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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 The lesson plan may not The lesson plan describes The lesson plan clearly
submitted, or the clearly describe setting, clearly describe setting, student setting, level, L1, age. describes student setting,
submitted lesson plan was level, L1, age. The level, L1, age. The The lesson plan has objectives level, L1, age. The lesson
not relevant to the objectives may be objectives may not follow that are observable, plan has objectives that are
assignment. inaccurate or missing. LP the prescribed format. LP measurable, and student- observable, measurable, and
may be hard to follow, and may have some timestamps centered. LP includes student-centered. LP includes
may lack appropriate and grouping strategies, but notations for time and notation for time and
__27___/ 30 activities. Activities may they may be inaccurate. grouping strategies that are grouping strategies, which are
not support objectives. The activities may fit the feasible for the lesson. The both very appropriate for the
lesson somewhat, but may activities follow a logical lesson. The activities follow
be unorganized or may not progression and support the logical progression, and are
fully support the objectives. objectives. 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 The materials, resources The materials, resources and The materials, resources and
Resources/ submitted, or the technology used in the and technology used in the technology used in the lesson technology used in the lesson
Technology submitted lesson plan lesson plan may not reflect lesson plan may reflect plan reflect an understanding plan reflect a thorough
included materials, an understanding of the some understanding of the of the content, learning understanding of the content,
resources and technology content, learning context, content, learning context, context, and students. They learning context, and students.
that were not relevant to and students. The materials and students. The materials improve upon the lesson by They are implemented
the assignment. may not be relevant, are somewhat relevant or making it more engaging. seamlessly into the lesson in a
__18___/ 20 interesting, or authentic for authentic for students. The The materials are be relevant way that enhances student
students. The technology technology or resources and authentic for students. engagement and learning.
and resources may be very may be outdated. The technology and resources The materials are relevant,
outdated. are updated. authentic, and interesting for
students. The technology and
resources are cutting-edge.
Writing The lesson plan was not Linguistic features of the Linguistic features of the Linguistic features of the Linguistic features of the
submitted, or the writing (syntax, usage, word writing (syntax, usage, writing (syntax, usage, word writing (syntax, usage, word
submitted lesson plan was form, tone/register, spelling, word form, tone/register, form, tone/register, spelling, form, tone/register, spelling,
not relevant to the capitalization, punctuation, spelling, capitalization, capitalization, punctuation, capitalization, punctuation,
assignment. etc.) are not effective. punctuation, etc.) are etc.) are effective and etc.) are highly effective. The
__18___/ 20 Errors are very distracting somewhat effective. The professional/academic. There writing is very professional
and/or interfere greatly with errors may be distracting may be a few errors, but they and academic. There are no
the comprehensibility of the and/or interfere with the do not interfere with the apparent errors.
message. comprehensibility of the comprehensibility of the
message. message.

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.