UNIT PLAN SCORING RUBRIC
Student Name ________________________________________________ Date__________________
Unit Title_______________________________________ Course______________________________
UNSATISFACTORY
BASIC
OVERVIEW
No rational given.
Importance of topic superficially explored and articulated.
ANTICIPATORY
SET
Students inadequately prepared for learning. Motivation or introduction omitted.
UNIT GOALS
Little though given to overall
general thrusts of unit
Preparation for student learning and link to prior learning
present. Includes motivation
and introduction. Initial lesson planned to build interest.
Age and interest appropriate.
DAILY MATERIALS
Assumption that classroom
may be equipped with necessary materials.
Minimal resources identified
and cited.
All materials listed.
BULLETIN
BOARD/LEARNING
CENTER
(OPTIONAL)
Minimal effort. Materials do
not motivate or capture student attention
Materials are motivational
and capture student attention. Materials are linked to
level and interest of students.
DAILY LESSON
PLAN OBJECTIVES
One or more objective components missing.
INSTRUCTIONAL
STRATEGIES
Strategies are limited and do
not reach different learning
styles.
Complete with:
-Audience for plan
-Behaviors/performance expected
-objectives clearly articulated
-assessment of student
learning
A variety of strategies are
used to reach different learning styles.
ASSESSMENT
One or more assessment
tools was missing.
Assessment tools were identified. However, they didn’t
completely address objectives or weren’t reliable representatives of content.
PREPARATORY
ACTIVITIES
No evidence of preparing for
diverse learning.
Minimal evidence of thoughtful preparation for diverse
learning.
BIBLIOGRAPHY/
RESOURCE LIST
Several teacher resources
are listed in addition to a variety of student resources.
PROFICIENT
DISTINGUISHED
Overall scope, reasoning for
topic choice given. Relevant
to current events or grade
level content.
Extensive elaboration of motivation so learners are
hooked.
Was of professional quality
and could be used by other
teachers without explanation.
Appropriate knowledge,
skills, and affective goals included.
Plans indicate exact
amounts. Some packaged
ahead for distribution.
Extensive teacher and student resources are identified
and cited. A variety of media
are engaged (i.e., research
books, literature, magazines,
models, speakers, computers, web sites, etc.).
Materials are of high quality,
effective and age appropriate
in motivating students, and
provides interactive learning
experiences/activities for students.
Elaboration and detailed
specificity of objectives.
Was of professional quality
and could be used by other
teachers without explanation.
Was of professional quality
and could be used by other
teachers without explanation.
Was of professional quality
and could be used by other
teachers without explanation.
A variety of strategies are effectively and appropriately
used to reach different learning styles.
Assessment tools provided
appropriate formative and
summative information to assure student learning. Tools
were comprehensive and
varied enough to provide
feedback for instruction and
evaluation.
Preparation for diverse learning was indicated in all lessons. Various avenues of
this preparation was sought.
Was of professional quality
and could be used by other
teachers without explanation.
Was of professional quality
and could be used by other
teachers without explanation.
Was of professional quality
and could be used by other
teachers without explanation.
Was of professional quality
and could be used by other
teachers without explanation.
Was of professional quality
and could be used by other
teachers without explanation.
Was of professional quality
and could be used by other
teachers without explanation.