Ready, Set, Teach!

Lesson Plan Observation Rubric

Judith Huerta Berry ES

Intern’s Name______ _______________________ Field-Site __________________ ___

Grade Level: ___________

4 Math
Subject: _________________ Language Taught In: ____________
English
Six-Weeks (Circle One) 1 2 3 4 5 6 Date: _____________
11-2-18

95
Student’s Grade on Lesson Plan Observation: _________

5
Objective and Relevancy Clearly Stated: (WORTH 10 POINTS) _____

I like the way you:

 Clearly stated objective

You need to work on:

 Why/when is rounding important in their daily lives?

10
Anticipatory Set (Focus): gets students thinking about the lesson:(WORTH 10 POINTS) ____
I like the way you:

 Quick questions about rounding

You need to work on:


Learning Activities match objective. (WORTH 40 POINTS) _40 ___
Students clearly understand what to do:

I like the way you:

 Every student had white boards to work on rounding as you went over them on the
big whiteboard
 Put 5 practice questions on the board for students to work and you circulated to see
how they were doing.
 Circulated during all independent work to see student progress
 For each question, you then went through every problem step by step asking a series
of questions to help the students develop self-talk when solving problems on their
own
 “We are going to do one more because I see some confusion.”
 Explained how to play game very clearly.

You need to work on:

Conclusion allows students opportunity to wrap up what they learned: (WORTH 10 POINTS) _10 ___
I like the way you:

You need to work on:


(EACH PART OF THIS SECTION IS WORTH UP TO 2 POINTS) _____Pts.
30 Of 30
I. Human Relationships: Low -----› High
Accepting of Pupils – does not show favoritism for some and slight others 0 1/2 1 1 1/2 2
Patient/Tolerant/Tactful – does not lose temper or embarrass pupils 0 1 2 3 4
Friendly – gets along well with others 0 1 2 3 4

Comments:
 Patient and friendly
 You seem extremely comfortable with the students.
 I love that when you had a simple error on a problem that you thanked
students for correcting you and you did not make a “big deal” about it. This
models for students how to respond when they get it wrong.

II. Communication Skills:

Voice Projection– speaks loud enough for students to hear 0 1 2 3 4 N/A

Enunciation – articulates well 0 1 2 3 4 N/A
Grammatical proficiency – uses good grammar 0 1 2 3 4 N/A
Communication between mentor and intern prior to lesson in order to prepare 0 1 2 3 4 N/A

Comments:
 Great projection and Articulate

III. Classroom Management:

Firm/Consistent 0 1 2 3 4 N/A
Organized/Effective Time manager 0 1 2 3 4 N/A
Demonstrates proper responses 0 1 2 3 4 N/A

Comments:
 “Raise your hand if you agree.”
 Quick transition from board practice to game.
IV. Effective teaching strategies:
Plans and organizes lessons 0 1 2 3 4 N/A
Relates subject matter to level of the children 0 1 2 3 4 N/A
Exhibits concern for individual learning styles 0 1 2 3 4 N/A

Comments:
 “How did you know that Eli?”
 Nice balance of questions that were easy and challenging to build
confidence
 Students used individual whiteboards, worked independently, in groups, and
whole class.
 Great Relay game for how to make students competitive and excited about
math.
V. Execution Lesson Plans:
Motivates 0 1 2 3 4 N/A
Overall job performance 0 1 2 3 4 N/A

Comments:
Good praise

Coordinator’s Signature: ________________________________ Date: _______________