| Course Code | Class Code | Assignment Title | Total Points |
| ELM-351 | ELM-351-O500 | World History Lesson Plan | 35.0 |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (65.00%) | Approaching (75.00%) | Acceptable (85.00%) | Target (100.00%) | Comments | Points Earned |
| Criteria | 100.0% |
| Classroom and Student Factors/Grouping | 10.0% | 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 adequately relate to the development of the lesson although they are minimally 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. |
| Learning Standards and Target/Objectives | 5.0% | Not addressed. | Lesson plan omits or includes underdeveloped integration of social studies and the arts. Chosen learning objective is missing, or does not include both standards. | Lesson plan includes rudimentary integration of social studies and the arts. Chosen learning objective basically aligns with both standards. | Lesson plan includes appropriate, sound integration of social studies and the arts. Chosen learning objective clearly aligns with both standards. | Lesson plan includes quality, engaging integration of social studies and the arts. Chosen learning objective thoroughly aligns with both standards. |
| Academic Language | 5.0% | Not addressed. | Academic language is insufficient. Teaching strategies are inappropriate or underdeveloped. | Academic language is sufficient and 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. |
| Resources, Materials, Equipment, and Technology | 10.0% | Not addressed. | Resources, materials, equipment, and technology are inappropriate for the lesson. Technology minimally supports real-world application and scaffolding of instruction. | Resources, materials, equipment, and technology are adequate for the lesson. Technology attempts to support real-world application and scaffolding of instruction. | Resources, materials, equipment, and technology are appropriate for the lesson. Technology suitably supports real-world application and scaffolding of instruction. | Resources, materials, equipment, and technology are innovative and enhance the lesson. Technology innovatively supports real-world application and scaffolding of instruction. |
| Lesson Plan: Multiple Means of Representation | 10.0% | Not addressed. | The means of representation insufficiently presents knowledge and skills will be presented, and how the selected technology supports real-world applications and scaffolding of social studies standards-based instruction | The means of representation sufficiently presents knowledge and skills will be presented, and how the selected technology supports real-world applications and scaffolding of social studies standards-based instruction | The means of representation appropriately presents knowledge and skills will be presented, and how the selected technology supports real-world applications and scaffolding of social studies standards-based instruction | The means of representation creatively presents knowledge and skills will be presented, and how the selected technology supports real-world applications and scaffolding of social studies standards-based instruction |
| Lesson Plan: Multiple Means of Engagement | 10.0% | Not addressed. | The means of engagement implausibly utilizes a technology resource to develop critical thinking and problem-solving skills. | The means of engagement plausibly utilizes a technology resource to develop critical thinking and problem-solving skills. | The means of engagement effectively utilizes a technology resource to develop critical thinking and problem-solving skills. | The means of engagement innovatively utilizes a technology resource to develop critical thinking and problem-solving skills. |
| Lesson Plan: 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, and they attempt to identify multiple means for response, selection, and composition to accommodate all learners. Formative assessments are somewhat designed to provide data on student performance for monitoring and adjusting instruction. May or may not provide students feedback so they can evaluate and adjust their own learning. Summative assessment is sufficient 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. |
| Rationale/Reflection | 10.0% | Not addressed. | Includes vague rationale for specific selected instructional strategies help to develop critical thinking and problem-solving skills and meet the needs of all students. | Includes cursory rationale for specific selected instructional strategies help to develop critical thinking and problem-solving skills and meet the needs of all students | Includes meaningful rationale for specific selected instructional strategies help to develop critical thinking and problem-solving skills and meet the needs of all students. | Includes thoughtful rationale for specific selected instructional strategies help to develop critical thinking and problem-solving skills and meet the needs of all students |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 30.0% | 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% |
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Rubric_Print_Formatlessonplan.xlsx
