Lesson Plan Rubric

Band 1 Band 2 Band 3 Band 4

Confusion between aims and
AIMS General Appropriate Full (context, systems, skills)
activities
Inappropriate Specific for the group Appropriate
Inappropriate for the group
Unclear Clear Clear
Maybe poorly worded
Band 1 Band 2 Band 3 Band 4

LESSON All components

Most satisfactory Most satisfactorily completed
COMPONENTS Very general Some very general Occasional lack of clarity
Clear
Unrealistic timing Detailed
Some unrealistic timing Mostly realistic timing
Good timing
Band 1 Band 2 Band 3 Band 4
STAGES, Logical Logical Logical order
ACTIVITIES Illogical stages Lead to aims Leads to aims Leads to aims
TASK Don't lead to aims Unclear Somehow clear Clear
Lack of variety Some variety Good variety
Band 1 Band 2 Band 3 Band 4
LANGUAGE AND Inappropriate tasks Miss match description-task Good selection of tasks
Appropriate tasks
SKILLS General Thorough
Lack of depth L.A. incomplete
ANALYSIS L.A. mostly accurate Accurate
L.A. Inaccurate L.A. mostly accurate
Good understanding of skills Good understanding of skills
Inaccurate terminology Inaccurate terminology
development development
Band 1 Band 2 Band 3 Band 4
Appropriate
USE OF Inappropriate Appropriate Appropriate Well exploited to engage and
MATERIALS Poorly exploited Exploited Well exploited activate
Unclear planning Unclear planning Clearly planned Clearly planned
Creative

Band 1
Some awareness of T role
LEARNING Not assertive enough or too
ATMOSPHERE dominant
Limited awareness of learner needs
Minimal engagement
Minimal interaction T-Ss
Band 1
FOCUS ON Techniques to work on skills and
LANGUAGE language are insufficient or
AND/OR SKILLS inappropriate
Ineffective techniques based on aims
Band 1
Teacher centred
CLASSROOM Minimal Ss interaction Various but ineffective SS interaction
MANAGEMENT Activities weren't managed effectively Some pacing and timing could be
Inappropriate timing and pace
Limited and inefficient use of
materials to achieve aims
Band 1
Too much T jargon and complex
USE OF vocabulary
ENGLISH Overuse of L1
Didn't elicit, praise or question.
Unclear or inaccurate modelling
Band 1
MONITORING,
FEEDBACK AND Insufficient monitoring
CORRECTION Insufficient attention to correction
and/or feedback
Teaching Rubric
Band 2 Band 3 Band 4
Reasonable classroom presence
Positive and effective presence Positive and effective presence
Sometimes not assertive or too
Good awareness of Ss' needs and level Excellent awareness of Ss' needs and
dominant
Ss' are mostly engaged level
Some awareness of Ss' needs
Appropriate answers some lack of Ss are fully engaged
Not engaging all the time
individual attention. Good attention to individual learners
Unbalanced assistance to Ss
Band 2 Band 3 Band 4
Good range of techniques and
Limited techniques and strategies Good range of techniques and
strategies
Techiques could be used more strategies
Techniques could be used more
extensively Effective techniques to reach aims
extensively
Band 2 Band 3 Band 4
Insufficient TTT and STT balance
Reasonable balance of TTT and STT, Balance of TTT and STT, room for
room for improvement improvement
Good interaction patterns Good interaction patterns
improved
Timing and pacing are mostly good. Timing and pacing are well managed
Some materials are used effectively,
Materials are generally well exploited Materials are generally well exploited
under or over used.
Band 2 Band 3 Band 4
Class managed effectively in
English Class managed effectively in English Class managed effectively in
TT complex, lengthy or unclear. to encourage learners. English to encourage learners.
Missed opportunities to elicit, praise Graded T language Graded T language
or question. Some good eliciting and questioning Good eliciting and questioning
Occasional unclear or inaccurate Mostly clear or accurate modelling Clear and accurate modelling
modelling
Band 2 Band 3 Band 4
Monitoring happened, lack of Effective monitoring
Monitoring occurs but could be more
individual attention Various strategies for correction and
helpful.
Some opportunities for correction and feedback
Limited opportunities for correction
feedback T engages with learner output
 CLASS OBSERVATION RUBRIC CLASS OBSERVATION RUBRIC
Trainee: Observer: Date: Time:
LESSON PLAN FEATURES: _______pts TEACHING PERFORMANCE: _______pts
STAGES, LANGUAGE FOCUS ON MONITORING,
LESSON USE OF LEARNING CLASSROOM USE OF
AIMS ACTIVITIES AND SKILLS LANGUAGE FEEDBACK &
COMPONENTS MATERIALS ATMOSPHERE MANAGEMENT ENGLISH
TASKS ANALYSIS AND/OR SKILLS CORRECTION

Comments Comments
 CLASS OBSERVATION RUBRIC CLASS OBSERVATION RUBRIC
Trainee: Observer: Date: Time:
LESSON PLAN FEATURES: _______pts TEACHING PERFORMANCE: _______pts
STAGES, LANGUAGE FOCUS ON MONITORING,
LESSON USE OF LEARNING CLASSROOM USE OF
AIMS ACTIVITIES AND SKILLS LANGUAGE FEEDBACK &
COMPONENTS MATERIALS ATMOSPHERE MANAGEMENT ENGLISH
TASKS ANALYSIS AND/OR SKILLS CORRECTION

Comments Comments