Lesson Plan Rubric

Instructor: Clio Stearns

Clio has taught education courses at the college level and has a Ph.D. in curriculum and instruction.

Evaluating a teacher's lesson plan is an important part of teacher education! The rubric in this lesson offers some guidance for helping teachers plan well.

Why a Lesson Plan Rubric?

Are you a teacher educator or evaluator? If so, there is a strong possibility that you review lesson plans all the time. At a certain point, it can be difficult to tell one from the next, especially if you do not get the chance to see the lessons in action. One way to help you keep track of each lesson's strengths and weaknesses is by using a rubric. When you use a rubric to evaluate lessons, you work with a standardized set of criteria and clear descriptors of your expectations. Using a rubric to evaluate lesson plans is also a great way to model a strong assessment practice for future teachers! You might want to modify the criteria in the rubric provided here to address the specific components of the kind of lesson you are evaluating; for instance, a science lesson for high school students might look very different from a reading lesson for kindergartners! However, the rubric offered here shows you how a lesson plan evaluation might look.

Lesson Plan Rubric

Clarity of Objective

  • 4: The lesson's objective is stated clearly and is well rationalized. It meets the expectations of the relevant standards and is specific enough to make attainment realistic.
  • 3: The lesson's objective is stated clearly, but it is not rationalized. It meets the expectations of the relevant standards.
  • 2: The lesson's objective is stated, but it is unclear. It may or may not meet the expectations of the relevant standards.
  • 1: The lesson lacks a stated objective.


  • 4: The lesson plan clearly states what materials will be needed for the lesson. The materials are realistically obtained.
  • 3: The lesson plan states some of the materials that will be needed for the lesson. The materials are realistically obtained.
  • 2: The lesson plan states only a few of the necessary materials, or the materials are difficult to obtain or too complex to use.
  • 1: The lesson plan does not state the materials needed for the lesson.

Direct Instruction

  • 4: The lesson plan includes a plan for direct instruction. It clearly states what will be taught and how it will be taught, and the plan aligns with the objectives.
  • 3: The lesson plan includes a plan for direct instruction, but may not state exactly how the teaching will occur.
  • 2: The lesson plan alludes to direct instruction, but it does not state what will be taught or how.
  • 1: The lesson plan fails to include any direct instruction, making it unclear what the teacher should convey.

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