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iRubric: Foreign Language Lesson Plan rubric

iRubric: Foreign Language Lesson Plan rubric

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Foreign Language Lesson Plan 
Foreign Language Lesson Plan
Rubric Code: N23BB5A
By NLAR844
Ready to use
Public Rubric
Subject: Foreign Languages  
Type: Assessment  
Grade Levels: 9-12

Powered by iRubric Foreign Language Lesson Plan
  Poor

1 pts

Fair

2 pts

Good

3 pts

Superior

4 pts

Objectives

Poor

There are no clear objectives for the lesson.
Fair

There is one objective, but it is vague and is loosely related to given standards and goals.
Good

The objective(s) is clear, but could be more specific and student-centered.
Superior

The objective(s) is well-defined and specific, and helps the students master a certain skill(s), incorporating given standards and goals.
Communicative Approach

Poor

Teacher uses only English while teaching. No attempt to use target language or encouragement for students to do so.
Fair

Teacher uses target language to ask basic questions and make basic statements. Minimal effort is made to encourage students to speak in target language.
Good

Teacher makes a considerable effort to use target language, consisting of at least 75% of class time. Makes active effort to engage students in speaking the target language.
Superior

Teacher speaks the target language 100% in the classroom. Takes multiple measures and approaches to help students speak 100% in the target language.
Cultural Authenticity

Poor

Materials used in the lesson are completely unrelated to the target culture. No effort is made to incorporate culture in lesson.
Fair

Teacher uses little or no culturally authentic materials throughout the lesson. Mentions target culture once or twice throughout the lesson.
Good

The majority of the materials utilized are culturally authentic. Teacher frequently mentions cultural aspects throughout the lesson.
Superior

All materials used in teaching are culturally authentic. Teacher weaves culture into the lesson, teaching it frequently and naturally.
Structure/Flow

Poor

Lesson is disjointed and confusing for students. No recognizable flow/transition from one activity to the next.
Fair

The parts of the lesson are roughly connected, but lacking clear vision and structure. Flow from activity to activity is subpar but an effort is made through an attempt at scaffolding.
Good

The parts of the lesson are mostly connected with smooth transitions, but one or two activities lack clear scaffolding and flow.
Superior

Lesson is scaffolded and taught in clear, simple steps. Teacher has smooth, seamless transitions and flow from one activity to the next.
Classroom Management

Poor

Teacher makes no effort to control the class. Has no system(s) established to maintain order and focus.
Fair

Teacher makes a few half-hearted efforts to control the class. Tries out an approach but fails to be consistent in implementing it.
Good

Teacher is adequately prepared with one or two management techniques and is overall consistent in their implementation. Shows authority when disciplining.
Superior

Teacher utilizes multiple creative, effective approaches to manage classroom. Is consistent in implementation. Classroom management skills enhance ability as teacher.
Comprehensible Input

Poor

Teacher speaks with poor, American pronunciation, using words high above students' level. Speaks fast. No visual aids or body movement to reinforce speaking.
Fair

Teacher speaks with basic pronunciation. Sometimes speaks faster than students understand. Sometimes uses vocabulary above students' level. One or two visual aids or body movements.
Good

Speaks with good, proper pronunciation, almost native-like in tone, and at a pace conducive to students' understanding. Speaks at a steady pace. Ample use of visuals aids and body movements.
Superior

Teacher speaks with fluent, native-like pronunciation. Always uses vocabulary at appropriate level for students' understanding. Constant, natural use of visual aids and body movements.





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