| Course Code | Class Code | Assignment Title | Total Points |
| ECE-640 | ECE-640-O500 | Creating a Social Studies Lesson | 75.0 |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned |
| Criteria | 100.0% |
| Lesson Summary and Focus: Integration | 10.0% | Not addressed. | The lesson inappropriately integrates the cultural background, personal knowledge, family, and community of young children into social studies lessons. | The lesson artificially integrates the cultural background, personal knowledge, family, and community of young children into social studies lessons. | The lesson appropriately integrates the cultural background, personal knowledge, family, and community of young children into social studies lessons. | The lesson is well crafted to integrate the cultural background, personal knowledge, family, and community of young children into social studies lessons. |
| Lesson Plan: Objectives Aligned with Standard | 10.0% | Not addressed. | Stated objectives are inadequately aligned with the social studies state standards and ensure the objectives relate to the social studies standards. | Stated objectives are ambiguously aligned with the social studies state standards and ensure the objectives relate to the social studies standards. | Stated objectives are aligned with the social studies state standards and ensure the objectives relate to the social studies standards. | Stated objectives are specific, attainable, realistic, and time-bound. Stated objectives are specifically aligned to social studies. |
| Academic Language: Content-Related Vocabulary | 5.0% | Not addressed. | Unrealistically includes content-related, age appropriate vocabulary that expands students’ awareness of the local and global issues. | Ambiguously includes content-related, age appropriate vocabulary that expands students’ awareness of the local and global issues. | Correctly includes content-related, age appropriate vocabulary that expands students’ awareness of the local and global issues. | Substantially includes content-related, age appropriate vocabulary that expands students’ awareness of the local and global issues. |
| Multiple Means of Representation: Differentiation | 15.0% | Not addressed. | Poorly explains how instruction is differentiated to support students with language development delays or challenges. | Vaguely explains how instruction is differentiated to support students with language development delays or challenges. | Correctly explains how instruction is differentiated to support students with language development delays or challenges. | Compellingly explains how instruction is differentiated to support students with language development delays or challenges. |
| Multiple Means of Engagement: Application of Standards | 15.0% | Not addressed. | Inadequately explains how the lesson uses and develops cross-disciplinary skills in varied contexts. | Inexplicitly explains how the lesson uses and develops cross-disciplinary skills in varied contexts. | Logically explains how the lesson uses and develops cross-disciplinary skills in varied contexts. | Skillfully explains how the lesson uses and develops cross-disciplinary skills in varied contexts. |
| Multiple Means of Expression: Assessments | 15.0% | Not addressed. | Developmentally appropriate assessments imprecisely explain how they align to the content-area standards and ineffectively measure learning objectives. | Developmentally appropriate assessments inexplicitly explain how they align to the content-area standards and inconsistently measure learning objectives. | Developmentally appropriate assessments directly explain how they align to the content-area standards and competently measure learning objectives. | Developmentally appropriate assessments innovatively explain how they align to the content-area standards and expertly measure learning objectives. |
| Organization | 10.0% | Not addressed. | An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized; may not relate to each other. | The content may not be adequately organized even though it provides the audience with a sense of the main idea. | The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea. | The content is well organized and logical. There is a sequential progression of ideas related to each other. The content is presented as a cohesive unit. Provides the audience with a clear sense of the main idea. |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 10.0% | Not addressed. | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. | Submission includes some mechanical errors, but they do not hinder comprehension. Varieties of effective sentence structures are used, as well as some practice and content-related language. | Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. |
| Format and Documentation of Sources (layout, citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | 10.0% | 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 some key formatting and citation errors are present. | Sources are documented, as appropriate to assignment and style, and format is mostly correct. | Sources are documented completely and correctly, as appropriate to assignment and style. Format is free of error. |
| Total Weightage | 100% |
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