EDUC 554 Lesson Plan Grading Rubric (for edTPA preparation) Criteria Levels of Achievement Content 70% Advanced Proficient Developing Not present Preliminary Information 5 points All sections are complete which include the following: · The subject/topic is reading or language arts, and the theme is one of the building blocks of reading. · The appropriate learning segment and structure for grouping are established. · The context along with the diversity of the students is described. · Resources and materials are described and appropriate. 4 points Three of the following sections are complete which include the following: · The subject/topic is reading or language arts, and the theme is one of the building blocks of reading. · The appropriate learning segment and structure for grouping are established. · The context along with the diversity of the students is described. · Resources and materials are described and appropriate. 1 to 3 points One or 2 of the following sections are complete which include the following: · The subject/topic is reading or language arts, and the theme is one of the building blocks of literacy. · The appropriate learning segment and structure for grouping are established. · The context along with the diversity of the students is described. · Resources and materials are described and appropriate. 0 points Not present Content Standards 5 points Lesson plan accurately includes standards, including state and national standards. Standards are relevant to the grade level of the lesson and skill level based on the chart. 4 points Lesson plan accurately includes standards, including state or national standards. Standards are relevant to the grade level of the lesson or skill level based on the chart. 1 to 3 points Lesson plan is missing standards; including state or national standards, but they are not relevant to the grade level of the lesson or skill level based on the chart. 0 points Not present Learning Objective 5 points The objective(s) meets all of the following requirements: · Concise statements of what students will know, understand, and be able to do at the end of the lesson (consider all 3 domains). · Written with a condition, performance, and criterion. · Connects directly to the summative assessment. · Not written in paragraph format. 4 points The objective(s) meets 2 of the following requirements: · Concise statements of what students will know, understand, and be able to do at the end of the lesson (consider all 3 domains). · Written with a condition, performance, and criterion. · Connects directly to the summative assessment. · Not written in paragraph format. 1 to 3 points The objective(s) either do not meet the criteria or 1 of the following requirements: · Concise statements of what students will know, understand, and be able to do at the end of the lesson (consider all 3 domains). · Written with a condition, performance, and criterion. · Connects directly to the summative assessment. · Written in paragr ...

1. EDUC 554
Lesson Plan Grading Rubric (for edTPA preparation)
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not present
Preliminary Information
5 points
All sections are complete which include the following:
· The subject/topic is reading or language arts, and the theme is
one of the building blocks of reading.
· The appropriate learning segment and structure for grouping
are established.
· The context along with the diversity of the students is
described.
· Resources and materials are described and appropriate.
4 points
Three of the following sections are complete which include the
following:
· The subject/topic is reading or language arts, and the theme is
one of the building blocks of reading.
· The appropriate learning segment and structure for grouping
are established.
· The context along with the diversity of the students is
described.
· Resources and materials are described and appropriate.
1 to 3 points
One or 2 of the following sections are complete which include
the following:
· The subject/topic is reading or language arts, and the theme is
one of the building blocks of literacy.

2. · The appropriate learning segment and structure for grouping
are established.
· The context along with the diversity of the students is
described.
· Resources and materials are described and appropriate.
0 points
Not present
Content Standards
5 points
Lesson plan accurately includes standards, including state and
national standards.
Standards are relevant to the grade level of the lesson and skill
level based on the chart.
4 points
Lesson plan accurately includes standards, including state or
national standards.
Standards are relevant to the grade level of the lesson or skill
level based on the chart.
1 to 3 points
Lesson plan is missing standards; including state or national
standards, but they are not relevant to the grade level of the
lesson or skill level based on the chart.
0 points
Not present
Learning Objective
5 points
The objective(s) meets all of the following requirements:
· Concise statements of what students will know, understand,
and be able to do at the end of the lesson (consider all 3
domains).
· Written with a condition, performance, and criterion.
· Connects directly to the summative assessment.
· Not written in paragraph format.
4 points
The objective(s) meets 2 of the following requirements:
· Concise statements of what students will know, understand,

3. and be able to do at the end of the lesson (consider all 3
domains).
· Written with a condition, performance, and criterion.
· Connects directly to the summative assessment.
· Not written in paragraph format.
1 to 3 points
The objective(s) either do not meet the criteria or 1 of the
following requirements:
· Concise statements of what students will know, understand,
and be able to do at the end of the lesson (consider all 3
domains).
· Written with a condition, performance, and criterion.
· Connects directly to the summative assessment.
· Written in paragraph format.
0 points
Not present
Academic Language Demands
6 points
· All 3 sections are addressed with an accurate statement for
each area.
· The academic language represents higher level vocabulary
directly from the language of the standards.
· All sections relate to literacy and preliminary information as
well as skill level for the lesson.
5 points
· Two of the 3 sections (are addressed with an accurate
statement for each area.
· The academic language represents possible vocabulary but
may not come directly from the language of the standards.
· Most sections relate to literacy and preliminary information as
well as skill level for the lesson.
1 to 4 points
· One of the 3 sections (are addressed with an accurate
statement for each area.
· The academic language does not represent higher level
vocabulary or come directly from the language of the standards.

4. · Some sections relate to literacy and preliminary information as
well as skill level for the lesson.
0 points
Not present
Expectation of Student Learning
4 points
The lesson has clear and reasonable expectations of what
student’s learning performance will look like whether
exceeding, meeting, or below expectations.
AND
There is evidence of the way the expectations are communicated
to show student learning.
3 points
The lesson has clear and reasonable expectations of what
student’s learning performance will look like whether
exceeding, meeting, or below expectations.
OR
There is evidence of the way the expectations are
communicated to show student learning.
1 to 2 points
The lesson has unclear expectations of what student’s learning
performance will look like whether exceeding, meeting, or
below expectations.
AND
There is no clear evidence of the way the expectations are
communicated to show student learning.
0 points
Not present
Instructional Strategies:
Beginning, Middle, and End/
Technology
30 to 32 points
The lesson includes clear explanation of the entire lesson
making it possible for anyone to teach the lesson. It includes
all of the following:
· Beginning: Provides an engaging hook to the lesson.

5. · Beginning: Effectively uses guided practice (partners, small
groups, stations, centers) to continue student learning as started
in the direct instruction section.
· Middle: EXPLICITLY models the lesson.
· Middle: EXPLICITLY describes guided practice (partners,
small groups, stations, centers).
· Middle: EXPLICITLY describes independent practice to
reinforce the skill/topic and engage students in the process.
· End: Closes the lesson with review of lesson’s objective and
ways to promote student learning and retention.
Technology enhances the content and helps to engage the
students.
Limited use of worksheets is seen in the lesson.
26 to 29 points
The lesson includes clear explanation of the entire lesson
making it possible for anyone to teach the lesson. It includes
all but 2 of the following:
· Beginning: Provides an engaging hook to the lesson.
· Beginning: Effectively uses guided practice (partners, small
groups, stations, centers) to continue student learning as started
in the direct instruction section.
· Middle: EXPLICITLY models the lesson.
· Middle: EXPLICITLY describes guided practice (partners,
small groups, stations, centers).
· Middle: EXPLICITLY describes independent practice to
reinforce the skill/topic and engage students in the process.
· End: Closes the lesson with review of lesson’s objective and
ways to promote student learning and retention.
Technology enhances the content and helps to engage the
students.
Limited use of worksheets is seen in the lesson.
1 to 25 points
The lesson includes explanation but at times is unclear with
limited development throughout the entire lesson making it
impossible for anyone to teach the lesson. It is missing many of
the following:

6. · Beginning: Provides an engaging hook to the lesson.
· Beginning: Effectively uses guided practice (partners, small
groups, stations, centers) to continue student learning as started
in the direct instruction section.
· Middle: EXPLICITLY models the lesson.
· Middle: EXPLICITLY describes guided practice (partners,
small groups, stations, centers).
· Middle: EXPLICITLY describes independent practice to
reinforce the skill/topic and engage students in the process.
· End: Closes the lesson with review of lesson’s objective and
ways to promote student learning and retention.
Technology enhances the content and helps to engage the
students.
Worksheets are the main type of assessment.
0 points
Not present
Differentiation and Extensions
7 points
· Each section for this category addresses specifically how
differentiated instruction will be implemented to meet the needs
of diverse populations.
· All differentiation and diversity sections are completed with
clear strategies to improve student learning.
5 to 6 points
· Each section for this category addresses specifically how
differentiated instruction will be implemented to meet the needs
of diverse populations.
· Most differentiation and diversity sections are completed with
strategies to improve student learning.
1 to 4 points
· Each section does not address specifically how differentiated
instruction will be implemented to meet the needs of diverse
populations.
· Some of the differentiation and diversity sections are
incomplete with strategies to improve student learning.
0 points

7. Not present
Assessments
11 to 12 points
The lesson effectively implements and includes a clear
explanation of the questions used for the assessments or a copy
of the assessment for the following types:
Diagnostic/Pre-assessment includes the questions used for the
pre-assessment and shows prior knowledge of the student and
explains how the data from the assessment will be used.
Formative Assessments/Feedback to Learner is given during
guided and independent instruction and is used to measure
student understanding of the content and used to reteach if
unclear.
Summative Assessment is given at the end of the lesson and
clearly is connected to the objective. The assessment is
attached.
10 points
The lesson implements an explanation of the questions used for
the assessments but does not include a copy of the assessment
for the following types:
Diagnostic/Pre-assessment shows prior knowledge of the
student but does not explain how the data from the assessment
will be used.
Formative Assessments/Feedback to Learner is given during
guided and independent instruction but does not show how
student understanding of the content is measured.
Summative Assessment is given at the end of the lesson and is
connected to the objective. The assessment is not attached.
1 to 9 points
The lesson does not include a clear explanation of the questions
used for the assessments or a copy of the assessments for the
following types:
Diagnostic/Pre-assessment does not establish prior knowledge
of the student or explain how the data from the assessment will
be used.
Formative Assessments/Feedback to Learner does not provide

8. measurement of student progress of the objective.
Summative Assessment is given at the end of the lesson but is
not connected to the objective. The assessment is not attached.
0 points
Not present
Structure 30%
Advanced
Proficient
Developing
Not present
Mechanics
11 to 12 points
All sections are written in complete sentences.
All sections relate to the central reading topic for the lesson.
The sentence structure is written with correct spelling,
punctuation, capitalization, and varied word choices.
The mechanics provide an example of an exemplar reading
teacher.
10 points
Most sections are written in complete sentences.
Most sections relate to the central reading topic for the lesson.
The sentence structure has minimal errors in spelling,
punctuation, capitalization, and varied word choices.
The mechanics most of the time provide an example of an
exemplar reading teacher.
1 to 9 points
There are many incomplete sentences which at times interferes
with the content.
The central reading topic for the lesson is not consistent
throughout the paper.
The sentence structure has many errors in spelling, punctuation,
capitalization, and varied word choices.
The mechanics do not provide an example of an exemplar
reading teacher.

9. 0 points
Not present
Formatting
11 to 12 points
The lesson is written directly into the template with the font of
the same size, color, and style.
10 points
The lesson is written directly into the template, but the font is
not always consistent in size, color, and style.
1 to 9 points
The lesson is written in the template, but the font is
inconsistent.
0 points
Not present
Page 5 of 5
EDUC 554
Lesson Plan Assignment Instructions
You will create three lesson plans throughout this course. Each
lesson plan will cover a skill mentioned in Putting Reading
First. Use the chart below to see which subjects you can select
from. Use the Lesson Plan Assignment Template to create your
Lesson Plan.
Each Lesson Plan should include:
· Context for Learning
· Resources and Materials
· Content Standards
· Learning Objectives
· Academic Language Demands
· Expectations of Student Learning
· Instructional Strategies (Beginning, Middle, and End)
· Classroom Technology
· Differentiation and Extensions

10. · Assessments
Choose from the following Topics:
Module: Week
Lesson Plan Subject
Module 2: Week 2
Phonemic Awareness or Phonics
Module 4: Week 4
Fluency or Vocabulary
Module 6: Week 6
Reading Comprehension
EDUC 554
Lesson Plan Template (edTPA – Student Teaching)
This is the only approved template for EDUC 554, no other
template will be accepted. All sections should be clearly
addressed with specific details in the instructional sections. Be
clear and concise with what you are teaching. Maximum page
length per lesson plan is 4 pages.
LESSON #
Subject/Topic: Click or tap here to enter text.
Grade Level: Click or tap here to enter text.
Lesson Structure or Grouping:
Whole Class ☐ Small Group ☐ 1:1 ☐
Other (specify): Click or tap here to enter text.
Learning Segment Theme:
Click or tap here to enter text.
Resources and Materials:
Click or tap here to enter text.
Standards:
State: Click or tap here to enter text.
National: Click or tap here to enter text.
Objective:

11. Click or tap here to enter text.
ACADEMIC LANGUAGE DEMANDS
Language Demands: Click or tap here to enter text.
Language Supports: Click or tap here to enter text.
Essential Vocabulary: Click or tap here to enter text.
INSTRUCTION
Direct Instruction/Modeling: Click or tap here to enter text.
Guided Practice: Click or tap here to enter text.
Independent Practice: Click or tap here to enter text.
Closure: Click or tap here to enter text.
DIFFERENTIATION
Supporting Students with Special Needs: Click or tap here to
enter text.
Challenging Above-Average Students: Click or tap here to
enter text.
Facilitating a Classroom Environment that Supports Student
Learning: Click or tap here to enter text.
Extension: Click or tap here to enter text.
ASSESSMENT
Diagnostic/Pre-Assessment: Click or tap here to enter text.
Formative Assessment: Click or tap here to enter text.
Summative Assessment: Click or tap here to enter text.
1