| Course Code | Class Code | Assignment Title | Total Points |
| ECE-630 | ECE-630-O500 | Scaffolding Math Instruction | 70.0 |
| 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 Plan: Objective Aligned with Standard | 10.0% | Not addressed. | The objective is inadequately aligned with the state standard. | The objective is vaguely aligned with the state standard and is observable. | The objective is aligned with the state standard and is measurable and observable. | Stated objective is specific, attainable, realistic, and time-bound. Stated objectives are specifically aligned to state standards. |
| Lesson Plan: Multiple Means of Representation | 20.0% | Not addressed. | The means of representation insufficiently presents content. Needs of diverse learners outlined on the template are inadequately addressed. | The means of representation inconsistently presents content. Weakly addresses the needs of the diverse learners outlined on the template. | 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. Meaningfully addresses the needs of diverse learners outlined on the template. |
| Lesson Plan: Multiple Means of Engagement | 20.0% | Not addressed. | The means of engagement incomprehensively 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 superficially allow students to explore, practice, and apply the content and academic language. Ambiguously addresses 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. |
| Reflection: Knowledge and Skills and Scaffolding | 10.0% | Not addressed. | Summary of lessons taught before this one is irrelevant to the progression of skill development. Illogically describes lessons taught after this lesson to take students to the next level of understanding. | Summary of lessons taught before this one is underdeveloped to the progression of skill development. Vaguely describes lessons taught after this lesson to take students to the next level of understanding. | Summary of lessons taught before this one is clear and relevant to the progression of skill development. Logically describes lessons taught after this lesson to take students to the next level of understanding. | Summary of lessons taught before this one is thoughtful and thorough to the progression of skill development. Insightfully describes lessons taught after this lesson to take students to the next level of understanding. |
| Reflection: Differentiation | 10.0% | Not addressed. | Differentiation for students above and below grade level is incorrect. | Differentiation for students above and below grade level is unclear. | Differentiation for students above and below grade level is detailed and appropriate. | Differentiation for students above and below grade level is well-crafted and innovative. |
| Organization | 15.0% | 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) | 15.0% | 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, but they do not hinder comprehension. Includes some appropriate practice and content-related language. | 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. |
| Total Weightage | 100% |
Kyeugelowitz1
Rubric_Print_Format12.xlsx
