GUIDELINES FOR FINALS (DETAILED LESSON PLAN IN ENGLISH)

Course: Teaching English in the Elementary Grades

Output: detailed lesson plan following the 4A’s format in English (any grade level)
Deadline: DEC. 16 -18, 2024 via Google Drive
1. Choose any lesson/topic in English (you may use the DepEd Curriculum Guide as a reference).
2. Craft a detailed lesson plan following the 4A’s format: Activity, Analysis, Abstraction, Application.
3. Integrate any of the ESL strategies (e.g., Direct Method, Audiolingual Method, SLT, CLL, etc.) in your lesson plan.
4. Submission: Compile all submissions into one Google Drive (by section) and send the link in the respective group chat. (Note: remember to change general
access of the folder to Anyone with link). Name the folder SECTION_EDUC114_FINAL DLP
5. For the individual submissions, name your files following this format: Last Name, First Name_DLP (Ex, De la Cruz, Juan_DLP).

Rubrics:
Total 0-5 pts. 6-7 pts. 8-9 pts. 10 pts.
points / 100 (Unacceptable) (Developing) (Proficient) (Exemplary)
Objectives Objectives are not identified Objectives are appropriately Objectives are appropriately Objectives meet proficient
points /10 or not appropriate for the identified, but may not be identified and aligned with criteria, are clearly stated, and
grade level, development aligned with state/ national state/ national standards; relate to meaningful skills or
level, or topic. standards, and may not be objectives are specific, concepts essential to student
specific, observable, and/or observable, and measurable. learning.
measurable.
Assessment Assessment may be described, At least one formal Formal assessment tool(s) and Assessments meet the
points (x2) /20 but the assessment tool and/or assessment tool is included, evaluation instrument(s) are proficient criteria and reflect a
evaluation instrument are not but the evaluation instrument both included. The assessment variety of assessment types
included. may be missing. The reflects the objectives and is and/or method.
assessment may not reflect the appropriate to the topic and
objectives or may not be grade level.
appropriate to the topic or
grade level.
Instructional Strategies Plan of instruction is so vague Plan of instruction may, at Plan of instruction is clear and Plan of instruction meets the
points (x2) /20 or generalized that it is times, be too vague or lacking designed to promote critical proficient criteria, utilizes
unusable. elements or details necessary thinking, inquiry, problem- multiple instructional
for effective delivery of solving strategies, or strategies, and includes
information; instructional creativity; instructional guiding questions appropriate
strategies may rely too heavily strategies facilitate the for engaging students in
on lecture or worksheets, or learning goals and objectives. higher-level thinking.
may not facilitate the learning
goals and objectives.
Structured Application Learning activities to engage Learning activities to engage Learning activities engage and Student learning activities
points (x2) /20 students are not included or students are included but may motivate students with meet the proficient criteria
are not appropriate for the not give students clear opportunities to demonstrate and include opportunities for
grade level or topic. opportunities for guided and skills or exhibit conceptual remediation and enrichment.
independent practice or understanding of the learning
inquiry. goals through both guided and
independent practice or
inquiry.
Differentiation Plans for accommodating Plans for accommodating Plans for accommodating Plans for accommodating
points /10 learner differences are not learner differences show a learner differences are learner differences meet
included or not appropriate for limited understanding of appropriate and specific for a proficient criteria and are
student needs. student needs. variety of student needs and embedded throughout the
are designed to facilitate wording of the Instructional
success for a variety of Strategies and Learning
students. Tasks.
Materials Materials and resources are Materials and resources are Materials and resources are Materials and resources meet
points /10 not listed or not appropriate. listed, but specific titles listed with specific citation proficient criteria and are
and/or citation information information; a range of selected and/or designed to
may not be identified; resources and technological meet diverse learning needs.
materials and resources may tools that effectively
not be effectively implemented by both teacher
implemented. and students.
Writing Conventions Organization may lack clear Organization is generally Organization is coherent and Organization is coherent,
points /10 movement or focus, making clear, but may be poorly clear; formatting and graphic clear, and highly logical, with
the ideas difficult to follow. formatted. Formal language elements support readability. formatting and graphic
 Numerous grammar, usage, contains some grammar, Formal language contains few elements that strongly support
spelling, and punctuation usage, spelling, or punctuation grammar, usage, spelling, or readability. Language is
errors may significantly errors that may impede punctuation errors that do not professional, concise, and
impede readability or readability or expected level impede readability. precise, with no noticeable
expected level of of professionalism. grammar, usage, spelling, or
professionalism punctuation errors.
Lifted from: https://studylib.net/doc/6748134/lesson-plan-rubric

Prepared by:

ALLYSON KENCHI SALVO, LPT

Course Instructor