accuracy of alignment with lesson objectives. The equipment adds to the instructional quality of the lesson and supports the students learning and the lesson’s goals and objectives. The majority of materials selected support the lesson’s objectives and are appropriate for the instructional level. Equipment is adequate to support the lesson’s goals and objectives. Instructional materials have questionable links to the lesson and do not support the objectives. Equipment to be used with the lesson is either inappropriate or ineffective for supporting learning objectives.
Technology (1.000, 4%) INTASC-2011.5 INTASC-2011.7 INTASC-2011.8 Technology (or technologies) to be used will add to the instructional quality of the lesson, extend and expand the learning opportunity, and align appropriately with the lesson’s goals and objectives. Technology (or technologies) to be used is adequate for the lesson’s goals and objectives. It does not detract from the lesson. Technology (or technologies) is not planned or if planned does not align appropriately with the lesson’s goals and objectives.
Lesson Objectives (1.000, 4%) INTASC-2011.7 All objectives provide clear guidance and support for assessment, demonstrating understanding of the critical link between learning and assessment. All objectives are clearly and accurately aligned with curricula standards, demonstrating understanding of their purpose. Goals are stated appropriately (Mager or ABCD). Most of the objectives align appropriately standards. Objectives are inappropriately stated unclear, or do not align with standards.
Assessment (2.000, 8%) INTASC-2011.1 INTASC-2011.6 INTASC-2011.7 Assessment is explained in detail to illustrate how each procedure is sequenced and linked to the lesson’s objectives. There is an explanation of how the process can be adjusted based on data as it is collected in order to make data-driven instructional decisions and provide effective feedback to students. Overall, the description of the assessment process is adequate for the lesson and does measure the majority of the lesson’s objectives. There is a basic plan to collect data that can be analyzed for decision making and for providing feedback to students. The assessment process is incomplete or does not align with the objective of the lesson. No plan is evident for collecting and analyzing assessment data or if provided, the plan is inadequate.
Introduction (1.000, 4%) The introduction provides clearly assesses prior knowledge, and engages students' interest of the new lesson being taught. The introduction adequately assesses prior knowledge and engages students' interest in the lesson. The introduction does not assess prior knowledge of the lesson.
Strategies (2.000, 8%) INTASC-2011.4 INTASC-2011.5 INTASC-2011.7 INTASC-2011.8 The format provides a clear, precise description of the conduct of the lesson from introduction to closure, specifying each step in a seamless flow of instruction. The instructional methods selected clearly reflect best practices for the content and/or the instructional level(s) of the students. They are research-based and/or evidence based and supported by expert opinion. The lesson sources and /or reflection further indicate how the methods are either research or evidence based. The sequence of activities is appropriate for the lesson and is described clearly including an introduction. The instructional methods selected generally reflect best practices for the content and/or instructional level(s) of the students. The format describing the conduct of the lesson is unclear and the specifics of instruction as well as the sequence of activities are not adequate to support the lesson. The instructional methods selected do not reflect best practices for the content and/or the instructional level(s) of the students.
Activities/Practice (1.000, 4%) INTASC-2011.3 INTASC-2011.4 INTASC-2011.5 INTASC-2011.8 Activity/practice shows careful planning and describes precisely how students’ understanding will be determined and how timely feedback will be provided for all learners to avoid practicing errors or support higher order thinking skills. Activity/practice is adequate for the lesson and there is a plan for providing feedback. Activity/practice is not provided or if provided does not demonstrate how students’ learning will be determined.
Application/Independent Practice (1.000, 4%) The application shows provides carefully planned activities that will assess students' understanding of the lesson taught. Activities adequately provides activities that assess students' understanding of the lesson taught. The application does not provide activities that are connected to the lesson taught or does not check for understanding of the lesson.
Closure of lesson (1.000, 4%) INTASC-2011.8 The procedure for bringing the lesson to closure demonstrates careful alignment with the lesson’s purpose and objectives. Care is demonstrated to plan for all learners and support retention of the lesson’s content. There is a procedure that can bring the lesson to closure and foster student retention of information learned in the lesson. It fits the lesson’s purpose. Little or no attention is paid to closure or to fostering student retention of the lesson’s content.
Extended practice (1.000, 4%) INTASC-2011.4 INTASC-2011.8 Care is demonstrated in planning an extended practice activity that fosters maintenance of the lesson’s content and is designed to meet the needs of diverse learners. The activity planned for extended practice is adequate for the purpose of the lesson. It is aligned with most of the objectives of the lesson. Little or no attention is paid to planning developmentally appropriate and related extended practice.
Accommodations or Differentiation Instruction (1.000, 4%) INTASC-2011.1 INTASC-2011.2 INTASC-2011.3 INTASC-2011.6 INTASC-2011.7 INTASC-2011.8 The plan offers thoughtful and accurate diversification of instruction for all learners including a clearly delineated plan for linking accommodations to IEP goals, the needs of gifted students, and the language assistance needs of the ESOL students. Adequate differentiation is provided with attention to IEP accommodations, needs of the gifted and ESOL students. Little or no differentiation of instruction is provided for exceptional students or if provided, is not appropriate.
Reflection (2.000, 8%) INTASC-2011.1 INTASC-2011.4 INTASC-2011.9.e INTASC-2011.9.g INTASC-2011.9.l The candidate provides a thoughtful, knowledgeable, and in depth reflection on the quality of the lesson plan, the efficacy of the assessment process, and offers suggested ways to strengthen or improve the plan. The candidate shows superior knowledge and depth in the content on which the lesson is planned. The candidate exhibits a deep knowledge of pedagogy reflected in his/her discussion of ways s/he can expand his/her content knowledge and improve and/or enrich his/her lesson planning. The candidate’s reflection on the lesson describes: strengths and weakness of the lesson, methods for making improvements, efficacy of the assessment process. Candidate can analyze the quality of a lesson plan with sufficient accuracy. Little or no reflection is offered. If provided, it is general in nature and does not address critical information about the lesson. The reflection raises significant doubt about the candidate’s knowledge of pedagogy and/or content.
Overall written lesson quality (1.000, 4%) The candidate has shown great care in the professional look and quality of the plan. The language and writing style are clear and easy to comprehend. There are no technical errors due to the candidate’s attention to detail and accurate editing. Adequate attention has been paid to the professional quality of the writing and overall technical accuracy of the lesson. Few if any typographical or other minor errors are present. Little attention has been paid to the accuracy and quality of the plan. There are numerous typographical or grammatical errors, text messaging language, inappropriate abbreviations, and so on that detract from the quality of lesson plan and distract the reader.
Citations of sources (1.000, 4%) All sources are carefully cited with no errors. Careful attention has been paid to legal fair use of copy righted materials. The candidate’s ethical use of materials and resources is exemplary. Sources for concepts, materials, activities, and so on that were taken from web sites, texts, journal articles, and other copy-righted sources under the legal fair use principle were cited accurately and ethically with minimal if any errors. No sources were cited or citations were incomplete. There is concern about the ethical use of materials.


Learner Development: The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Differences: The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
Learning Environments: The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.
Content Knowledge: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
Application of Content: The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
The teacher facilitates learners’ use of current tools and resources to maximize content learning in varied contexts.
Assessment: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
Planning for Instruction: The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
The teacher reflects on his/her personal biases and accesses resources to deepen his/her own understanding of cultural, ethnic, gender, and learning differences to build stronger relationships and create more relevant learning experiences.
The teacher understands and knows how to use a variety of self-assessment and problem-solving strategies to analyze and reflect on his/her practice and to plan for adaptations/adjustments.
The teacher understands how personal identity, worldview, and prior experience affect perceptions and expectations, and recognizes how they may bias behaviors and interactions with others.
The teacher takes responsibility for student learning and uses ongoing analysis and reflection to improve planning and practice.