Republic of the Philippines

Pangasinan State University

Bayambang Campus
Bayambang, Pangasinan

TOPIC
GRADE LEVEL
SCHEDULE
TEACHER
I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES
A. Content Standards

B. Performance Standards

C. Learning Competency

D. Learning Objectives

E. Topic

F. Values Integration

II. LEARNING RESOURCES

III. TEACHING AND LEARNING PROCEDURE

A. Activating Prior
Knowledge

B. Establishing Lesson
Purpose

C. Developing and
Deepening
Understanding
D. Making Generalizations

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND

TEACHER’S REFLECTION
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A. Evaluating Learning

B. Homework

C. Teacher’s Remarks Note observations on any of the following areas:

-Effective Practices and Problems Encountered

-strategies explored
-materials used
-learner engagement/
-interaction

D. Teacher’s Reflection Reflection guide or prompt can be on:

▪ principles behind the teaching
What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?
▪ students
What roles did my students play in my lesson?
What did my students learn? How did they learn?
▪ ways forward
What could I have done differently?
What can I explore in the next lesson?

Lesson Plan Rubric (100 pts)

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Name______________________________ Date_____________________ Lesson Plan
Title______________________________

Criteria Unacceptable Developing Acceptable Exemplary Points

0 1 2 3

74> 75-84% 85-92% 93-100%

Context for Incomplete or Description of Description of The unique

Learning no target target attributes of your
description of population and population and target population
(10 pts) target learning learning and learning
population environment is environment is environment are
and learning vague and/or, general and the very clear and the
environment the appropriateness appropriateness of
appropriateness of the lesson the lesson (for this
of the lesson (for this group) group) is obvious.
(for this group) is clear.
is not
convincing.

Common Common Common Common Common

Core/State Core/State Core/State Core/State Core/State
Curriculum standards are standards are standards are standards are
Standards not included. not included listed but thoroughly listed
(10 pts) missing for each for each objective.
objective
Objective(s) Behavior, Two of the Behavior, Behavior, criteria,
criteria, three (behavior, criteria, conditions, and
conditions, criteria, and/or conditions, and academic language
and language conditions) are language expectations are
(10 pts) expectations apparent, but expectations clearly
are unclear or unclear or are somewhat communicated and
missing. poorly written. clearly clearly and
communicated. concisely written
(no unnecessary
word).
Assessments No The behaviors Includes both Includes both
assessment assessed are summative and summative and
procedures inconsistent formative formative
included. with the assessments. assessments. The
(20 pts) behavior The behaviors behaviors assessed
described in the assessed exactly match the
objective and resemble the behaviors
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 description of behaviors described in the
the lesson. described in the objectives and
objective and description of the
description of lesson. (Scoring
the lesson. guides or rubrics
are provided if
appropriate.)

Procedures Procedures The lesson is The lesson is The lesson is

are poorly introduced in introduced in a
incomplete or introduced. manner that logical and
missing. Procedures are may be engaging manner
(20 pts) unclear and somewhat so that students
difficult to confusing to know what to
follow. students in expect and what is
order to know expected of them.
what to expect Procedures are
and what is clear and detailed
expected of to enable a third
them. party follow the
Procedures are lesson without aid.
vague, lacking
detail required
for a third party
to follow the
lesson.
Modifications No Include vague Include some Includes detailed
modifications modifications modifications modifications for
(10 pts) included. for special for diverse diverse learners,
needs students, learners special special needs
learning styles, needs students, students, learning
English learning styles, styles, English
Language English Language Learners
Learners and Language and other
other Learners and anticipated
anticipated other problems you may
problems. anticipated encounter and how
problems you to solve them.
may encounter
and how to
solve them.

Closure No Includes vague Includes Includes

procedures procedures for procedures for procedures for
for lesson closing the closing the closing the lesson

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 closure are lesson and lesson and and transitioning
(10 pts) included. transitioning to transitioning to to the next or
the next or the next or follow up activity.
follow up follow up Key points of the
activity. Key activity. Key lesson are clearly
points of the points of the articulated.
lesson are lesson are
missing. included, but
poorly
articulated

Reflection Reflection is Includes a Includes a Includes a

vague and/or reflection but somewhat thoughtful
(10 pts) incomplete does not thoughtful reflection
describe the reflection describing the
lesson, areas for describing the lesson, areas for
growth, lesson, areas for growth, strengths,
strengths, growth, and modifications
and/or strengths, and for future lessons.
modifications modifications
for future for future
lessons. lessons and/or
lacks detail.

Comments: Total Points

One or more grammar, spelling, or typographical errors may result in

a deduction of up to 10 point of total points awarded.

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