TESOL Certificate Programs

Lesson Plan Rubric V2

Student Name: __Armando Esquivel___ Date: __3/17/19__ Instructor Name: ___Jennifer Coplea___ Class: __TEYL___ Assignment: __Final LP____

Item 0 – No relevant evidence 1 – Unsatisfactory 2 – Needs Improvement 3 – Meets Expectations 4 – Exceeds Expectations
(0% – 59%) (60% - 69%) (70% - 79%) (80% - 89%) (90% - 100%)
Overall The lesson plan was not The lesson plan may not The lesson plan evidences The lesson plan demonstrates The lesson plan clearly
performance submitted, or the demonstrate an some understanding of the understanding of the demonstrates a thorough
(approach, submitted lesson plan was understanding of how to approach, methods, and approach, methods and understanding of the
methods, not relevant to the teach the skill(s) at hand. It techniques used to teach the techniques used to teach the approach, methods and
techniques) approaches, methods, and may not reflect the methods skill at hand. It somewhat skill at hand. It reflects the techniques used to teach the
techniques used to teach or techniques from the reflects the methodology methodology as covered in skill at hand. It clearly
the skill. The connection course. The connection prescribed in the course. It the course. It includes reflects the methodology
between theory and between theory and lesson may include some techniques for teaching the prescribed in the course, with
__27___/ 30 lesson plan is missing. plan is not apparent or not techniques for teaching the skill. The connection between effective techniques for
accurate. skill. The connection theory and lesson plan is teaching the skill. The
between theory and lesson apparent. connection between theory
plan may not be apparent or and lesson plan is obvious and
may be inaccurate. accurate.

Lesson Plan The lesson plan was not The lesson plan may not
submitted, or the clearly describe setting,
submitted lesson plan was level, L1, age. The
not relevant to the objectives may be
assignment. inaccurate or missing. LP
may be hard to follow, and
may lack appropriate
__27___/ 30 activities. Activities may
not support objectives.
The lesson plan may not
clearly describe setting,
level, L1, age. The
objectives may not follow
the prescribed format. LP
may have some timestamps
and grouping strategies, but
they may be inaccurate.
The activities may fit the
lesson somewhat, but may
be unorganized or may not
fully support the objectives.
The lesson plan describes
student setting, level, L1, age.
The lesson plan has objectives
that are observable,
measurable, and student-
centered. LP includes
notations for time and
grouping strategies that are
feasible for the lesson. The
activities follow a logical
progression and support the
objectives.
The lesson plan clearly
describes student setting,
level, L1, age. The lesson
plan has objectives that are
observable, measurable, and
student-centered. LP includes
notation for time and
grouping strategies, which are
both very appropriate for the
lesson. The activities follow
logical progression, and are
effective, appropriate, and
engaging for the students.
The activities clearly and
effectively support objectives.
TESOL Certificate Programs
Lesson Plan Rubric V2

Materials/ The lesson plan was not The materials, resources and
Resources/ submitted, or the technology used in the
Technology submitted lesson plan lesson plan may not reflect
included materials, an understanding of the
resources and technology content, learning context,
that were not relevant to and students. The materials
the assignment. may not be relevant,
__18___/ 20 interesting, or authentic for
students. The technology
and resources may be very
outdated.
Writing The lesson plan was not Linguistic features of the
submitted, or the writing (syntax, usage, word
submitted lesson plan was form, tone/register, spelling,
not relevant to the capitalization, punctuation,
assignment. etc.) are not effective.
__18___/ 20 Errors are very distracting
and/or interfere greatly with
the comprehensibility of the
message.
The materials, resources
and technology used in the
lesson plan may reflect
some understanding of the
content, learning context,
and students. The materials
are somewhat relevant or
authentic for students. The
technology or resources
may be outdated.
Linguistic features of the
writing (syntax, usage,
word form, tone/register,
spelling, capitalization,
punctuation, etc.) are
somewhat effective. The
errors may be distracting
and/or interfere with the
comprehensibility of the
message.
The materials, resources and
technology used in the lesson
plan reflect an understanding
of the content, learning
context, and students. They
improve upon the lesson by
making it more engaging.
The materials are be relevant
and authentic for students.
The technology and resources
are updated.
Linguistic features of the
writing (syntax, usage, word
form, tone/register, spelling,
capitalization, punctuation,
etc.) are effective and
professional/academic. There
may be a few errors, but they
do not interfere with the
comprehensibility of the
message.
The materials, resources and
technology used in the lesson
plan reflect a thorough
understanding of the content,
learning context, and students.
They are implemented
seamlessly into the lesson in a
way that enhances student
engagement and learning.
The materials are relevant,
authentic, and interesting for
students. The technology and
resources are cutting-edge.
Linguistic features of the
writing (syntax, usage, word
form, tone/register, spelling,
capitalization, punctuation,
etc.) are highly effective. The
writing is very professional
and academic. There are no
apparent errors.

Raw Score: _____90_____/100 Letter Grade: _______B__________

Comments: Overall, good theme for the lesson. The activities throughout the lesson with partners and large group activities seem as if they would be engaging for
students. Another element to add to the lesson might be asking students to name one of their hobbies that they like and don’t like. This will reiterate the lesson
theme, but let them share about themselves. The lesson is positive with examples of how you would provide encouraging feedback to the students. How would you
assess for the accuracy? Walking around as students complete an activity is good, but you might also use that as a brief Q/A to see the level at which each student
is achieving the goal.