editing

Criteria

0 -4 points

5– 9 points

10–14 points

15 – 19 points

20 points

Introduction

Introduction part fails to include information to understand the following: grade/age of students for whom the lesson was developed; concentration domain, materials and digital tools needed; and time needed for the lesson.

Introduction part fails to include information on most of the following: grade/age of students for whom the lesson was developed; concentration domain, materials and digital tools needed; and time needed for the lesson

Introduction part includes information on the following: grade/age of students for whom the lesson was developed; concentration domain, materials and digital tools needed; and time needed for the lesson, yet at least one aspect from above subcategories still need further clarification.

Introduction part includes information on the following: grade/age of students for whom the lesson was developed; concentration domain, materials and digital tools needed; and time needed for the lesson, and all the information provided from the above subcategories is complete and well organized.

Learners & Learning Environment

18 points received

Discussion on learner & learning environment does not fully address any of the points below:

a) language comparison, grammar focus of instruction, and establishment of relevance

b) introductory statement of your language task

c) review of terminology

Discussion on learner & learning environment includes 1 the following:

a) language comparison, grammar focus of instruction, and establishment of relevance

b) introductory statement of your language task

c) review of terminology

Discussion on learner & learning environment includes 2 of the following:

a) language comparison, grammar focus of instruction, and establishment of relevance

b) introductory statement of your language task

c) review of terminology

Discussion on learner & learning environment includes the 3 following points:

a) language comparison, grammar focus of instruction, and establishment of relevance

b) introductory statement of your language task

c) review of terminology

yet some narrations and descriptions still need further clarifications and explanations.

Discussion on learner & learning environment includes information on each of the following:

a) language comparison, grammar focus of instruction, and establishment of relevance

b) introductory statement of your language task

c) review of terminology

and all the information provided in the above subcategories is explained clearly.

Standards and Outcomes

16 points received

Lesson plan fails to identify standards and outcomes.

Lesson plan identifies either standards or outcomes

Lesson plan identifies both standards and outcomes

The standards and outcomes are described but not explicitly stated and tightly aligned with one another in the lesson plan

Lesson plan identifies both standards and outcomes

The standards and outcomes still need further explicit statement and the outcomes need further be aligned with one another in the lesson plan

Lesson plan identifies both standards and outcomes

The outcomes are explicitly stated and tightly aligned with one another in the lesson plan

Instructional Practice

10 points received

Lesson plan identifies teaching procedure for the implementation of instructional practice that correspond with 1 of the following components:

· Engaging students, activate prior knowledge, and setting lesson goals

· Structured input activity

· Structured practice activity

· Output/assessment activity

Teaching procedures are described but not clear show how to engage students in actively constructing deep understanding incorporating features of above listed activities.

Lesson plan identifies teaching procedure for the implementation of instructional practice that correspond with 2 of the following components:

· Engaging students, activate prior knowledge, and setting lesson goals

· Structured input activity

· Structured practice activity

· Output/assessment activity

Teaching procedures are described but not clear show how to engage students in actively constructing deep understanding incorporating features of above listed activities.

Lesson plan identifies teaching procedure for the implementation of instructional practice that correspond with 3 of the following components:

· Engaging students, activate prior knowledge, and setting lesson goals

· Structured input activity

· Structured practice activity

· Output assessment activity

Teaching procedures are described but not clear show how to engage students in actively constructing deep understanding incorporating features of above listed activities.

Lesson plan identifies teaching procedure for the implementation of instructional practice that correspond with 4 of the following components:

· Engaging students, activate prior knowledge, and setting lesson goals

· Structured input activity

· Structured practice activity

· Output assessment activity

Teaching procedures still need further clear descriptions and are expected to show more details regarding how to engage students in actively constructing deep understanding incorporating features of above listed activities.

Lesson plan identifies teaching procedure for the implementation of instructional practice that correspond with 4 of the following components:

· Engaging students, activate prior knowledge, and setting lesson goals

· Structured input activity

· Structured practice activity

· Output assessment activity

Teaching procedures are described clearly and showing with sufficient details regarding how to engage students in actively constructing deep understanding incorporating features of above listed activities

Annotations

5 points received

Lesson plan identifies annotations; and annotations are highlighted in

1 of the following components:

1) LEARNERS & LEARNING ENVIRONMENT

2) STRUCTURE INPUT ACTIVITY

3) STRUCTURED PRACTICE ACTIVITY

4) OUTPUT/ASSESSMENT ACTIVITY,

5) PROFESSIONAL RESPONSIBILITY

Annotation does not indicate understanding of referenced SLA theory

Instructional decision does not inform by referenced SLA theory

Lesson plan identifies annotations; and annotations are highlighted in 1 or 2 of the following components:

1) LEARNERS & LEARNING ENVIRONMENT

2) STRUCTURE INPUT ACTIVITY

3) STRUCTURED PRACTICE ACTIVITY

4) OUTPUT/ASSESSMENT ACTIVITY,

5) PROFESSIONAL RESPONSIBILITY

Annotation indicates little understanding of referenced SLA theory

Instructional decision is little informed by referenced SLA theory

Lesson plan identifies annotations; and annotations are highlighted in

3 of the following components:

1)LEARNERS & LEARNING ENVIRONMENT

2) STRUCTURE INPUT ACTIVITY

3)STRUCTURED PRACTICE ACTIVITY

4)OUTPUT/ASSESSMENT ACTIVITY,

5)PROFESSIONAL RESPONSIBILITY

Annotation indicates insufficient understanding of referenced SLA theory

Instructional decision is insufficiently informed by referenced SLA theory

Lesson plan identifies annotations; and annotations are highlighted in

4 of the following components:

1) LEARNERS & LEARNING ENVIRONMENT

2) STRUCTURE INPUT ACTIVITY

3) STRUCTURED PRACTICE ACTIVITY

4) OUTPUT/ASSESSMENT ACTIVITY,

5) PROFESSIONAL RESPONSIBILITY

Annotation indicates understanding of referenced SLA theory

Instructional decision is informed by referenced SLA theory

Lesson plan identifies annotations; and annotations are clearly highlighted in the following 5 sections:

1) LEARNERS & LEARNING ENVIRONMENT

2) STRUCTURE INPUT ACTIVITY

3) STRUCTURED PRACTICE ACTIVITY

4) OUTPUT/ASSESSMENT ACTIVITY,

5) PROFESSIONAL RESPONSIBILITY

Annotation indicates a very good understanding of referenced SLA theory

Instructional decision is appropriately informed by referenced SLA theory