Republic of the Philippines

OCCIDENTAL MINDORO STATE COLLEGE

Rizal Street, San Jose, Occidental Mindoro
Website: www.omsc.edu.ph Email address: [email protected]
Tele/Fax: (043) 457-0231

College of Teacher Education

LESSON San Jose Campus PLAN
ANALYTIC RUBRIC

1 Beginning Developing Accomplished Exemplary Score

1 2 3 4
InstructionGoals Instructional goals and Instructional goals and Instructional goals and Instructional goals and
and Objectives objectives are not stated. objectives are stated but are objectives are stated. objectives clearly stated.
Learners cannot tell what is not easy to understand. Learners have an Learners have a clear
expected of them. Learners Learners are given some understanding of what is understanding of what is
cannot determine what they information regarding what expected of them. expected of them.
should know and be able to do is expected of them. Learners can determine Learners can determine
as a result of learning and Learners are not given what they should know what they should know
instruction. enough information to and be able to do as a and be able to do as a
determine what they should result of learning and result of learning and
know and be able to do as a instruction. instruction.
result of learning and
instruction.

Instructional Instructional strategies are Some instructional strategies Most instructional Instructional strategies
Strategies missing or strategies used are are appropriate for learning strategies are appropriate appropriate for learning
inappropriate. outcome(s). Some strategies for learning outcome(s). outcome(s). Strategy
are based on a combination Most strategies are based based on a combination of
of practical experience, on a combination of practical experience,
theory, research and practical experience, theory, research and
documented best practice. theory, research and documented best practice.
documented best practice.

Assessment Method for assessing student Method for assessing student Method for assessing Method for assessing
learning and evaluating learning and evaluating student learning and student learning and
instruction is missing. instruction is vaguely stated. evaluating instruction is evaluating instruction is
Assessment is teacher present. Can be readily clearly delineated and
dependent. used for expert, peer, authentic. Can be readily
and/or self-evaluation. used for expert, peer,
and/or self-evaluation.
Technology Used Selection and application of Selection and application of Selection and application Selection and application
technologies is inappropriate technologies is beginning to of technologies is of technologies is
(or non-existent) for learning be appropriate for learning basically appropriate for appropriate for learning
environment and outcomes. environment and outcomes. learning environment and environment and
Technologies applied do not outcomes. Some outcomes. Technologies
affect learning. technologies applied applied to enhance
enhance learning. learning.
Materials Needed Material list is missing. Some materials necessary Most materials necessary All materials necessary
for student and teacher to for student and teacher to for student and teacher to
complete lesson are listed, complete lesson are complete lesson clearly
but list is incomplete. listed. listed.
Organization and Lesson plan is unorganized Lesson plan is organized, Lesson plan is organized Complete package
Presentation and not presented in a neat but not professionally and neatly presented. presented in well
manner. presented. organized and
professional fashion.
Total Points
http://www.dr-hatfield.com/science_rules/Rubric%20for%20Lesson%20Plan.pdf

Poor/non-existent (0 pts.) Developing (1 pt.) Accomplished (2 pts.) Exemplary (3 pts.) Score

Instruction goals/ Instructional goals and Instructional goals and Instructional goals and Instructional goals and
Objectives objectives are not stated. objectives are stated but are objectives are stated. objectives are clearly
Learners cannot tell what is not easy to understand. Learners have an stated. The conditions,
expected of them. Learners Learners are given some understanding of what is performance and (when
cannot determine what they information regarding what expected of them. appropriate) the criteria
should know and be able to do is expected of them, but Learners can determine are clearly described.
as a result of learning and generally are not given what they should know Learners know exactly
instruction. enough information to and be able to do as a what is expected of them.
determine what they should result of learning and

E d u c a t e, E m p o w e r, E x c e l OMSC-Form-OFC-08 Eff. Date: 01-07-22 Rev 01

 Republic of the Philippines
OCCIDENTAL MINDORO STATE COLLEGE
Rizal Street, San Jose, Occidental Mindoro
Website: www.omsc.edu.ph Email address: [email protected]
Tele/Fax: (043) 457-0231

College of Teacher Education

San Jose Campus

know and be able to do as a instruction.

result of learning and
instruction.
Materials Materials needed to correctly Some of the materials A full list of the materials A full list of the materials
execute the lesson have not needed for the lesson have to successfully carry out to successfully carry out
been included in the plan. been included, but some the plan is included. the plan is included.
important elements are Justification and
missing. Little detail of the clarification for the
needed materials and the material is given and
justifications for their use is potential alternative
given. materials are included that
help to expand how the
plan may be used with
different audiences or
environments.
Procedure Little or no direction is given A list of steps needed to A list of steps needed to A full list of the steps to
on how to proceed with the complete the lesson is complete the lesson is complete the lesson is
lesson. given. given. Steps are fully given. Each step is
described to explain fully described to fully explain
how they should be how it could be
completed and the needed completed. In addition,
order for their completion. alternative steps are
included so the lesson can
be adapted effectively for
different audiences or
environments.
Assessment Method for assessing student How student learning will To some degree, Assessment strategies are
learning and evaluating be assessed is vaguely assessments have been described and an
instruction is missing. stated. There is some based upon lesson assessment tool such as a
mention of educational objectives. All objectives rubric is given.
objectives, but inadequate appear to be assessed
or incomplete direct properly.
connection to how the
student will be assessed.
Resources No resources are listed. A few resources are A number of helpful A wide variety of
included. resources are included that resources are given that
are focused specifically on could enhance the depth
the lesson. of the lesson and expand
its potential impact across
various audiences and
environments.
Use of Selection and application of Selection and application of Selection and application Selection and application
technology technologies is inappropriate technologies is beginning to of technologies is of technologies is
(or nonexistant) for learning be appropriate for learning basically appropriate for appropriate for learning
environment and outcomes. environment and outcomes. learning environment and environment and
Technologies applied do not outcomes. Some outcomes. Technologies
affect learning. technologies applied applied to enhance
enhance learning. learning.
Student The lesson is flat and The lesson has some appeal, The lesson is appealing, The lesson is appealing,
Centeredness uninspiring. There is no but student choice and and there is evidence of and it engages students'
evidence of student choice or flexibility are limited. May instructional flexibility or higher-level thinking. It
flexibility in pace, topic or end not involve higher-level accommodation of supports student choice
product. thinking. students' interests. Higher- and encourages students
level thinking is invited. to take responsibility for
The lesson is appealing, their learning by having at
and there is evidence of least one section that is
instructional flexibility or openended.
accommodation of
students' interests. Higher-
level thinking is invited.
Usability The lesson seems incomplete or The lesson procedure is The lesson procedure and The lesson procedure and
sketchy. The teacher's role is nearly complete, but lacks resources are complete resources are complete,
often unclear. Teacher would depth. It does not offer and in depth, but lacks deep, and adaptable. It
need to do significant work to strategies for adaptations to details in adapting for offers extensions for more
actually use the lesson. students with special needs students with special motivated learners and/or
or learning style needs or learning style adaptations for students

E d u c a t e, E m p o w e r, E x c e l OMSC-Form-OFC-08 Eff. Date: 01-07-22 Rev 01

 Republic of the Philippines
OCCIDENTAL MINDORO STATE COLLEGE
Rizal Street, San Jose, Occidental Mindoro
Website: www.omsc.edu.ph Email address: [email protected]
Tele/Fax: (043) 457-0231

College of Teacher Education

San Jose Campus

preferences. Teacher may preferences. It does not with special needs or

need to seek out resources acknowledge potential learning style preferences.
for the lesson. challenges in It identifies potential
implementing the lesson. challenges inherent to the
lesson and suggests
alternative instructional
strategies.
Organization and Lesson plan is unorganized and Lesson plan is organized, Lesson plan is organized Complete package /36
Presentation not presented in a neat manner. but not professionally and neatly presented. presented in well
presented. organized and
professional fashion.
Adapted from: http://www.k12.hi.us/~paia/int/rubtem.html
http://home.sandiego.edu/~jjulius/lp_eval_rubric.htm

0 1 2 3 4
Level of Understanding The student has no There is evidence in the There is evidence in the There is evidence in the There is evidence in the
understanding of the response that the response that the response that the response that the
question or problem. student has some student has a basic student has a good student has a full and
The response is understanding. understanding. understanding. complete
completely incorrect or understanding.
irrelevant.
Use of Accurate The student has no The use of accurate The use of accurate The use of accurate The use of accurate
Scientific Terminology understanding of the scientific terminology is scientific terminology scientific terminology scientific terminology
question or problem. not present in the may be present in the strengthens the enhances the response.
The response is response. response. response.
completely incorrect or
irrelevant.
Use of Supporting The student has no The supporting details The supporting details The supporting details Pertinent and complete
details understanding of the are only minimally are adequate. are generally complete. supporting details
question or problem. effective. demonstrate an
The response is integration of ideas.
completely incorrect or
irrelevant.
Synthesis of The student has no The response addresses The response provides The response reflects The response reflects a
Information understanding of the the question. little or no synthesis of some synthesis of complete synthesis of
question or problem. information. information. information.
The response is
completely incorrect or
irrelevant.
Application of The student has no The application, if The application of the The concept has been An effective application
Information understanding of the attempted, is irrelevant. concept to a practical applied to a practical of the concept to a
question or problem. problem or real-world problem or real-world practical problem or
The response is situation is inadequate. situation. real-world situation
completely incorrect or reveals an insight into
irrelevant. scientific principles.
https://open.ocolearnok.org/teachingmethods/chapter/developing-rubrics/

LESSON PLAN HOLISTIC RUBRIC

Insufficient Evidence Developing Target Exemplary Comments/Questions/

Suggestions
Develops significant objectives aligned with standards; KTPS 1, 4; PGES Domains 1A, 1C; CEC: ISCI3 K3- {Demonstrates knowledge of} National,
state or provincial, and local curricula standards; ISCI3 S1-Identify and prioritize areas of the general curriculum and accommodations for individuals
with exceptionalities

LBD-specific: ☐ Behavioral objectives contain all necessary components ☐ Behavioral objectives are measurable ☐ Behavioral objectives correspond to
students’ skill levels ☐ Behavioral objectives align to with state standards
Fails to develop measureable Develops objectives for Develops relevant and Develops relevant and
objectives for identified identified students (i.e., measureable objectives for measureable objectives
students (i.e., background, background, special needs, different groups of identified for identified individuals

E d u c a t e, E m p o w e r, E x c e l OMSC-Form-OFC-08 Eff. Date: 01-07-22 Rev 01

 Republic of the Philippines
OCCIDENTAL MINDORO STATE COLLEGE
Rizal Street, San Jose, Occidental Mindoro
Website: www.omsc.edu.ph Email address: [email protected]
Tele/Fax: (043) 457-0231

College of Teacher Education

special San Jose Campus
needs,
cultural
differences, interest, language cultural differences, interest, students (i.e., background, and groups
proficiency) and/or objectives language proficiency) but special needs, cultural
needs support for standards to differences, interest, language of students (i.e.,
that are aligned with standards
be consistently measureable, proficiency) that are aligned background, special
and/or stated as student
aligned to standards, or stated with standards and stated as needs, cultural
learning outcomes.
as student learning outcomes. student learning outcomes differences, interest,
language proficiency)
that are aligned with
standards and stated as
student learning
outcomes.
Uses contextual data to design instruction relevant to students; KTPS 1, 2, 4, 5, 7; PGES Domains 1A 1B, 3E; CEC: IGC5 S1-Use research-supported
methods for academic and nonacademic instruction of individuals with exceptionalities.

LBD-specific: ☐ Plans a variety of research-based strategies within lessons ☐ Uses pre-assessment data to guide instruction.
Fails to incorporate contextual Identifies relevant contextual Incorporates relevant Incorporates relevant
data into instructional design data; however, data are not contextual and pre- contextual and pre-
and planning. consistently reflected in the assessment data into assessment data into
instructional design and instructional design and instructional design and
planning. planning. planning to meet
individual, school, and
district instructional
goals.
Plans assessments to guide instruction and measure learning objectives; KTPS 1; PGES Domains 1C, 1F, 3D; CEC: IGC4 S3-Select, adapt and modify
assessments to accommodate the unique abilities and needs of individuals with exceptionalities.; ISCI4 S4-Develop or modify individualized assessment
strategies.

LBD-specific: ☐ Plans formative assessments to measure student progress throughout the lesson ☐ Plans assessments to measure each student objective.
Fails to develop assessment Develops assessment Develops clear assessment Develops clear,
procedures that measure procedures that measure procedures with a well- differentiated formative
student outcomes. student outcomes but needs developed strategy for using and summative
support in designing a well- formative and summative assessment procedures to
developed strategy for using assessment to guide guide instruction and
formative and summative instruction and measure measure learning
assessment to consistently learning objectives. objectives.
guide instruction.
Plans instructional strategies and activities that address learning objectives for all students; [UofL Standard 11.2] KTPS 1,4,5,7 PGES Domains 1C, 1E,
3C, 3E; CEC: IGC5 S24-Plan and implement age- and ability-appropriate instruction for individuals with exceptionalities; IGC5 S1-Use research-
supported methods for academic and nonacademic instruction of individuals with exceptionalities; IGC5 S2 – Use strategies from multiple theoretical
approaches for individuals with exceptionalities.

LBD-specific: ☐ Instructional focus corresponds to planned objectives ☐ Plans a variety of research-based strategies within lessons ☐ Plans
adaptations/accommodations for specific students ☐ All materials and activities are age-appropriate
Fails to plan instructional Plans instructional strategies Plans instructional strategies Plans instructional
strategies and/or activities and activities aligned with and activities aligned with strategies and activities
aligned with learning learning objectives, identifying learning objectives for groups aligned with learning
objectives; and/or fails to readily available classroom of students, identifying a objectives for individuals
identify resources and resources and assistance, variety of resources and and groups of students,
assistance available, including including technology. assistance available, identifying a variety of
technology. including technology. resources and assistance
available, including
technology.
Plans instructional strategies and activities that facilitate multiple levels of learning; KTPS 1, 4, 7; PGES Domains 1C, 1E, 3A, 3E; CEC: ISCI5 S14-
Teach individuals to use self-assessment, problem solving, and other cognitive strategies to meet their needs.

LBD-specific: ☐ Lesson design is differentiated to meet the needs of students struggling to meet, meeting, and exceeding objectives ☐ Plans a variety of
procedures or tasks with difficulty levels based on student skill repertoire ☐ Plans the use of instructive feedback and provides higher-order questions to
challenge students.
Fails to plan instructional Plans instructional strategies Plans instructional strategies Plans an instructional
strategies and activities that and activities that require and activities that require sequence that requires
require multiple levels of multiple levels of learning but multiple levels of learning, multiple levels of
learning. do not address higher-order including higher-order learning, including
thinking. thinking. higher-order thinking.
Holistic Assessment of Lesson Planning KTPS 7, 8

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 Republic of the Philippines
OCCIDENTAL MINDORO STATE COLLEGE
Rizal Street, San Jose, Occidental Mindoro
Website: www.omsc.edu.ph Email address: [email protected]
Tele/Fax: (043) 457-0231

College of Teacher Education

Fails to plan San Jose Campus
instructional
strategies
and assessment procedures Plans instructional strategies Plans instructional strategies Plans instructional
aligned with standards that and assessment procedures, and assessment procedures strategies and assessment
facilitate multiple levels of aligned with standards that aligned with standards that procedures aligned with
learning. facilitate multiple levels of facilitate multiple levels of standards that facilitate
learning forstudents. learning for identified multiple levels of
different groups of students. learning for individuals
and identified different
groups of students.
https://louisville.edu/education/field-placement/forms/2018/lesson-plan-rubric-sped-lbd-20181107.pdf

Teaching Process Goal for Teacher Candidate Performance Points

Learning Context The candidate describes a specific learning context, including community, 15
school, classroom, teacher, and student characteristics, which might affect
student learning.
Learning Goal & Objectives The candidate sets a learning goal and multiple learning objectives that offer 15
variety and are appropriate to the learning context, challenging to students,
and aligned with Kentucky=s standards for student learning.
Assessment Plan The candidate plans appropriate assessment strategies for each learning 15
objective to evaluate student learning before, during, and after instruction.
Design for Instruction The candidate designs instruction for specific learning objectives, taking into 15
account the entire learning context.
Instructional Decisions The candidate makes instructional changes based on analyses of assessments 5
before and during instruction, these assessments may be simple observations
of student reactions or actual “test” results.
Analysis of Student Learning The candidate uses assessment results to profile student learning and presents 15
an analysis of student progress for each learning objective.
Reflections & Self Evaluation The candidate reflects on his or her instruction and student learning to 10
improve teaching practice.
Competent Communication The candidate communicates about his or her teaching through the written 10
TWS document that reflects clarity of thought and competence in written
English.
Total 100
https://sbts-wordpress-uploads.s3.amazonaws.com/boycecollege/uploads/13-assessment-6-tws-guide.pdf

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