UDL Model Lesson Plan Rubric

Task Description: This week you will be synthesizing what you have learned about lesson planning with a UDL focus by creating a complete lesson plan that
incorporates the feedback you have received in earlier weeks. (CEC 3.0, 4.0, 5.0; InTASC 4, 5, 6, 7, 8)

Areas of
Focus
Goals and
Objectives
(CEC 3.2; InTASC
7(b), 7(j))

Distinguished
(4 points)
Goals are clear, written in a
way that makes them
observable and measurable,
and stated in a way that
separates the goals are
stated in a way that
separates the goal and the
means of achieving it per
UDL principles.

Proficient
(3 points)

Developing
(2 points)

Objectives are clear and

stated in a way that makes
them observable and
measurable.

Some objectives are unclear

or are missing important
components that make them
observable and measurable.

Standards are referenced

and the connection to the
goals and objectives of this
lesson is clear.

Standards are referenced but

the connection to the goals
and objectives of this lesson
is unclear.

Unsatisfactory
(1 point)
Objectives are unclear or are not written in
a way that makes them observable and
measurable.
No mention is made of standards addressed
by the lesson.

Standards are referenced

with a clear connection to
the goals and objectives of
the lesson.
Evidence of
Learning:
Formative and
Summative
Assessment
(CEC 4.2; InTASC
6(c), 6(d), 6(l))

Assessment formats are

specifically described,
directly relate to
appropriate standards and
objectives, are measurable;
learners are provided with
multiple paths to show
understanding.

Assessment formats are

specifically described,
directly relate to
appropriate standards and
lesson objectives, and are
measurable

Assessment formats are

clearly described and
somewhat relevant to lesson
objectives.

Assessment formats may be unclear or not

relevant to lesson objectives.

Materials and
Resources
(CEC 5.2; InTASC
5(c), 5(l), 5(o),
8(e), 8(no)

All resources/materials are

listed in detail with
appropriate citations to
support their use; materials
incorporate relevant
multimedia to provide

All resources and materials

are listed in detail with
appropriate citations to
support their selection.

Some resources and

Resources and materials are incomplete or
materials lack specific details. missing.

learners with multiple

representations.

Implementation
of Technology
(CEC 5.2, 5.3;
InTASC 8(g), 8(n))

Technology integration
clearly supports lesson
objectives and standards;
technology is implemented
in a transformative way (not
for its own sake).

Technology integration
clearly supports lesson
objectives and standards.

Technology integration
attempted but does not
clearly support lesson
objectives and standards.

No technology used

Teaching the
Lesson
(CEC 3.1, 3.2,
5.6; InTASC 5(d),
5(e), 5(m), 8(d),
8(h), 8(i), 8(k))

Lesson has a good logical

flow to it and demonstrates
a clear understanding of
gradual release of
responsibility through
appropriate and fully
developed guided and
independent practice.
Specific UDL practices
(activating background
knowledge, strategy
development, etc.) are
reference and clearly cited
in APA format.

Lesson shows a gradual

release of responsibility and
scaffolding through guided
and independent practice,
which are fully developed.
Some UDL practices are
referenced but do not
include citations.

Lesson shows some evidence Lesson does not show evidence of a gradual
of a gradual release of
release of responsibility and scaffolding.
responsibility and
scaffolding. Guided and
independent practice is
incorporated but needs some
development.

Modifications
and
Differentiation

Specific differentiation is
provided for each lesson
task as necessary, including

Specific differentiation is
provided, including
description of learning

Incomplete differentiation is
given. Description of learning
barriers and modifications

Vague or no reference to
differentiation/modifications is given.

(CEC 3.3, 5.1;

InTASC 4(f), 8(a),
8(c), 8(l))

description of learning
barriers and thoughtful
modifications.

barriers and appropriate

modifications

may be unclear or missing.

Conventions

Virtually free of mechanical

errors (grammar, spelling,
usage, punctuation).
Presentation makes lesson
plan easy to follow and
implement by a third party.

Few mechanical errors are

present; readability is not
affected.

Many mechanical errors are

present; readability is not
affected.

Numerous errors cause lack of clarity or

readability