| Course Code | Class Code | Assignment Title | Total Points |
| | | Operations and Algebraic Lesson Plan |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned |
| Criteria | 100.0% |
| Section 1: Classroom and Student Factors/Grouping | 5.0% | Not addressed. | Classroom and student factors and their effect on planning, teaching, and assessing students are insignificant to the development of the lesson or are insufficiently described. | Classroom and student factors and their effect on planning, teaching, and assessing students minimally relate to the development of the lesson and are cursorily described. | Classroom and student factors and their effect on planning, teaching, and assessing students are relevant to the development of the lesson and clearly described. | Classroom and student factors and their effect on planning, teaching, and assessing students are meaningful for the development of the lesson and skillfully described. |
| Section 1: Standards and Learning Targets/Objectives | 5.0% | Not addressed. | The objective is not skill-based or measurable. It is not appropriate for students, and ineffectively aligned with the state standard. | The objective describes an instructional activity rather than a skill, or is only somewhat measurable. It is somewhat developmentally-appropriate, and minimally aligned with the state standard. | The objective is skill-based, measurable, developmentally-appropriate, and effectively aligned with the state standard. | The objective is performance-driven, measurable, developmentally-appropriate, and directly aligned with the state standard. |
| Section 1: Academic Language | 10.0% | Not addressed. | Academic language is missing several key terms, or terms presented are not relevant. Teaching strategies are inappropriate or underdeveloped. | Academic language is missing one or more key terms, or includes a term that is irrelevant. Includes minimal strategies for teaching the new terms. | Academic language is listed along with clear and relevant strategies for teaching the new terms. | Academic language is listed along with innovative and engaging strategies for teaching the new terms. |
| Section 1: Resources, Materials, Equipment, and Technology: | 10.0% | Not addressed. | Resources, materials, equipment, and technology are inappropriate for the lesson. | Resources, materials, equipment, and technology are lacking detail, or include some extraneous information. | Resources, materials, equipment, and technology are appropriate for the lesson. | Resources, materials, equipment, and technology are innovative and enhance the lesson. |
| Section 2: Anticipatory Set | 10.0% | Not addressed. | Anticipatory set is insufficient to engage students and activate prior knowledge. | Anticipatory set marginally engages students and activates prior knowledge. | Anticipatory set is clearly designed to engage students and activate prior knowledge. | Anticipatory set is designed to creatively engage students and meaningfully activate prior knowledge. |
| Section 2: Multiple Means of Representation | 10.0% | Not addressed. | The means of representation insufficiently presents content. Needs of diverse learners outlined on the template are inadequately addressed. | The means of representation is unfocused or overly broad in presenting content. Methods for addressing the needs of the diverse learners outlined on the template are under developed. | The means of representation appropriately presents content using more than one method or tool to meet the needs of diverse learners outlined on the template. | The means of representation creatively presents content using a variety of developmentally-appropriate methods or tools. Thoughtfully addresses the needs of diverse learners outlined on the template. |
| Section 2: Multiple Means of Engagement | 10.0% | Not addressed. | The means of engagement implausibly allow students to explore, practice, and apply the content and academic language. Inadequately addresses the needs of diverse learners outlined on the template. | The means of engagement vaguely allow students to explore, practice, and apply the content and academic language. Does not fully address the needs of diverse learners outlined on the template. | The means of engagement effectively allow students to explore, practice, and apply the content and academic language. Appropriately addresses the needs of diverse learners outlined on the template. | The means of engagement innovatively allow students to explore, practice, and apply the content and academic language. Meaningfully addresses the needs of diverse learners outlined on the template. |
| Section 2: Multiple Means of Expression | 10.0% | Not addressed. | Planned formative and summative assessments are not clearly aligned to the stated learning objectives and standards. They do not sufficiently identify multiple means for response, selection, and composition to accommodate all learners. Formative assessments do not provide adequate data on student performance for monitoring and adjusting instruction, nor do they provide students feedback so they can evaluate and adjust their own learning. Summative assessment is insufficient. | Planned formative and summative assessments are vaguely aligned to the stated learning objectives and standards. Attempt to identify multiple means for response, selection, and composition to accommodate all learners is lacking depth. Formative assessments are somewhat designed to provide data on student performance for monitoring and adjusting instruction. Opportunities for feedback to students so they can evaluate and adjust their own learning are minimal. Summative assessment is lacking relevance or clarity in form and function. | Planned formative and summative assessments are generally aligned to the stated learning objectives and standards, and they clearly identify multiple means for response, selection, and composition to accommodate all learners. Relevant formative assessments are designed to provide data on student performance for monitoring and adjusting instruction, and provide students feedback so they can evaluate and adjust their own learning. Summative assessment is cohesive in form and function. | Planned formative and summative assessments are well-aligned to the stated learning objectives and standards, and they effectively and creatively identify multiple means for response, selection, and composition to accommodate all learners. Well-crafted formative assessments are designed to provide data on student performance for monitoring and adjusting instruction, and provide students feedback so they can evaluate and adjust their own learning. Summative assessment is comprehensive and cohesive in form and function. |
| Section 2: Extension Activity and/or Homework | 10.0% | Not addressed. | Extension activities and/or homework are inappropriate or unrelated to the developed lesson. | Extension activities and/or homework are unfocused, lacking realism, or not clearly related to the developed lesson. | Extension activities and/or homework are clear and mostly relate to the developed lesson. | Extension activities and/or homework are creative and developmentally appropriate, and clearly relate to the developed lesson. |
| Rationale/Reflection | 10.0% | Not addressed. | Instructional strategies rationale is ineffective in supporting choices specific to the students with perception and attention issues and students with memory and retrieval issues, including the established learning target. Rationale poorly describes how each strategy encourages critical thinking. | Instructional strategies rationale is lacking applicable detail in supporting choices specific to the students with perception and attention struggles and students with memory and retrieval issues, including the established learning target. Rationale minimally describes how each strategy encourages critical thinking. | Instructional strategies rationale is sufficient in supporting choices specific to the students with perception and attention issues and students with memory and retrieval issues, including the established learning target. Rationale clearly describes how each strategy encourages critical thinking. | Instructional strategies rationale is comprehensive and professional in supporting choices specific to individual students with perception and attention issues and students with memory and retrieval issues, including the established learning target. Rationale thoroughly describes how each strategy encourages critical thinking. |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 5.0% | Not addressed. | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. | Submission includes mechanical errors, non-relevant language, or inconsistencies in language that hinder comprehension. | Submission is largely free of mechanical errors, although a few are present. Includes appropriate practice and content-related language. | Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. |
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | 5.0% | Not addressed. | Documentation of sources is inconsistent and/or incorrect, as appropriate to assignment and style, with numerous formatting errors. | Sources are documented, as appropriate to assignment and style, although several minor formatting errors are present. | Sources are documented, as appropriate to assignment and style, and format is mostly correct. | Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. |
| Total Weightage | 100% |
p07141980
Rubric_operations.xlsx
