RUBRIC TO GRADE ORAL SPEECH

Speech and Presentation Grading Rubric

Public Speaking and Oral Presentation Component

	Emerging (0-2 points)	Developing (3-4 points)	Advanced (5 points)	Score
1. Organization	Ideas may not be focused or developed; the main purpose is not clear. The introduction is undeveloped. Main points are difficult to identify. Transitions may be needed. There is no conclusion or may not be clear the presentation has concluded. Conclusion does not tie back to the introduction. Audience cannot understand presentation because there is no sequence of information.	Main idea is evident, but the organizational structure many need to be strengthened; ideas may not clearly developed or always flow smoothly and the purpose is not clearly stated. The introduction may not be well developed. Main points are not clear. Transitions may be awkward. Supporting material may lack in development. The conclusion may need additional development. Audience has difficulty understanding the presentation because the sequence of information is unclear.	Ideas are clearly organized, developed, and supported to achieve a purpose; the purpose is clear. The introduction gets the attention of the audience and clearly states the specific purpose of the speech. Main points are clear and organized effectively. The conclusion is satisfying and relates back to introduction. (If the purpose of the presentation is to persuade, there is a clear action step identified and an overt call to action.)
2. Topic Knowledge	Student does not have grasp of information; student cannot answer questions about the subject. Few, if any, sources are cited. Citations are attributed incorrectly.  Inaccurate, generalized, or inappropriate supporting material may be used. Over dependence on notes may be observed.	Student has a partial  grasp of the  information. Supporting material may lack in originality. Citations are generally introduced and attributed appropriately. Student is at ease with expected answers to all questions but fails to elaborate. Over dependence on notes may be observed.	Student has a clear grasp of information. Citations are introduced and attributed appropriately and accurately. Supporting material is original, logical and relevant. Student demonstrates full knowledge (more than required) by answering all class questions with explanations and elaboration. Speaking outline or note cards are used for reference only.
3. Audience Adaptation(	The presenter is not able to keep the audience engaged. The verbal or nonverbal feedback from the audience may suggest a lack of interest or confusion. Topic selection does not relate to audience needs and interests.	The presenter is able to keep the audience engaged most of the time. When feedback indicates a need for idea clarification, the speaker makes an attempt to clarify or restate ideas. Generally, the speaker demonstrates audience awareness through nonverbal and verbal behaviors. Topic selection and examples are somewhat appropriate for the audience, occasion, or setting. Some effort to make the material relevant to audience needs and interests.	The presenter is able to effectively keep the audience engaged. Material is modified or clarified as needed given audience verbal and nonverbal feedback. Nonverbal behaviors are used to keep the audience engaged. Delivery style is modified as needed. Topic selection and examples are interesting and relevant for the audience and occasion.
4. Language Use (Verbal Effectiveness)	Language choices may be limited, peppered with slang or jargon, too complex, or too dull. Language is questionable or inappropriate for a particular audience, occasion, or setting. Some biased or unclear language may be used.	Language used is mostly respectful or inoffensive. Language is appropriate, but word choices are not particularly vivid or precise.	Language is familiar to the audience, appropriate for the setting, and free of bias; the presenter may “code-switch”  (use a different language form) when appropriate. Language choices are vivid and precise.
5. Delivery (Nonverbal Effectiveness)	The delivery detracts from the message; eye contact may be very limited; the presenter may tend to look at the floor, mumble, speak inaudibly, fidget, or read most of the speech; gestures and movements may be jerky or excessive. The delivery may appear inconsistent with the message. Nonfluencies (“ums”) are used excessively. Articulation and pronunciation tend to be sloppy.  Poise of composure is lost during any distractions. Audience members have difficulty hearing the presentation.	The delivery generally seems effective – however, effective use of volume, eye contact, vocal control, etc. may not be consistent; some hesitancy may be observed. Vocal tone, facial expressions, clothing and other nonverbal expressions do not detract significantly from the message. The delivery style, tone of voice, and clothing choices do not seem out-of-place or disrespectful to the audience or occasion. Some use of nonfluencies are observed. Generally, articulation and pronunciation are clear. Most audience members can hear the presentation.	The delivery is extemporaneous -- natural, confident, and enhances the message – posture, eye contact, smooth gestures, facial expressions, volume, pace, etc. indicate confidence, a commitment to the topic, and a willingness to communicate. The vocal tone, delivery style, and clothing are consistent with the message. Delivery style and clothing choices suggest an awareness of expectations and norms. Limited use of nonfluencies is observed. Articulation and pronunciation are clear. All audience members can hear the presentation.

2005. Adapted with permission from Northwest Regional Educational Laboratory (1998).

RUBRIC TO GRADE A LESSON PLAN

Rubric for use when evaluating lesson plan presentations.
Indicator	Target	Acceptable	Unacceptable
Format	Lesson has appropriate content and grade level. Follows prescribed format accurately.	Content and/or grade level is somewhat appropriate. Follows format but unclear.	Content or grade level inappropriate. Format was not followed.
Objectives	PASS competencies are listed and are measurable and appropriate.	PASS competencies are listed and are somewhat measurable and appropriate.	PASS competencies are not listed or are not measurable and appropriate.
Instruction	Appropriate in content and usage of instruction. Instruction matches objectives. Journal activity included with great emphasis.	Somewhat appropriate in content and usage of instruction. Instruction somewhat matches objectives. Journal activity included with some emphasis.	Not appropriate in content and/or usage of instruction. Instruction does not match objectives. No journal activity included.
Materials and Resources	Listed and appropriate for the lesson and grade level. Details given about resources. Three or more activities used.	Listed and somewhat appropriate for the lesson and grade level. Three activities used.	Not listed and/or not appropriate for the lesson or grade level. Less than three activities used.
Technology	Strongly embedded in lesson. More than one type of technology used.	Somewhat embedded in lesson. One type of technology used.	Not embedded and/or poorly used.
Closure	Appropriate use and content.	Somewhat appropriate use and content.	Not present or inappropriate use.
Assessment	Clearly stated and totally matches objectives.	Somewhat clearly stated and/or somewhat matches objectives.	Not stated or does not match objectives.
Modification – Accommodations	Listed and appropriated with two or more examples given.	Listed and somewhat appropriate with less than two examples given.	Not listed or not appropriate. No examples given.
Overall	Lesson plan totally fulfills each of the requirements.	Lesson plan somewhat fulfills all of the requirements.	Lesson plan does not

Good morning:

Here you have as I promised your next assignment:  Please read the following proverbs, analyze them. We will discuss them in the next class.





1.  Barking dogs seldom bite


2. A knight in shinning armour

Everyday Idioms - made easy

Good evening dear students:  As I promised, I am placing an audio-book. Please listen and read carefully remember you will answer some questions about it.
Remember to bring a dictionary to your next class.

GOOD MORNING DEAR STUDENTS:

I AM PLACING 3 DIFFERENT VIDEOS IN THIS BLOG. PLEASE LISTEN AND READ CAREFULLY EACH ONE OF THEM AND AFTER THAT ANSWER THE FOLLOWING QUESTION.  TRY TO DO IT BY YOURSELF. REMEMBER WITH THESE ACTIVITIES YOU ARE PRACTICING LISTEN AND READING SKILLS. THESE WILL HELP YOU IN YOUR NEXT TEST IN THE CLASSROOM.

1. WHAT IS THE PROBLEM WITH THIS LADY?  IS SHE HAPPY WITH HER JOB?

DESCRIBE THIS LADY'S ATTITUDE IN THIS INTERVIEW.  IS SHE WELL PREPARED FOR THE NEW JOB?

WHAT DO YOU THINK ABOUT THIS SITUATION?  IS IT THE MAN GIVING HER A GOOD EXAMPLE TO FOLLOW?

THE NUTS JOB

Dear students:

In order to use this movie to help us to understand English I divided the video en small pieces. Please listen and read carefully each small video and then answer the questions.

FIND THE MEANING OF THE FOLLOWING IDIOMS AND PHRASES:

1.. KICK OUTTA THEM (KICK OUT OF)

2. SOFT ON THE FEET

3. THE WORLD IS THERE FOR THE TAKING

4. PICKING ARE SLIM

5. STIFF UPPER LIPS

6. KEEP A WATCH

Good Afternoon Students:

Please read carefully the following article and then be prepare to make comments in our next class about the reading.

Write down in a paper 2 suggestions you will make to the Ministry of Education in order to the students  improve their  English language abilities.

I will collect the papers next Saturday.

ENGLISH TEACHING CURRICULUM

English teaching in Panama face a big challenge in the current government especially because of the poor English curriculum. Also for English classes characterized by the use of Spanish as a language of instruction in many schools in Panama which affects the learning and the students´ interest to acquire English as a second language.

This issue has been studied in many countries as for example, one study made by the University of Laos investigated the factors that causes low English language learning in students. Some of the findings included: the curriculum isn´t appropriate for help students improve their English proficiency, the use of their native language instead of English in their classes, the lack of interest in learn a new language and also inappropriate teachers preparation. These findings of University of Laos can be also be applied to Panamanian education because of the similarities that exist among these findings and the present reality.

However, since its approval in 2003 to the present, this law has never accomplished its original purpose that was, to increase the learning and use of English by students in Panama.

Panama is a country known for the service that it provides through the Panama Canal to the International commerce and where the amount of foreign companies has been growing in the last yearsncreasing the necessity of bilingual employers that can fill the different positions that is required by them. However, the reality is that the lack of bilingual people is big.

Through the last seventeen years, I have experience to see the lack of interest and motivation of many students in learning English because, much of their previous teachers used more Spanish in class than English, due to the poor curriculum that exists at present. It shows, how it is affecting the acquisition of the language or the students’ interest to learn this as it should be. It is probably the main problem that affect the English learning in public schools in Panama.

The English curriculum is the main part in any teaching process and that is the reason why it is fundamental that it must be focus in complement or the necessities of the students in order to prepare them to be competitive, on contrary it isn’t good.

One of the main changes must be done in order to improve this problem is the review and also transformation of the curriculum that is currently used. Also, going back to the basics, adding English as a mandatory subject since kinder garden because, at present it is not like that and, it is in the childhood when a second language can be acquired in an easy and better way.

Secondly, teachers who are the most important part in this process also need training and motivation by part of the government. It should start a program to supply schools with more resources to help teachers and students in the learning process.

Government commitment is a basic tool to reach this goals because something that it is a main concern, “Education is the door that give people a better life” and speak English is the one that give opportunities in any area to those who want to become successful in life.

Finally, changes are not easy in any area but, sometimes are necessary to improve and reach goals; increasing the acquisition of English as a second language and change the face of a country like Panama where the bilingualism is not just important but necessary.

Good evening students:

As I promised, here is the video you have to listen in order to answer the following questions:

1. Mention the three suggestions the video has for parents with special needs kids.
2. Do you think we have in Panama a good law regarding special education?
3. Write one recommendation to improve the special education in Panama.