4 SDL Lesson Plan Scoring Instruments 1

Universidad Catlica de la Santsima Concepcin
English Teaching Programme

Practice V
Unit : 1 Learning
Level 10th
grade
Date September 20
Length 1 module 45 minutes
Student- Teacher
Mara Jos Acua Pamela Humeres
Isidora Herrera
Aims: Students will be able to comprehend a written text about different ways and techniques of learning.
Ref Planes y Programas: OF CMO, AE
Assumed knowledge ( Content, vocabulary, strategies
- SS know different strategies to work with reading activities.
- Vocabulary related with the topic
- Discuss peoples opinion
Anticipated Problems
SS are not able to understand the vocabulary
Stages
Aids
..and Solutions : Define the key words
Procedure
Instructions
What am I going to do?

What are students going to do?
What am I going to say?
Time
Interaction
Objectives T-Ss;Ss-Ss;etc
(min)
Pre -reading
T asks Ss to look at a picture of

peoples statements about
learning. Ss read the statements
and come to an agreement about
them.
T asks Ss to work in pairs.
T asks Ss to skim the text and

look for the words from the box
Today we are going to do a

To elicitate vocabulary
reading activity.
First look at this picture, here you Activate previous
can see 4 students talking about
knowledge.
learning
10
minutes
Read the statements and decide

which one you agree with.
Work in pairs and discuss and
come into an agreement.
Ss-Ss
Now please look at the text and

see if you can find the words that
are in the box.
Ss
You have three minutes

T check Ss understanding of
vocabulary given in the box
Can any of you tell me what you

understand by ...?
Adapted from University of Sussex
Stages
Procedure
Instructions
What am I going to do ?
What am I going to say?
T- Ss
Time
While reading
T asks Ss to read the question below the

text and check if they have any
vocabulary question
I want you to read the questions

below the text
25 minutes
T-Ss
If you have any vocabulary

doubt, feel free to ask me.
T asks students to read the text carefully The next exercise, what I want
in silence and answer the questions given you to do is to read the text
in the article.
carefully and in silence
After reading, Ss answer individually the Now that you have read, I want
questions.
you to answer the question seen
before.
T asks Ss to form groups of four to Form groups of four and discuss
discuss their answers.
your answers.
T asks one person of the group to answer One student of each group will
one of the questions.
have to answer one of the
questions.
Post reading
T tells students to think about their

favourite way of learning. For then Ss
will have to share it in front of the class.
Only a few Ss will present.
I need three volunteers that would

like to share their favorites ways 10 minutes
of learning, as we read on the
text.
SLD SCORING INSTRUMEN

READING COMPREHENSION RUBRIC
While reading activity 2, SS read the text and answer questions about it.
Ss-Ss
Category
4
Identification of specific Student recalls several
information
details for each main
point without referring to
the article.
Identification of facts in Student
accurately
the text
locates at least 5 facts in
the article and gives a
clear explanation of why
these are facts, rather
than opinions.
Focus on the reading
Student is focus in the
story. There's no looking
around
or
flipping
through the pages.
Students
questions
answer
to Answers
45
comprehension
questions
accurately
with 1 additional prompt
from adult
Understanding of the Student uses strategies
task/use of strategies.
automatically
without
prompting from teacher.
3
Student recalls several
details for each main
point, but needs to refer
to
the
article,
occasionally.
Student
accurately
locates 4 facts in the
article and gives a
reasonable explanation
of why they are facts,
rather than opinions.
Student seems to be
enjoying and moving
through the story, but
takes some short breaks
2
1
Student is able to locate Student cannot locate
most of the details when details with accuracy.
looking at the article.
Student
accurately Student
locates 4 facts in the locating
article. Explanation is article.
weak.
Student seems to be
reading the story, but
doesn't seem to be very
interested. Takes a few
short breaks.
Answers3-4
Answers
1
or
2
comprehension
comprehension
questions
accurately questions
accurately
with
1-2
additional with
1-2
additional
prompts.
prompts.
Student uses strategies Student uses strategies
with teacher prompting.
when given prompt or
helped by the teacher.
has difficulty
facts in an
Pretends to read the

story.
Mostly
looks
around or fiddles with
things.
Answers no questions
accurately with multiple
prompts
Student is not using any
reading strategies.
SPEAKING PERFORMANCE RUBRIC
Category
Understanding of the
topic/
Sentence
Structure
4
Ss
demonstrate
an
excellent understanding
of the learning topic.
All sentences are wellconstructed with varied
structure.
Word choice
Speaker uses vivid and

creative
words
and
phrases
that
draw
pictures in the listener's
mind.
Pronunciation
Presentation flows well

and logically. Excellent
oral
communication.
Mispronunciation does
not
interfere
with
comprehension
Vocabulary
Correct
use
of
vocabulary related with
the learning strategies
topic. Excellent variety
of vocabulary.
There
are
no There
are
few
grammatical errors of grammatical errors of
agreement.
Maintains agreement.
Often
Syntax
3
Ss demonstrate a good
overall understanding of
the topic.
Most sentences are
well-constructed
with
varied structure.
2
Ss demonstrate lack of
understanding of the
topic, but is able to,
express some ideas
related with the topic.
Most sentences are
well-constructed
but
have a similar structure.
Speaker uses creative Speaker uses words
words and phrases, but that
communicate
story occasionally lacks clearly, but lacks on
detail.
creativity.
1
Ss are not able to show
any understanding of the
general idea of the topic.
Sentences lack structure
and appear incomplete
or rambling.
Presentation flows well.

Very
good
oral
communication.
Occasional
mispronunciation does
not
interfere
with
comprehension
Correct
use
of
vocabulary and question
words. Very good variety
of vocabulary.
Speaker uses a limited

vocabulary that does not
communicate strongly or
capture the listener's
interest. No creativity is
used in the narration.
Presentation
is
unorganized.
Often
mumbles or cannot be
understood.
Mispronunciation
prohibits
comprehension.
Inaccurate
use
of
words. Little or no
variety of vocabulary.
Inconsistent
flow
of
presentation.
Limited
oral
communication.
Mispronunciation
at
times interferes with
comprehension
Inconsistent accuracy of
words. Good variety of
vocabulary
There
are
several There are excessive
grammatical errors of grammatical errors of
agreement.
agreement. Little or no
proper word order.
maintains proper word Occasionally maintains word order.

order.
proper word order.
Post reading activity 1, SS choose their personal learning strategy and share it orally in front of the class.
Check list: SDL Lesson plan

Attitude towards the lesson
Yes
Student waits for his/her turn to talk.
Student answer teachers questions
Student participate when have to work with others
Student respect others opinion
Student follows instructions properly
Notes:
No

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Universidad Catlica de la Santsima Concepcin

English Teaching Programme

Length 1 module 45 minutes

..and Solutions : Define the key words

What am I going to do?

What am I going to say?

T asks Ss to look at a picture of

T asks Ss to skim the text and

Today we are going to do a

Read the statements and decide

Now please look at the text and

You have three minutes

Can any of you tell me what you

Adapted from University of Sussex

What am I going to say?

T asks Ss to read the question below the

I want you to read the questions

If you have any vocabulary

T tells students to think about their

I need three volunteers that would

SLD SCORING INSTRUMEN

Pretends to read the

SPEAKING PERFORMANCE RUBRIC

Speaker uses vivid and

Presentation flows well

Presentation flows well.

Speaker uses a limited

proper word order.

maintains proper word Occasionally maintains word order.

Check list: SDL Lesson plan

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