Lesson Plan Rubric with Criteria
Directions: Use the rubric below to assess your lesson plan by putting an “X” through the box for each characteristic that best represents the quality of your work. A wise strategy is to have a peer use the criteria in the rubric to review your lesson plan and give you constructive feedback you can use to improve your plan. Lack of resources will result in a grade of “0”.
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Learners will: |
Criteria | ||||
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All the Way |
On the Way |
Part Way |
No Way |
Pts. |
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| Prepare lesson plans on the provided Daily Lesson Plan Format form. | Typed on format using “landscape” page layout. All sections completed.
Includes Q to A form and completed Rubric. Lists resources |
Typed on format but “portrait” page layout. All sections completed. Includes Q to A form and completed Rubric. Lists
resources |
Hand written down the page without use of the format. All sections completed. No Q to A form or Rubric
No resources |
Hand written down the page and format not used. Some sections incomplete.
No Q to A or Rubric. No resources |
5 |
| Identify appropriate National Health Education Standard(s) and Healthy People 2020 Objectives | Identify at least one clearly applicable National Health Education Standard and one Healthy People 2020 Objective verbatim. | Entered at least one clearly applicable National Health Education Standard or HP 2020 objective verbatim | Statements entered but not National Health Education Standards/HP 2020 Obj. OR only number of standard/objective | No standards or objectives entered |
5 |
| Compose appropriate learning objectives for both health knowledge and health skills. | Included at least two objectives, one for skills and one for knowledge. All verbs used are at the high level of the cognitive or action domains. | Included at least two objectives, one for skills and one for knowledge. At least one of the verbs used is at the high level of the cognitive or action domain. | Objectives only describe what students will know at the end of the lesson using weak, low level verbs such as “understand” and “learn”. | Objectives describe what the teacher will do or what learners will do during the lesson. |
20 |
| Describe an effective motivational introduction to the lesson. | Strategy would actively and/or vividly involve learners and allow teacher to assess students prior knowledge of the lesson topic. | Strategy would actively (e.g., game, small group, brainstorm, skit, etc.) and/or vividly involve learners. | Lecture-type presentation that provides some information or facts to learners. | No real teaching strategy—just a statement about the lesson. |
10 |
| List detailed content and skill steps that will be taught in the lesson. | Lists major concepts (big ideas) with detailed outline and skills with application steps OR detailed content provided with attached materials and handouts. | Lists major concepts (big ideas) included in the lesson with detailed outlined information, but skill steps not provided. | Lists some major points about knowledge, but no steps for the skill. | Lists the lesson behavioral objectives. |
20 |
| Label and describe several teaching strategies, one of which actively involves students in a skill practice or application. Include Differentiation. | Well described and labeled strategy for both knowledge and skill. Skill strategy involves learners in skill application or practice (active learning). Differentiation included. | Well described strategy for both knowledge and skill. Skill strategy involves students in skill application or practice.
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Well described strategy for knowledge. Skill strategy not included or, if included, poorly described. Little active learning. | Minimally described strategy for knowledge only. |
20 |
| Propose a conclusion for each strategy that includes a clear transition to the next strategy. | Description of conclusion after all strategies along with transitions to the next strategy. Conclusion after last strategy focuses learners back on lesson objectives. | Description of conclusion after all strategies along with transitions to the next strategy. | Description of conclusion after all strategies, but no transition statements OR has transitions but no conclusions. | Brief statement of conclusion after some strategies |
5 |
| Label and describe an assessment method for each teaching strategy. | Assessment method both well described and labeled (e.g., selected response, constructed response, produce, performance, process). Assessment Planning Chart attached | Assessment method well described but not labeled.
Assessment Planning Chart attached. |
Only name of method listed. No Assessment Planning Chart | No method listed. No Assessment Planning Chart |
15 |