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GROUP 7

ENGL.16 (10:30-11:30 TTHS)

ASINGCO,ADRIANNE KEILEY S.
CABILES,CHRIS IAN C.
TILA, THOMGIE B.
VERGARA, NIKKI S.

ANALYZING A SHORT STORY


ELEMENTS OF A SHORT STORY
Organic unity- the artistic integration of all the storys elements to
compose a whole, a relationship of all parts (Henry James)
A. PLOT: soul of the story (Aristotle)
Walang kwentong, walang kwenta (Celso Carunungan)
The casual relationship of events, rather than their
chronological development (Edward Forsters)
The emphasis of plot is not on linear progression of the story line, but in
cause-and-effect, some sort of chain reaction is the story proper. The
progression of plot parallels that of a play.
Example: The queen died. (Not a plot)
The queen died of grief. (Plot)
B. CONFLICT: is the tension or problem faced by the characters in the
story.
Two Types:
1. External conflict: is posed between the character and the forces of
nature or between another person or among individuals in the society.
e.g.: earthquake, flood, storm, sickness, and other forms of
disaster

2. Internal conflict: arises within the character


e.g.: conscience
If at the end of the story, the protagonist or main character solves the
conflict he grapples with, the story becomes comic; otherwise, tragic.
If the plot combines the serious and the light elements; then the story
is a tragic-comic.

C. CHARACTER
Types of Characters
1. Dynamic or developing character: characters that change
2. Flat or stereotype character: character that is too good to be true or
too evil to be accepted.
3. Round character: multi-dimensional; a character that shows a wide
range of trait, he is dynamic as the developing character.
Traits expected of a character:
a. Consistent( in goodness/evil), even in their changes or inconsistencies
b. Believable or probable, that is, they are life-like or realistic in their
actuations, in their thoughts or feelings.
c. Properly motivated, meaning, they act according to certain behavioral
laws or reasons.
Ways of revealing a character

A character reveals himself by the outright description of his


physical look, his age, gender, even his traits.

e.g.: The old lady was small and frail, with a shock of white hair.
Beneath her smile she was struggling with tears. She raised her joined
hands to salute the Buddha image and kept them raised all the
way.(The Hind Leg of the Elephant by Riem Eng)

A character may be known through:


Dialogue
Revealing his secrets, thoughts and feelings including
interior monologue, unheard speech or unspoken thoughts
Juxtaposition with other characters
What other characters say about him
What his name implies (e.g. Leon has to be fierce
Rosa,charming,kind)
D. THEME OR IDEA: the theme is the expression of a universal truth or
philosophy.
Metaphysically, the theme deals with four general areas of human
experience:
1. The nature of humanity
2. The nature of society

3. The nature of mans relationship to cosmos


4. The nature of our ethical responsibilities
A theme cannot be reduced into a sermon.
Ways of revealing theme
The title of a literary piece, sometimes, suggests it.
(e.g.Children of the Ash-Covered Loan)
Through the dialogue of the characters
The use of symbols or imagery (e.g. Scout of the Apples)
Some characters represent abstractions (e.g. Caps and
Lower Case)
The theme can be implied in the sense of atmosphere, the
setting. (e.g. How My Brother Leon Brought Home a Wife?)

E. SETTING/ATMOSPHERE:

Setting indicates not only physical place, but also time in which action

takes place as well as social environment which shapes character.


Atmosphere is largely, an effect of setting. It is the emotional
climate produced or evoked in the story, as a result of various
elements setting, imagery, diction, tempo of action, degree of clarity

of logic, even use of details.


E.g. the atmosphere of a detective story is suspenseful and
is usually tense if not horrifying.
F. POINTS OF VIEW: angle of narration or manner of presenting or
telling a story (Forsters)
Four view points:
1. First Person narrator (limited scope)
- Reports only one side of an issue, event, problem
2. Omniscient viewpoint author tells the story
- Assumes Gods all-seeing and all-knowing nature
- He can enter the deeper recesses of the characters
mind, the innermost chamber of his heart, and the
-

peak of his action.


Free to move from one place to another and from

reporting from one character to another.


3. Limited omniscient- the author still narrates the story, but limits
his revelation.
- He resorts to using the epiphany(to refer to the
moment when a character comes to grips with reality,

the time he achieves some sort of self-awareness or


self illumination, hence his coming to age, to maturity)
4. Objective/ Dramatic Viewpoint- the author restricts his
entrance in the characters mind, yet he sees him as he lets his
readers see him.
- We see the character, as we would see him in a play,
with the full knowledge of his action, speech,
appearance, as well as benefitting from the reports of
other characters.
G. TONE: is the narrators predominant attitude toward the subject, whether
that is a definite locale or setting, situation or event, a character or set of

characters, idea or theme.


e.g. happy, tragic, loving, tender, accusing, protesting, cynical,
flippant, stoical, shocking, condescending, patronizing, angry,
detached, satirical, pathetic, pathetic

THE LITTLE PEOPLE

by Maria Aleah G.
Taboclaon

2001 by Copper
Sturgeon
THE elves came to stay with us when I
was nine. They were noisy creatures
and we would hear them stomping on
an old crib on the ceiling. We heard
them from morning till night. They
kept us awake at night.
One night, when it was particularly
unbearable, Papa mustered enough
courage and called out. "Excuse me!"
he said. "Our family would like to
sleep, please? Resume your banging
tomorrow!" Of course, we had tried
restraining him for we didn't know
how the elves would react to such
audacity.
We got the shock of our lives when
silence suddenly filled the house--no
more banging, no more stomping from
the elves. Papa turned to us smugly.
Sheepishly, we turned in for the
night, thankful for the respite.
When dawn came, the smug look on
Papa's face the night before turned
into anger for shortly before six, the
banging started again, and louder this
time! We got up and tried speaking to
the elves but got no response. The
banging continued all day and into the
night, and stopped at the same
hour--eleven o'clock. And at exactly
six a.m. the next day, it started
again.
What could our poor family do?
Papa tried to call an albularyo to get
rid of our unwelcome housemates but
the woman was booked till the end of
the week. Meanwhile, the elves had
become our alarm clock. When they
start their noise, we would get up and
do our errands. Papa would start
cooking, I would start setting the
table, Mama would sweep. The whole
house--my older sister and my cousin
would water the plants, and my
brother would start coloring his
books. (We really didn't expect him to

work, he was only four.)


After a week, we got hold of the
albularyo. She spent the night in our
house and by morning, she told us to
never bother her again. The elves had
already made themselves a part of our
life, she said. Prax, the leader of the
elves, had spoken to her and had told
her that his family had no plans of
moving out. They liked things as they
were.
We eventually settled down to a
comfortable coexistence with the
elves. They woke us up at six, they let
us sleep at eleven, and in return for
the alarm service we would leave food
on the table. By morning, the food
would be gone and the table cleaned.
All in all, it was a very good
relationship.
After three weeks--the first week of
May--I met Prax, the leader and
oldest in the clan, and I met him
literally by accident. I was climbing
the mango tree in our yard when one
of its branches broke. I fell and broke
my ankle. The pain was so great that I
just sat there numb, staring at my
ankle which had begun to turn blue. I
could not move or cry out. I went to
sleep to forget the pain. My last
conscious thought was that the
ground was too cold to sleep on.
I woke to a hand touching my foot. It
belonged to someone-- something
nonhuman, for his hand radiated
warmth that seemed to penetrate to
my bones. His hand was small,
wrinkled
and felt like dried prunes.
Although I was curious, I kept my
eyes closed. I imagined a hideously
deformed face, with long and sharp
teeth. Would he disappear when I
open my eyes? Or would he devour
me?
I pretended to be asleep.
After several minutes, I could
pretend no longer; I was too curious
to remain still. When I opened my

eyes, the horrible sight that I


expected was not there. Instead,
there was this old, wrinkled creature,
even shorter than I was although I
was the smallest in my class. He wore
overalls unlike any clothing I knew
of. Its texture was a mixture of
green leaves and earth. It clung to
his skin and writhed with a life of its
own. Its color continually changed
from deep to light green, to dark to
light brown, and to green again. It
was fascinating to look at. I felt a
sense of awe and respect towards the
elf.
He was good with his hands. My ankle
already felt better. He was massaging
it with an ointment that smelled nice.
Before I could stop myself, I sniffed
deeply, bringing the healing aroma of
the ointment deep into my lungs.
Detecting my movement, the elf
turned to me and smiled kindly.
Although I didn't see his mouth
moving, I could hear him talking.
"Don't be afraid," he said. His voice
was so soothing that I had to fight my
urge to snuggle and sleep in his small
arms.
I shook my head slightly. What was I
supposed to say? Hello, elf? How are
you? I could not. I didn't even know if
I was supposed to call him that or just
say Tabi or Apo.
As if knowing what I was thinking,
the elf smiled again. "You call our kind
dwendes or elves, no?" I nodded. "I
actually don't mind if you call me an
elf, but please call me Prax."
Seeing my astonished look, Prax
laughed. His laugh sounded like the
whistling of wind through the trees
and a bit like the breaking of the
waves on the seashore. I thought it
nice and longed to hear more. And I
wanted to know more about his kind.
Did they have children? Wives? Did
they play games like patintero?
Habulan?
But Prax was not in the mood to chat.

He told me that I should have been


more careful. I could have been
seriously hurt.
I nodded absently, thinking that I
liked his clothes, his laugh, and his
voice. He reminded me of my
grandfather who had died a long time
ago.
I closed my eyes, letting Prax's
healing massage lull me to sleep.
Thirty minutes later when I woke up,
the elf was gone. Only the lingering
fragrance of his balm remained.
When Mama and Papa arrived, I told
them what had happened. It was really
frustrating seeing their reactions.
They became pale, then collapsed on
the sofa. I had to douse them with
water before they revived. Why
couldn't they be like other people and
be glad that I had been befriended by
a supernatural being? I had told them
about my first encounter with a real
elf, and they fainted on the spot! I
sulked for the rest of the evening.
Mama told me to never, never talk to
elves again. Or did I forget the
countless tales of elves taking people
to their kingdom after killing them? I
just shrugged. After all, the elf had
saved my life!
I thought no more of it and, indeed,
began to enjoy the banging and
stomping on our ceiling. I almost
wished to be hurt again just so I
could see Prax. But nothing happened
and I passed the rest of my summer
days dreaming about playing with
elves.
I met my second elf in school. I was in
Grade 3, a transferee to a new public
school that had a haunted classroom.
My classmates related tales about
dwendes, white ladies, and kapres in
our school. I believed their stories
readily.
I tried to tell them about Prax but
since they were skeptical, I decided to
let them be. As it was, I was excluded
from their games.

In the classroom, I chose the seat I


felt was the most haunted, the one
farthest away from the teacher's
table. Nobody wanted to sit near me.
Behind me was a picture of the
president. Without the company of my
classmates, I expected elves to make
their presence felt. So I waited.
By the third month in class, it
happened. We had a very difficult
math exam. Our teacher left us and
went to gossip outside and all around
me my classmates were openly
copying
each other's work. I looked at their
papers from my seat, hoping that
their scribbles would mean something
to me but the answers to the blasted
long divisions eluded me. I looked at
the ceiling, trying to see if my brain
would work better if my head was
tilted a certain angle. It did not. I
looked to my right, nothing there.
And finally, I looked down and saw
this tiny little elf, smaller than Prax
by as much as six inches, sitting on
the bag in front of me tap-tapping his
foot impatiently.
"What took you so long to notice? I've
been here for hours!" he said.
What gall! Did he really think that his
race would excuse his bad manners? I
ignored him and frowned at my test
paper. What was 3996 divided by 6?
Immediately, he apologized and told
me that his name was Bat. He had
seen me play outside and thought that
I was beautiful, sensitive, and
romantic. Did I want him to help me in
my test?
Me beautiful? I enthusiastically
agreed to let him answer the test. I
showed him my paper, and he
snorted.
"For us elves, this is elementary!" he
said. I wanted to tell him that to us
humans, these problems are also
elementary, third-grade in fact, but I
changed my mind.
Bat and I became friends. He helped

me with my homework and gave me


little things such as colored pencils
and stationery that were the craze in
school. He cautioned me strongly
against telling my parents of my
friendship with him. After all, he said,
some people might not understand
our
relationship. They might forbid us
from seeing each other.
I thought nothing of it and kept
silent about my friendship with Bat. I
enjoyed his company, for he was very
thoughtful. He was a good friend and
I thought we would be friends
forever.
The time came, though, when he
declared that he loved me. He wanted
me to go with him to his kingdom and
be his princess. I refused, of course.
For God's sake, I was only nine! I
didn't know how to cook or do the
laundry or do the other things that
wives are expected to do. And he was
an elf! Short as I was, he only came
up to my knees. What a ridiculous
picture we would surely make. He
pleaded with me for days but out of
spite I told him that I had already
confided to my parents, and that they
were very angry. It was not true, but
Bat didn't know that. He got angry
and launched into diatribes about
promises being made and broken.
Then
he vanished.
That night I dreamed that Prax talked
to me. He told me that I should have
never offended Bat outright. "That
elf is a stranger in our town," he
said. "We don't know his family. He
might be violent."
But I had already done what I had
done and there was no use wishing
otherwise. I told Prax I'd never
worry. After all, he'd always be there
for me and my family, right?
"Wrong," he said. His gift was for
giving good luck and for healing
minor, nonfatal injuries. "What good

is that for?" I asked. He couldn't


answer, and left me to a dream of
falling houses and shrieking elves.
The next day, I got sick and did not
get well even after the best doctor in
town treated me. My parents had
grown desperate so the albularyo was
called once more. She told my parents
to roast a whole cow, which they did
willingly. The albularyo and her family
feasted on it. When I was still sick
after a few days, she instructed my
parents to cut my hair; she told them
that elves liked longhaired women.
The problem was Bat liked my new
look, and in my dreams, he was
always
there, entreating me to go with him.
I got sicker than ever.
The albularyo, getting an idea from a
dream, then tried her last cure--an
ointment taken from the bark of
seven old trees applied to my hair. It
cost more than the cow and nobody
could enter my room without gagging.
The smell was terrible. That did the
trick. Apparently, Bat was disgusted
but he would stop at nothing to get
me, even if it meant getting my family
out of the way. I told him again and
again that I didn't love him and would
never go with him, but the elf's mind
was set. In the end I just ignored
him, for who could reason with an elf,
and a mad one at that?
He did not turn up in my dreams the
next few nights. In a week, I was up
and running again and I thought that
all was right. My parents decided that
I should transfer to another school,
this time a sectarian school.
Then something happened. My mother
had a miscarriage. People blamed the
elves and talked about it for a long
time. I remember the sad and fearful
looks of my parents every day as they
heard the banging on our ceiling.
Were they friends or were they
responsible for the accident? I had
never told them about Bat, who Prax

said was the one behind all these


incidents.
Years passed, and since nothing
untoward had happened since my
mother's miscarriage, we began to let
go of our fears. The alarm service
continued, and our belief that my
mother's miscarriage was the elves'
doing was discarded. It was simply the
fetus's fate to die before it was born.
"Bat left town, probably to look for
some of his kin to help him," Prax said.
It was a chilling thought, and with
Bat's words the last time we talked, I
was terrified. I laid awake at night
thinking of a way to protect my
family. I had Prax, but what about
them?
When I was twelve, the banging on
our ceiling stopped. We were having
lunch, feasting on the pork barbecue
my mother had bought after her
experiment with chicken curry failed.
The sudden cessation of the noise we
had been living with for years was
jarring. The silence grated on our
ears. For the first time, we could
hear ourselves breathe.
No one moved. Even my brother, who
was now seven, stopped chewing the
pork he had just bitten off the stick.
Papa stood up and called to the elves.
Nobody answered. Gesturing for my
cousin to follow him, they got the
ladder and prepared to climb to the
ceiling. They took with them an old
wooden crucifix and a bottle of water
from the first rain of May. My cousin
brought along a two-by-two and a
rope. I didn't know what they wanted
to do but we looked on, our barbecue
forgotten.
Papa went inside the ceiling and my
cousin followed. Moments later, they
came back running. My cousin
descended the ladder first and I don't
know whether it was because of
fright or just because he was
careless, but a rung broke and he fell
to the ground, back first, hitting the

two-by-two he had dropped in his


haste. He lay there, unmoving except
for his ragged breathing, his back
bent at an angle we never thought
possible.
Mama fainted, Papa stood still, my
sister called an ambulance, my
brother
wailed, and I sat in the ground,
laughing. It was not a laugh of
gladness, just my nervous reaction to
what happened. But they
misunderstood and locked me in my
room. I cried, shouted, cursed, but
remained locked in. From inside my
room I could hear them talking, the
medical help coming in, and relatives
pouring inside our house. I was
ignored. I slept and dreamed that an
elf was laughing. When I woke up, the
whole house was filled by elven
laughter. Then my cousin died.
After another year, my little brother
followed. He was run over by a postal
service van. I can still hear the
anguished wail of the driver as he
asked for forgiveness. He claimed
that a tiny creature had run in front
of his van and he had swerved to
avoid
it. My brother was unfortunately
playing by the roadside and the van
ran straight into him. Witnesses say
they had heard laughter at the exact
moment the wheels caught my
brother.
The driver was imprisoned, but the
deaths did not stop there. Barely six
months later, my father drowned
while fishing. A freak storm, the
fishermen said, but for us who were
left alive there was no mistaking that
our family would die one by one.
There were only three of us left: my
mother, my sister, and I. We tried to
seek help, but the policemen laughed
in our faces. We were branded as
lunatics. And Prax was gone, defeated
by Bat and his family apparently on
the day the banging stopped. Even

the albularyo could not help us. What


use were her potions and ointments?
What the elves needed was a good
dose of magic, and the albularyo was
primarily a healer and an exorcist.
She had no training when it came to
defending a whole family against
vengeful elves.
And poor Mama! A mere week after
my
father died she followed. Extreme
despair, the doctors said but we knew
better.
My sister and I left home and went to
live with our relatives in the city,
hundreds of kilometers away. We told
them about the elves but they
laughed and told us we were being
provincial. "It is the 90s," they said.
"Belief in the little people died a long
time ago." We knew they were wrong,
but how could two orphaned
teenagers convince the skeptics?
Perhaps, we should have insisted on
talking more but, as things were, our
aunt had already scheduled
counseling
sessions for the two of us The fear of
being sent to a mental institution
stopped us from further trying to
convince them. In the end, we just
hoped that the distance from our old
home would keep us safe from the
elves.
But they followed and, one by one,
our foster family died. Car accidents,
food poisonings, assassinations
through mistaken identity--there
were logical explanations for their
deaths but we knew we had been
responsible. We could only look on
helplessly, and despaired.
We traveled again, haphazardly
enough to let us think that we could
outwit the elves. But they finally
caught my sister about a year ago. We
were on the bus bound for another
town when a tire blew out. The bus
crashed into a ditch and although
most

of the passengers including myself


were injured, the only fatality was my
sister. I realized then that there was
no escaping the fury of the little
people.
After my sister's death, there was a
period of silence from the elves. I
decided to continue studying and
enrolled at the local college. I had no
problem with finances. I had inherited
a large sum from a relative I had
unwittingly sent to death.
After I got settled in the school
dormitory, Prax appeared in my
dreams again. He told me about a
chant that he had dug up in the
enormous library of a human psychic
he had befriended. It was a weapon
against any creature--effective
against those with malicious
intentions, whether towards humans
or other creatures. Prax thought it
would he better if I could defeat Bat
myself. After all, hadn't Bat done me
great harm already? I agreed and
prepared myself for the battle that
would decide my fate.
It was not long after my conversation
with Prax that Bat tracked me down.
It was a weekend and I had the room
all to myself. I looked up from my
notes and saw him--much older, his
once clear complexion now marred
with dark, crisscrossing veins. Hate
screamed from him, and he stooped
and walked with great difficulty. I
pitied him.
He gave me an ultimatum: go with
him
or die on the spot. I pretended to
look defeated and worn out. My act
was effective and Bat looked pleased.
He wanted us to go immediately but I
dallied. At the pretext of packing my
few valuable possessions, I told him to
wait outside and count to a hundred.
When he was gone, I took out the
ingredients I had prepared and the
mini-stove I had borrowed. I boiled a
small amount of sweet milk. I

unwrapped Bat's image made in green


and brown clay, with strands of his
hair given to me by Prax, and started
blowing and chanting words that
meant nothing to me.
Blow. Allif, casyl, zaze, hit, mel,
meltat.
Blow. Allif, casyl, zaze, hit, mel,
meltat.
Blow. Allif, casyl, zaze, hit, mel,
meltat.
Outside the room, Bat's count reached
70. I put aside the image and into the
pan I poured hundreds of brand new
pins and needles that had been
blessed. The count reached 80. I
repeated the chant and immersed the
image in the boiling liquid. I waited.
Bat's count reached a hundred but I
did not worry for it had become faint
and weak, just as Prax had told me.
Then Bat dissipated into a mist-shrieking, I might add--to where,
only God would ever know.
Prax appeared again in my dreams
that
night and told me that they--Bat and
his family--would never bother me
again. He himself would move his
family away from humans to avoid
similar incidents in the future. It was
too bad he didn't discover the old
book with the vanquishing spell
earlier for I could have saved my
family. I could not bring them back,
he said, but I could build a good life
of my own. With the luck he bestowed
on me, I would never be in need for
material things the rest of my life.
I kissed the old elf, knowing that we
would never see each other again. I
watched him fade away, seeing the
last of my family go.
When I woke up, I went to my desk
and studied math, remembering
where
it all began..

KUUU8

Teaching Presentation Rubric:


Name(s):___________________________________________ Topic:________________________________ Date:______________________
Criteria

Greatly Exceeds
Expectations

Exceeds
Expectations

(Excellent)

(Good)

5 points

4 points

Meets Expectations

Below Expectations

(Satisfactory)

(Fair)

3 points

2 points

Does Not Mee


Expectations
(Poor)
1 point

Knowledge
of Subject
Matter

Demonstrates masterful
knowledge of the subject
matter.

Demonstrates above
average knowledge of
the subject matter.

Demonstrates adequate/
average knowledge of the
subject matter.

Demonstrates below
average knowledge of
the subject matter.

Demonstrates a v
poor knowledge o
subject matter.

Communicati
on
Skills/Clarity

Demonstrates a superior
ability to communicate
with the class/audience,
and the presenter/teacher
is clearly and easily
understood.

Demonstrates an
above average ability
to communicate with
the class/audience,
and the
presenter/teacher is
clearly and easily
understood.

Demonstrates an
adequate/average ability
to communicate with the
class/audience, and the
presenter/teacher is
understood.

Demonstrates a below
average ability to
communicate with the
class/audience, and
the presenter/teacher
is not easily
understood.

Demonstrates a v
poor ability to
communicate with
class/audience, an
the presenter/teac
is not easily
understood.

Poise/Confid
ence

Demonstrates an
extremely poised and
confidence demeanor
while presenting the
lesson.

Demonstrates an
above average display
of poise and
confidence demeanor
while presenting the
lesson.

Demonstrates an average
display of poise and
confidence demeanor
while presenting the
lesson.

Demonstrates a below
average display of
poise and confidence
demeanor while
presenting the lesson.

Demonstrates a v
poor display of po
and confidence
demeanor while
presenting the les

Method of
Presentation

Demonstrates a superior
ability to use creative and
effective teaching
methods during the
lesson.

Demonstrates an
above average ability
to use creative and
effective teaching
methods during the

Demonstrates an
adequate/average ability
to use creative and
effective teaching
methods during the

Demonstrates a below
average ability to use
creative and effective
teaching methods
during the lesson.

Demonstrates a v
poor ability to use
creative and effec
teaching methods
during the lesson.

lesson.

lesson.

Voice

Speaks using a superior


volume level and clarity.
Also speaks without the
repetition of words or
phrases.

Speaks using an
above average volume
level and with clarity.
Also speaks without
using repetition of
words or phrases.

Speaks using an
adequate/average volume
level and with adequate
clarity. Also speaks
without using many
repetitious words or
phrases.

Speaks using an below


average volume level
and is difficult to
understand. Speaks
using many repetitious
of words or phrases.

Speaks using a po
volume level and
very difficult to
understand. Spea
using many repeti
words or phrases.

Visual
Contact

Demonstrates a superior
ability to maintain eye
contact with the class/
audience throughout the
lesson.

Demonstrates an
above average ability
to maintain eye
contact with the class/
audience throughout
the lesson.

Demonstrates an
adequate/average ability
to maintain eye contact
with the class/ audience
throughout the lesson.

Demonstrates a below
above average ability
to maintain eye
contact with the class/
audience throughout
the lesson.

Demonstrates a v
poor ability to
maintain eye cont
with the class/
audience througho
the lesson.

Evidence of
Preparation

Demonstrates a superior
ability to organize and
execute the lesson.

Demonstrates an
above average ability
to organize and
execute the lesson.

Demonstrates an
adequate/ average ability
to organize and execute
the lesson.

Demonstrates a below
average ability to
organize and execute
the lesson.

Demonstrates a v
poor ability to
organize and exec
the lesson.

Orderly
Sequence

The logical progression of


the lesson topics is
demonstrated with
superior mastery. The
lesson easily flows well
from topic to topic.

The logical
progression of the
lesson topics is
demonstrated with
above average
mastery. The lesson
easily flows well from
topic to topic.

The logical progression of


the lesson topics is
demonstrated with
average/adequate
competency. The lesson
adequately flows from
topic to topic.

The logical
progression of the
lesson topics is
demonstrated with
below average
competency. The
lesson does not
adequately flow from
topic to topic.

The logical
progression of the
lesson is
demonstrated wit
poor competency
The lesson does n
adequately flow fr
topic to topic.

Meets
Expectations

Below
Expectations

Criteria

Greatly Exceeds
Expectations
(Excellent)

Exceeds
Expectations
(Good)

(Satisfactory)

(Fair)

Does Not Mee


Expectations
(Poor)

5 points

4 points

3 points

2 points

1 point

__________________
_______________

__________________________

_______________________

__________________________

_______________________

Professional
Appearance
and Conduct

The teacher demonstrates


superior professionalism
in terms of his/her attire
and conduct throughout
the lesson.

The teacher
demonstrates above
average
professionalism in
terms of his/her attire
and conduct
throughout the lesson.

The teacher demonstrates


average professionalism
in terms of his/her attire
and conduct throughout
the lesson.

The teacher
demonstrates below
average
professionalism in
terms of his/her attire
and conduct
throughout the lesson.

Use of

The teacher has a


superior ability to
effectively use audiovisual
aids in order to enhance
learning during a lesson.
&/OR The teacher
demonstrates a superior
ability to organize and
conduct in class
activities/demonstrations.

The teacher has an


above average ability
to effectively use
audiovisual aids in
order to enhance
learning during a
lesson. &/OR

The teacher has an


adequate/average ability
to effectively use
audiovisual aids in order
to enhance learning
during a lesson. &/OR

The teacher has a


below average ability
to effectively use
audiovisual aids in
order to enhance
learning during a
lesson. &/OR

The teacher has a


very poor ability t
effectively use
audiovisual aids in
order to enhance
learning during a
lesson. &/OR

The teacher
demonstrates a below
average ability to
organize and conduct
in class activities and
demonstrations.

The teacher
demonstrates a ve
poor ability to
organize and cond
in class activities
demonstrations.

AudioVisuals/
Demonstrati
ons

The teacher
demonstrates an
above average ability
to organize and
conduct in class
activities and
demonstrations.

The teacher demonstrates


an above average ability
to organize and conduct
in class activities and
demonstrations.

Total Points:___________________
Comments regarding positive aspects of the presentation; what was done well.

The teacher
demonstrates poo
unprofessional att
and conduct
throughout the les

Comments regarding negative patterns/things that need improvement, including suggestions for improvement
where applicable.

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Lesson Plan Rubric (100 pts)


Name______________________________
________________

Criteria

Date_____________________

Unacceptable

Developing

Acceptable

74>

75-84%

85-92%

Lesson Plan Title______________-

Exemplary
3
93-100%

Point
s

Context
for
Learning

Incomplete or no
description of
target
population and
learning
environment

Description of target
population and
learning environment
is vague and/or, the
appropriateness of
the lesson (for this
group) is not
convincing.

Description of target
population and
learning environment
is general and the
appropriateness of
the lesson (for this
group) is clear.

The unique attributes of


your target population and
learning environment are
very clear and the
appropriateness of the
lesson (for this group) is
obvious.

Common
Core/Stat
e
Curriculu
m
Standards
(10 pts)

Common
Core/State
standards are
not included.

Common Core/State
standards are not
included

Common Core/State
standards are listed
but missing for each
objective

Common Core/State
standards are thoroughly
listed for each objective.

Objective(
s)

Behavior,
criteria,
conditions, and
language
expectations are
unclear or
missing.

Two of the three


(behavior, criteria,
and/or conditions)
are apparent, but
unclear or poorly
written.

Behavior, criteria,
conditions, and
language
expectations are
somewhat clearly
communicated.

Behavior, criteria,
conditions, and academic
language expectations are
clearly communicated and
clearly and concisely
written (no unnecessary
word).

(10 pts)

(10 pts)

Assessme
nts

No assessment
procedures
included.

The behaviors
assessed are
inconsistent with the
behavior described
in the objective and
description of the
lesson.

Includes both
summative and
formative
assessments. The
behaviors assessed
resemble the
behaviors described
in the objective and
description of the
lesson.

Includes both summative


and formative
assessments. The
behaviors assessed
exactly match the
behaviors described in the
objectives and description
of the lesson. (Scoring
guides or rubrics are
provided if appropriate.)

Procedures are
incomplete or
missing.

The lesson is poorly


introduced.
Procedures are
unclear and difficult
to follow.

The lesson is
introduced in manner
that may be
somewhat confusing
to students in order
to know what to
expect and what is
expected of them.
Procedures are
vague, lacking detail
required for a third
party to follow the
lesson.

The lesson is introduced in


a logical and engaging
manner so that students
know what to expect and
what is expected of them.
Procedures are clear and
detailed to enable a third
party follow the lesson
without aid.

(20 pts)

Procedure
s

(20 pts)

Modificati
ons

No modifications
included.

(10 pts)

Closure
(10 pts)

Reflection
(10 pts)

No procedures
for lesson
closure are
included.

Reflection is
vague and/or
incomplete

Include vague
modifications for
special needs
students, learning
styles, English
Language Learners
and other
anticipated
problems.

Includes vague
procedures for
closing the lesson
and transitioning to
the next or follow up
activity. Key points of
the lesson are
missing.
Includes a reflection
but does not
describe the lesson,
areas for growth,
strengths, and/or
modifications for
future lessons.

Include some
modifications for
diverse learners
special needs
students, learning
styles, English
Language Learners
and other
anticipated problems
you may encounter
and how to solve
them.

Includes detailed
modifications for diverse
learners, special needs
students, learning styles,
English Language
Learners and other
anticipated problems you
may encounter and how
to solve them.

Includes procedures
for closing the lesson
and transitioning to
the next or follow up
activity. Key points of
the lesson are
included, but poorly
articulated

Includes procedures for


closing the lesson and
transitioning to the next or
follow up activity. Key
points of the lesson are
clearly articulated.

Includes a somewhat
thoughtful reflection
describing the
lesson, areas for
growth, strengths,
and modifications for
future lessons and/or
lacks detail.

Includes a thoughtful
reflection describing the
lesson, areas for growth,
strengths, and
modifications for future
lessons.

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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