Lesson Plan #1 Grading Rubric - University of New Mexico



Lesson Plan 1 Grading Rubric Online: Online Resources

|Essential/ Open |3 |2 |0 |

|Question |Essential / open question promotes analysis, |Question is closed and / or promotes limited |No question is included. |

| |synthesis or evaluation. |or no higher level thinking. | |

|Standards |2 |1 |0 |

|& |Standards are included and align with stated |Standards are included but do not align with |No standards are included. |

|Benchmarks |objectives. |stated objectives. | |

|Lesson Objectives |3 |2 |0 |

| |All objectives use ABCD format. |Some objectives use ABCD format. |Objectives do not follow ABCD format. |

| |2 |1 |0 |

| |All objectives describe skills or content |Objectives are a mix of objectives and |All objectives describe activities students |

| |students will master. |activities. |engage in during instruction. |

|Assessment |3 |2 |0 |

| |Aligns with the lesson objectives and |Aligns with either the objectives or |Doesn’t align with the objectives or |

| |procedure. |procedure, but not both. |procedure. |

| |3 |2 |1 |

| |Rubric, if used, includes a single criterion |Rubric includes two criteria per row. |Rubric includes three or more criteria per |

| |per row. | |row. |

|Procedure |3 |2 |1 |

| |Thoroughly and completely describes how to |Provides some guidance but would leave a |Provides little guidance leaving a substitute|

| |implement the lesson so a substitute could |substitute making assumptions about some |to make multiple assumptions concerning |

| |successfully teach it. |aspects of the lesson implementation. |implementation. |

| |3 |2 |0 |

| |The words used to introduce the lesson are |Describes how to introduce the lesson. |Lesson introduction is not included. |

| |written out verbatim. | | |

| |4 |3 |0 |

| |Includes open and closed questions. |Includes only closed questions. |Questions are not included. |

| |4 | |0 |

| |Includes high-level questions to support | |Includes low-level questions focused largely |

| |student construction of understanding of the | |on regurgitation of facts or rote use of |

| |content. | |formulas / procedures. |

| |3 | |0 |

| |Includes modeling of activities / directions | |Modeling is not included. |

| |/ worksheets. | | |

| |3 |2 |0 |

| |Includes specific, whole class formative |Includes generic or individual formative |Formative assessment is not included. |

| |assessment techniques / questions providing |assessment techniques / questions providing | |

| |feedback to all students (thumbs up/down; |feedback to individual students. | |

| |show of hands; slates, clickers, etc.). | | |

| |3 |2 |0 |

| |Student use of online resource(s) is integral|Student use of online resource(s) is related |Online resource is not used. |

| |to lesson success. |to the learning. | |

| |3 | |0 |

| |Online resource(s) reading level is | |Online resource(s) reading level isn’t |

| |appropriate for intended audience according | |appropriate for intended audience according |

| |to Microsoft Word. | |to Microsoft Word. |

| |3 |1 |0 |

| |Goes over the rubric / checklist with |Simply hands out the rubric without going |Rubric / checklist isn’t handed out to |

| |students to support success. |over it with students. |students. |

|Grammar & Spelling |5 |2.5 |0 |

| |1 - 2 grammar or spelling mistakes. |3 - 4 grammar or spelling mistakes. |5 or more grammar or spelling mistakes. |

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