Professional Documents
Culture Documents
Note: You can download all of the Phase 1 Lesson Plan Project files as a single compressed
zip file: https://d396qusza40orc.cloudfront.net/shaping2paths/week2/phase1_all_files.zip
DIRECTIONS
Use this rubric to determine if you have completed all the elements of the lesson plan. As you
evaluate your peers' or your own lesson plan, also look carefully at the rubric below. The
description in each category should help you determine how well the lesson plan meets the
criteria. If you can't decide between two scores in a category, choose the higher one.
1. Use the Phase 1 Lesson Plan Template, either in .doc or .txt format to create your
lesson plan. If you upload the file to Coursera, please double-check the formatting. You
can upload ONLY a .pdf or a .txt file. See the Phase 1 Lesson Plan Project Assignment
for more information:
https://class.coursera.org/shaping2paths-002/wiki/phase1_lesson_plan_assignment
2. When it is time for your peer evaluations, please assign a point score for each element
on the Phase 1 Lesson Plan submissions page. It is best to print out your colleagues’
lesson plans and this Phase 1 Lesson Plan Rubric, then write down your scores on
paper as you read. Copy from your written document to the submission page.
3. Be sure to add a written comment at the end (Overall Evaluation, Comments Box)
that will be helpful to your colleagues in understanding your assessment and in revising
their work for Phase 2.
Evaluation Criteria
Pull down the >Points menu to select the number of points that best describes what is in the
Lesson Plan. (See Figure 1 to get an idea of the scoring in Coursera.) If you are in doubt about
a score, e.g., whether it is a 3 or a 4, generally it is best to award the higher score. Please read
the whole lesson plan before you evaluate it. It does not matter where in the lesson plan an
element is included. If it’s there somewhere, it counts. (Just add a note about this in the
Comments at the end.)
This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2015 University of Oregon. All rights reserved.
Phase 1 Lesson Plan Rubric - Week 2 Page 1
SCORING
0 = Neither the students nor the setting is described, or this section appears to be plagiarized.
Give a zero if the lesson is blank or unreadable, or if this section appears to be
plagiarized.
1 = There is very little information about the students and about the setting.
2 = Two or more elements are missing, so it’s not easy to understand who the students are
and/or what their setting is.
For example, if the students’ age (remember that “adult” is an age) and proficiency level
are given, but not the number of students in the class, type of institution, or number of
meetings per week, then this would be a 2. It is not easy to understand the setting.
Similarly, if the institution and class size are described, but not the students’ age and
proficiency level, this is a 2 because you can’t visualize the students.
3 = One or two elements may be missing, but it's still possible to understand who the students
are and/or what their setting is.
For example, if everything except the grade level is described, you have a pretty good
idea of who the students are and their setting. If you know the type of institution, number
of students in the class, and class meetings per week but not the length of each class
meeting, then this is a 3.
4 = All elements are fully described. It’s clear who the students are, and we can visualize their
class.
B. Lesson background
For a score of 4: The background of this lesson is clearly described. We can visualize what
happened in the class before (if this is not the first lesson) and after the lesson (if this is not the
final lesson).
0 = There is no information about what happened before or after this lesson, or this section
appears to be plagiarized.
1 = There is very little information about what happened before or what will come after this
lesson.
2 = There is some information about the background, but it’s hard to visualize what happened
before and/or after this lesson.
For example, if this lesson plan is about using pictures of the students’ own families to
practice vocabulary through a speaking and writing activity, it’s not enough to say that
the previous lesson was about families, and that what follows is another lesson about
families. That’s just too broad to give a clear picture, so it’s a 2.
3 = There is enough information about the background to visualize what happened either before
or after the lesson, but not both.
The previous and the following activities do not need to be very detailed. For example, if
this lesson plan is about using pictures of the students’ own families to practice
vocabulary through a speaking and writing activity, it is enough to say that in the
previous lesson, the students had an introduction to family vocabulary. It would be
This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2015 University of Oregon. All rights reserved.
Phase 1 Lesson Plan Rubric - Week 2 Page 2
enough to say that the following lesson will review family vocabulary from the textbook.
This is a 3 if either the previous lesson or the following lesson is described, but not both.
If both are described, it is a 4.
4= The background of this lesson is clearly described. We can visualize what happened in the
class before AND after the lesson.
If this is proposed as the first lesson for the class, there won’t be a description of what
happened before and this can be a 4. Similarly, if this is proposed as the final lesson for
the class, there won’t be a description of what happened after the lesson, and this can
be a 4.
This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2015 University of Oregon. All rights reserved.
Phase 1 Lesson Plan Rubric - Week 2 Page 3
D. Materials and sources
For a score of 4: All of the materials and the sources for the materials are listed and described
clearly, including worksheets or handouts, and instructions. It is easy to tell what the teacher
should use. Other teachers could make or find the materials easily.
0 = The materials and where to find them are not included, or this section appears to be
plagiarized.
1 = Materials are not listed. Instructions or handouts are incomplete or missing. Sources are not
given.
Materials might include worksheets or handouts, as well as realia (real objects);
authentic materials, such as books or articles written for native speakers; and helpful
articles and videos about the pedagogy of the lesson, as for example, the videos and
articles selected for our course. Sources of all materials should be listed or this is a 1.
2 = Most of the materials are listed, but instructions, handouts and/or resources, as well as their
sources, may be incomplete or missing.
If the only source is described simply as “my textbook” without any title, then this is a 2.
If the lesson plan refers to a handout as a major part of the lesson, but does not describe
it at all, this is a 2. It may be included as an upload, which would mean a 3.
3 = All materials and sources are listed and described, but the descriptions may not be clear
enough to know what the teacher is to use.
When a number of materials are used, some exact sources may be missing. A handout
for a small part of the lesson may not be fully described. If it’s pretty clear what the
teacher and students used, and someone else could figure out how to replicate the
lesson in general (maybe with effort), then this is a 3.
4 = All materials and sources for the materials are listed and described clearly. It is easy to tell
what the teacher should use.
You understand clearly what the materials, worksheets, and instructions are for this
lesson plan.
0 = The procedures and timing are not included. Neither integrated skills nor alternative
assessment are used.
1 = The steps in the activity don't make sense or time is too long or too short. Either integrated
skills or alternative assessment is not used.
If integrated skills are not used, then this is a 1. If alternative assessment is not used,
this is a 1. If you don’t understand the steps in the activity at all, then this is a 1.
2 = The steps make sense, but some may be missing. Timing is not appropriate. Integrated
skills and alternative assessment are poorly used.
Take, for example, a lesson plan about using pictures of the students’ own families for a
discussion and writing activity. If the students just practice vocabulary and do not
discuss or write, then integrated skills are used poorly and this is a 2. If students are
assessed with a worksheet, then alternative assessment is not used and this is a 2. If
the students are at beginning level and the teacher asks them to write a paragraph in 3
minutes, the time is far too short. If the students are beginners and they are expected to
discuss the photos for 30 minutes, the time is far too long.
This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2015 University of Oregon. All rights reserved.
Phase 1 Lesson Plan Rubric - Week 2 Page 4
3 = The steps are okay, but the time is a bit too long or too short. All required topics are used,
but not well. We can visualize the lesson a bit.
Take for example a lesson plan about using pictures of the students’ own families for a
discussion and writing activity. The time would be too short in a 45-minute lesson if
beginning students are expected to review family vocabulary as a whole class, look at
the photos, discuss them in a group, create a list of vocabulary, do a worksheet, check
their work, write a paragraph, and share their work with each other. These are all good
steps, but it’s too much for beginners.
4 = Steps in the activity are clear and make sense. Integrated skills and alternative assessment
are used well. The timing is appropriate.
If the steps are clear and the timing seems more or less okay, and integrated skills and
alternative assessment are used appropriately, this is a 4.
F. Reflection
For a score of 4: The reflection discusses how the lesson demonstrates the use of integrated
skills and alternative assessment. The reflection clearly explains why the lesson is appropriate
for the students.
Overall Evaluations
Give a general score to the lesson plan as a whole. If you suspect plagiarism or copying, please
give this lesson plan a score of 0 and report it to one of the course instructors immediately.
Comments Box
Please add comments on your evaluation, especially for those areas where you did not give full
points. Your comments should help the author revise for Phase 2. Comments are very much
appreciated by the lesson plan author! (20 word minimum; the more, the better) Please try to be
as specific as possible, rather than just saying "good job" or "not useful." You should try to make
comments that will help your colleagues improve their work. If elements are in the wrong place,
please note that, too.
Remember: If you are in doubt about a score, e.g., whether it is a 3 or a 4, generally it is best
to award the higher score.
This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2015 University of Oregon. All rights reserved.
Phase 1 Lesson Plan Rubric - Week 2 Page 6