The document contains rubrics for assessing 9 classroom activities: role play, writing a letter, debate, magazine article, oral presentation, puzzle, scattegories, poster, and menu. Each activity is evaluated on 4 categories rated on a scale of 1 to 4. The rubrics provide teachers with guidelines to effectively evaluate students' performance in different speaking, writing, and creative projects.

1. Resources Folder
Names: Javiera Barrueto.
Scarlett Espinoza.
Teacher: Gabriela Sanhueza
Course: Methodology
December 1st, 2014

2. Activity or task Purpose Stage in lesson Who is intended
for
1. Role play To give Ss the
space to develop
their speaking
abilities, in a more
enjoyable way for
them, which
includes the
content taught in
classes.
Production stage 2nd year of high
school
2. Writing a letter To give Ss the
space to develop
their writing skills,
covering the
content taught in
class, besides as
way to evaluate if
they have
understood its
purpose.
Production stage 1st year of high
school
3. Debate To let Ss exposed
to a certain
audience, showing
off their oral
abilities and
arguing about a
topic which could
seem very
controversial.
Production stage 4th year of high
school
4. Making a
magazine
article
To make Ss
improve their skills
in writing
Production stage 4th year of high
school
5. Oral
presentation
To give Ss the
space to develop
their
communicative
skills in a spoken
way, taking care
both their fluency
and accuracy.
Production stage 2nd year of high
school
6. Identifying jobs
in a puzzle
To provide Ss
activities to
practice the topic
of the lesson
within a more
controlled
Practice stage 1st year of high
school

3. situation, while the
T is monitoring Ss’
work.
7. Scattegories To engage Ss to
start the class,
providing them a
funny activity in
which they can
show off all the
vocabulary they
know.
Lead in stage 3rd year of high
school
8. Creating a
poster of your
favorite movie
To let Ss use their
imagination
creating attractive
posters about their
favorite movies, in
order to use them
as an
advertisement.
Production stage 3rd year of high
school
9. Designing a
menu
To let Ss use their
creativity creating
an original menu,
covering the
content taught in
classes (food).
Production stage 2nd year of high
school
10. Designing a
family tree
To let Ss put in
practice what
he/she has
understood from
the lesson.
Practice stage 1st year of high
school

4. Instructions:
- Work in groups of 3, and create a role play talking as you are your
favourite famous person. You can perform as a singer, actor, football
player, dancer, whoever you would like to be.
- You will be expected to talk about your famous character’s personal
information and create an interesting situation with your other
classmates.
- You have to dress as they do to make the role play more real and fun.
- Your role play should not be longer than 10 minutes.

5. Writing a letter:
Suppose that one member of your family or friend is
abroad, and you want to know how they are. Write a letter,
telling them how the school is going, what you have done
in your free time, etc. Then, ask them what they have done,
what they will be come back, and so on. You can tell them
and ask other things that you could have in mind.
Your letter must have between 150 - 200 words.
Be careful with the use of appropriate salutation and
closing in your letter, you can use the ones that you learnt
in class.

6. Make groups of 10, and create a debate arguing if you like or dislike homosexuality,
justifying your answers.
Think about questions to ask your opposing side.
Your group must be divided into 2 groups, with 5 students each.
Your debate should not be longer than 15 minutes.
Use references to support your ideas.

7. MAKING A MAGAZINE ARTICLE
Individually, you have to create your own article about a 20th century novel. You can do your
article about any novel you like.
Remember to add pictures, lead in, colors, etc. Whatever you want to make it more attractive for
readers. But remember! It has to look like a magazine article.
Be careful with your grammar. You can add your opinion as well.
Your article should have between 500 – 600 words.
Take a look at this example:

8. Create an oral presentation using PowerPoint, Prezi or any format you would like to work with,
and tell your classmates about your family.
You have to add in your presentation your family’s personal information, such as name, age,
relationship status, job or occupation, their hobbies, etc.
You can also add photos of your family, to make the presentation more interesting.
It should not be longer than 15 minutes.

9. Identify the jobs and occupations that are required in the puzzle.
You have 15 minutes to do it and then we will check the answers all together.

10. Write any word you know according to each category that appears in the chart provided. The teacher will say
a letter (a, b, c, d…), so you have to write the information required with that letter.
For example: If the teacher says: L
Animals: Lyon
Food: Lettuce
Singers: Lady Gaga
The purpose of this game is that you can write all the information as fast as you can. If you can do it, without
any mistake, YOU WILL BE THE WINNER!

11. Create an attractive and catchy poster about any movie that you would like to work with.
Be sure to add all the information required, besides, to make it appealing using different colors, and
pictures.
Your poster must include:
Name of the film
Director
Starring
Year
A short plot
If you want to add extra information, you can do it.

12. Suppose you are a chef of a restaurant. Create an original menu for your customers, using all the vocabulary you
learnt in classes.
Your menu should be complete: including the starter, main dish and dessert.

13. Create a family tree about your family, adding at least three generations.
Be careful with the organization, it must be clear and understandable.
You can do it as a concept map, or as a tree, as the sample provided.
Rubrics for assessing the activities

14. 1. Activity: Role play.
Category 4 3 2 1
Role Point-of-view,
arguments, and
solutions
proposed were
consistently in
character.
Point-of-view,
arguments, and
solutions
proposed were
often in
character.
Point-of-view,
arguments, and
solutions
proposed were
sometimes in
character.
Point-of-view,
arguments, and
solutions
proposed were
rarely in
character.
Knowledge
gained
S could clearly
explain several
ways in which his
character "saw"
things differently
than other
characters and
could clearly
explain why.
S could clearly
explain several
ways in which his
character "saw"
things differently
than other
characters.
S could clearly
explain one way
in which his
character "saw"
things differently
than other
characters.
S could not
explain one way
in which his
character "saw"
things differently
than other
characters.
Required
elements
S included all the
information
required
S included less
information than
the one required
(1 element)
S included less
information than
the one required
(2 elements)
S included less
information than
the one required
(3 or + elements)
Props/costume S used several
props that
accurately fit the
period. S showed
considerable
work/creativity
which make the
presentation
outstanding.
S used 1-2 props
that accurately
fit the period,
and make the
presentation
more reliable.
Student used
only one prop
which make the
presentation
better.
S used no props
for the
presentation.
Grammar S did not present
any grammar
mistake
S presented 1-2
grammar
mistakes
S presented 3-4
grammar
mistakes
S presented 5- +
grammar
mistakes
2. Activity: Writing a letter.

15. Category 4 3 2 1
Sentences and
paragraphs
Sentences and
paragraphs are
complete, and
well-constructed.
All sentences are
complete and
generally well-constructed
(no
fragments, no
run-ons).
Most sentences
are complete
and well-constructed.
However,
Paragraphing
needs some
work.
Many fragments,
run-on
sentences, and
paragraphing
need work.
Salutation and
closing
Salutation and
closing have no
errors in
capitalization
and punctuation.
Salutation and
closing have 1-2
errors in
capitalization
and punctuation.
Salutation and
closing have 3 or
more errors in
capitalization
and punctuation.
Salutation
and/or closing
are either
missing or they
are not
appropriate.
Grammar and
spelling
Writer made no
errors in
grammar or
spelling.
Writer made 1-2
errors in
grammar and/or
spelling.
Writer made 3-4
errors in
grammar and/or
spelling
Writer made
more than 4
errors in
grammar and/or
spelling.
Ideas Ideas were
expressed in a
clear and
organized
fashion. It was
easy to figure
out what the
letter was about.
Ideas were
expressed in a
pretty clear
manner, but the
organization
could have been
better.
Ideas were
somewhat
organized, but
were not very
clear. It took
more than one
reading to figure
out what the
letter was about.
The letter
seemed to be a
collection of
unrelated
sentences. It was
very difficult to
figure out what
the letter was
about.
Length The letter had
the number of
words required.
The letter had
until 5 words
more/less than
the length
required.
The letter had
until 10 words
more/less than
the length
required.
The letter had
until 15 words
more/ less than
the length
required.
Capitalization
and punctuation
Writer made no
errors in
capitalization
and punctuation.
Writer made 1-2
errors in
capitalization
and punctuation.
Writer made 3-4
errors in
capitalization
and punctuation.
Writer made
more than 4
errors in
capitalization
and punctuation.
Content and
accuracy
The letter
contained at
least 5 accurate
facts about the
topic.
The letter
contained 3-4
accurate facts
about the topic.
The letter
contained 1-2
accurate facts
about the topic.
The letter
contained no
accurate facts
about the topic.
3. Activity: debate.

16. Category 4 3 2 1
Respect for
other teams
All statements,
body language,
and responses
were respectful.
Arguments were
said in an
appropriate
language.
Statements and
responses were
respectful and
said in an
appropriate
language, but
once or twice
body language
was not.
Most statements
and responses
were respectful
and in
appropriate
language, but 3
or 4 times they
were not.
Statements,
responses
and/or body
language were
consistently not
respectful.
Information All information
presented in the
debate was
clear, accurate
and thorough.
Most
information
presented in the
debate was
clear, accurate
and thorough.
Most
information
presented in the
debate was clear
and accurate,
but was not
usually
thorough.
Information had
several
inaccuracies or
was usually not
clear.
Rebuttal All counter-arguments
were
accurate,
relevant and
strong.
Most counter-arguments
were
accurate,
relevant, and
strong.
Most counter-arguments
were
accurate and
relevant, but
some others
were weak.
Counter-arguments
were
not accurate
and/or relevant
Use of
facts/statistics
Every major
point was well
supported with
several relevant
facts, statistics
and/or
examples.
Every major
point was
adequately
supported with
relevant facts,
statistics and/or
examples.
Every major
point was
supported with
facts, statistics
and/or
examples, but
the relevance of
some was
questionable.
Every point was
not supported.
Presentation
style
Team
consistently used
gestures, eye
contact, tone of
voice and a level
of enthusiasm in
a way that kept
the attention of
the audience.
Team usually
used gestures,
eye contact,
tone of voice
and a level of
enthusiasm in a
way that kept
the attention of
the audience.
Team sometimes
used gestures,
eye contact, and
tone of voice
and a level of
enthusiasm in a
way that kept
the attention of
the audience.
One or more
members of the
team had a
presentation
style that did not
keep the
attention of the
audience.
Organization All arguments
were clearly tied
to an idea
(premise) and
organized in a
Most arguments
were clearly tied
to an idea
(premise) and
organized in a
All arguments
were clearly tied
to an idea
(premise) but
the organization
Arguments were
not clearly tied
to an idea
(premise).

17. tight, logical
fashion.
tight, logical
fashion.
was sometimes
not clear or
logical.
Understanding
of the topic
The team clearly
understood the
topic in-depth
and presented
its information
forcefully and
convincingly.
The team clearly
understood the
topic in-depth
and presented
its information
with ease.
The team
seemed to
understand the
main points of
the topic;
however the
team presented
them with a kind
of difficulty.
The team did not
show an
adequate
understanding of
the topic.
4. Activity: Making a magazine article.
Category 4 3 2 1
Layout-
Headlines
The article had
headlines that
capture the
reader's
attention and
accurately
described the
content. The
article had a
byline.
The article had
headlines that
accurately
described the
content, but it
did not have a
byline.
The article had
headlines that
described the
content, but not
in an accurate
way.
The article did
not have neither
headlines nor
bylines.
Layout-columns Columns were
neatly typed in
the "justified"
type style. There
were adequate
and consistent
"gutters" among
columns. A
glance at the
article made it
look
outstanding.
Columns were
neatly typed.
There were no
adequate and
consistent
"gutters" among
some columns.
Columns were
typed. There
were no
adequate
“gutters" among
most of the
columns.
Columns were
not neatly typed.
There were no
adequate
"gutters" among
columns. The
article was
somewhat
difficult to read.
Knowledge
gained
S could
accurately cover
all the main
aspects of the
novel in the
article.
S could
accurately cover
most of the main
aspects of the
novel in the
article.
S could cover
most of the
aspects of the
novel in the
article, but not in
an accurate way.
S could not cover
both the main
elements of the
novel in the
article and in an
accurate way.

18. Spelling and
proofreading
No spelling or
grammar errors
appeared in the
article.
No more than a
couple of
spelling or
grammar errors
appeared in the
article.
No more than 3
spelling or
grammar errors
appeared in the
article.
4 or more
spelling or
grammar errors
appeared in the
article.
Articles-purpose 90-100% of the
article
established a
clear topic
sentence in each
of its
paragraphs.
85-89% of the
article
established a
clear topic
sentence in each
of its
paragraphs.
75-84% of the
article
established a
clear topic
sentence in each
of its
paragraphs.
Less than 75% of
the article
established a
clear topic
sentence in its
paragraphs.
Articles-supporting
details
The details in the
articles were
clear, effective,
and vivid the 90-
100% of the
time.
The details in the
articles were
clear and
pertinent the 80
-89% of the time.
The details in the
articles were
clear and
pertinent the 70-
88% of the time.
The details in
less than 60% of
the article were
neither clear nor
pertinent.
Who, what,
when, where
and how.
The article
adequately
addressed the 5
W's (who, what,
when, where
and how).
90-99% of the
article
adequately
addressed the 5
W's (who, what,
when, where
and how).
75-89% of the
article
adequately
addressed the 5
W's (who, what,
when, where
and how).
Less than 75% of
the article
adequately
addressed the 5
W's (who, what,
when, where,
and how).
Editorials-worthwhile
The information
was accurate
and there was a
clear reason for
including the
editorial in the
newspaper.
The information
was accurate
and there was a
fairly good
reason for
including the
editorial in the
newspaper.
The information
was occasionally
inaccurate or
misleading, but
there was a clear
reason for
including the
editorial in the
newspaper.
The information
was typically
inaccurate,
misleading or
libelous.
Use of primary
resources
Reading of
primary source
material was
thorough.
Reading of
primary source
material was
fairly thorough.
Reading of
primary source
material was
incomplete.
Reading of
primary source
material was not
done.
5. Activity: Oral presentation

19. Category 4 3 2 1
Volume Volume was loud
enough to be
heard by all
audience
members
throughout the
presentation.
Volume was loud
enough to be
heard by all
audience
members at
least 90% of the
time.
Volume was loud
enough to be
heard by all
audience
members at
least 80% of the
time.
Volume often
too soft to be
heard by all
audience
members.
Comprehension Student was able
to accurately
answer all
questions posed
by classmates
about the topic.
Student was able
to accurately
answer almost
all the questions
posed by
classmates about
the topic
Student was able
to accurately
answer a few
questions posed
by classmates
about the topic.
Student was
unable to
accurately
answer
questions posed
by classmates
about the topic.
Speaking
accuracy
Student spoke
clearly and
distinctly all
(100-95%) the
time, and
mispronounced
no words.
Student spoke
clearly and
distinctly all
(100-95%) the
time, but
mispronounced
1-3 words.
Student spoke
clearly and
distinctly most
(94-85%) of the
time, and
mispronounced
1-4 words.
Often, student
mumbled or
could not be
understood.
Vocabulary Student used
vocabulary
which was
appropriate for
the audience.
Student used
vocabulary
which was
appropriate for
the audience,
but included 1-2
words that were
not understood
by the audience,
without
explaining them.
Student used
vocabulary
which was
appropriate for
the audience,
but included 3-
4 words that
were not
understood by
the audience,
without
explaining them.
Students used
several (5 or
more) words or
phrases that
were not
understood by
the audience,
without
explaining them.
Posture and eye
contact
Student stood up
straight, looked
relaxed and
confident.
Student
established eye
contact with
everyone in the
room during the
presentation.
Student stood up
straight and
established eye
contact with
everyone in the
room during the
presentation.
Sometimes
student stood up
straight and
established eye
contact.
Student did not
looked
confident, and
did not make a
visual interaction
with their
classmates at all.
Content Student showed
a full
Student showed
a good
Student showed
a good
understanding of
Student did not
seem to

20. understanding of
the topic.
understanding of
the topic
some parts of
the topic.
understand the
topic very well.
6. Identifying jobs in a puzzle.
Criteria YES NO
Student could find all the jobs
in the puzzle
Student could understand the
instructions
Student coud finish in a
determine time
Student could differentiate
the jobs
7. Activity: Scattegories
Criteria YES NO
Student completed the 100%
in one category or letter
Student finished at time
Student did not repeat the
same word twice
Student knew about the topic
8. Activity: Create a poster of your favorite movie
Criteria 4 3 2 1
Clarity The content was
easy to
understand and
identified from
every
perspective.
The content was
easily viewed
and identified
from every
perspective.
The content was
almost clear and
it was not easy
to understand
quickly.
The content was
hard to
understand.
Originality Design reflected
an exceptional
degree of
Design reflected
creativity in the
Design was not
as attractive and
No design by the
student was
included.

21. creativity in the
creation and/or
display.
creation and/or
display.
original as the
expected.
Attractiveness The poster was
exceptionally
attractive in
terms of design,
layout, and
neatness.
The poster was
attractive in
terms of design,
layout and
neatness.
The poster was
acceptably
attractive
though it may be
a bit messy.
The poster was
distractingly
messy or very
poorly designed.
It was not
attractive.
Required
elements
The poster
included all
required
elements as well
as additional
information.
All required
elements were
included on the
poster.
1 of the required
elements was
missing on the
poster.
Several required
elements were
missing.
Grammar There were no
grammatical
mistakes on the
poster.
There was 1
grammatical
mistake on the
poster.
There were 2
grammatical
mistakes on the
poster.
There were more
than 2
grammatical
mistakes on the
poster.
9. Activity: designing a menu.
Aspects YES NO
Student added every part of
the menu
Student designed a very
creative menu
Student brought materials
every class
Student added new
vocabulary
Students finished at time
10. Designing a family tree
Criteria YES NO
Student could order the
family tree properly
Student showed creativity

22. Student finished at time
Student used vocabulary
according to the topic
Student followed the
instructions