Rubric+for+4.2+Collaborative+Lesson+Plan



|| || ** Rubric for Collaborative Lesson Plan – A. 4.2 ** **This must be an ORIGINAL lesson plan.** **SLIS Students’ Names:** Lisa BrackenSquires **and** Jennifer Ramirez **Content Areas Addressed:** Reading Comprehension- Synthesizing/ **Science-Insect Investigation** **Instructional Level:** Emerging- First Grade **Lesson Plan Template Wiki URL: http://lisabrackensquires.wikispaces.com/Lesson+Plan+template**
 * CATEGORY || ** 10 ** || ** 8 ** || ** 4 ** || ** 0 ** ||
 * [[image:file:///Users/lisasquires/Library/Caches/TemporaryItems/msoclip/0/clip_image002.png width="2" height="77" align="left"]]** Template ** || The lesson plan **follows** the template. The template components are **BOLD black** font and the team’s information is **any readable non-bold** font color. || ** One ** component of the template is missing or incorrect. || ** Two ** components of the template are missing or incorrect. || ** More than two ** components of the template are missing or the lesson plan **does not follow** the template. The **bold and regular** font format requirement was **not followed**. ||
 * [[image:file:///Users/lisasquires/Library/Caches/TemporaryItems/msoclip/0/clip_image004.png width="2" height="77" align="left"]]** Objectives **
 * (District or State Standards) ** || ** All ** student learning objectives address district or state standards. **Standards are cited for each.** || ** One ** state standard **citation is incomplete or missing** for a learning objective. || ** Two ** state standards **citations are incomplete or missing** for two learning objectives. || ** Three ** or more state standards **citations are incomplete or missing** for three or more learning objectives. ||
 * ** Reading Comprehension Strategy and Objective ** || The team includes one **reading comprehension strategy** and at least one reading comprehension objective that align with the other learning objectives for this lesson. ||  || The reading comprehension strategy or objective is not aligned with the other learning objectives for this lesson. || No reading comprehension strategy is included in this lesson. ||
 * ** Indicators **
 * (from the AASL Standards) ** || AASL’s learning indicators **align** with state content-area standards or the objectives of this lesson. They are **cited (both number and text).** || ** One ** AASL learning indicator is not aligned with state content-area standards or the objectives of this lesson. Or **one is not completely cited** (both number and text). || ** Two ** AASL learning indicators are not aligned with state content-area standards or the objectives of this lesson. Or **two are not completely cited** (both number and text). || AASL’s learning standards are **not integrated** into the lesson or are **not cited completely.** ||
 * [[image:file:///Users/lisasquires/Library/Caches/TemporaryItems/msoclip/0/clip_image006.png width="2" height="77" align="left"]]** Instructional Strategies ** || The research-based instructional strategies are **effective** and one or more **graphic** **organizers (not worksheets)** are provided for student use. || The research-based instructional strategies are effective. A graphic organizer for student use is **provided but it is not totally effective** or **not aligned** with the lesson or assessment. || The research-based instructional strategies are **effective** but a graphic organizer is **not described** for student use. || The research-based instructional strategies or the graphic organizer(s) or workheet(s) are **ineffective or inappropriate** for the learning objectives. ||

**Total from Rubric (100 points possible):** __
 * CATEGORY || ** 10 ** || ** 8 ** || ** 4 ** || ** 0 ** ||
 * ** Assessment ** || The team creates a **rubric** as an **assessment instrument for the students and for the educators**. (It can be one and the same.) It is designed to **accurately measure** the lesson objectives. || The **educators’** assessment rubric does do **not** **accurately** measure the **reading comprehension strategy.** || ** One ** of the assessment rubrics does do **not** **accurately** measure the learning objectives. || ** Either ** one or both of the student self-assessment or the educator rubric **assessment is missing**. ||
 * [[image:file:///Users/lisasquires/Library/Caches/TemporaryItems/msoclip/0/clip_image008.png width="2" height="77" align="left"]]** Collaborative Teaching ** || The benefits of co-teaching are evident in the main lesson in all **three** of these: introduction, modeling, and guided practice. || The benefits of co-teaching are evident in **two** of these. || The benefit of co-teaching is evident in **one** of these. || The benefit of co-teaching is not realized in the main lesson. ||
 * [[image:file:///Users/lisasquires/Library/Caches/TemporaryItems/msoclip/0/clip_image010.png width="2" height="77" align="left"]]** Resources **
 * And Learning Strategies ** || The educators select **engaging** resources and utilize **active learning** strategies. || The resources are **not as rich** and/or the learning experiences **not as hands-on**. || The resources are **lack-luster** as are the learning experiences. || The resources and the learning experiences are **dull**. ||
 * [[image:file:///Users/lisasquires/Library/Caches/TemporaryItems/msoclip/0/clip_image012.png width="2" height="77" align="left"]]** Creativity **
 * (Educators’ “Voices”) ** || The educators seem to be writing from **knowledge** and have taken the standards/objectives and **creatively** made them "their own.” || The educators seem to be writing from **knowledge**, but there is some **lack of enthusiasm** for the lesson or ownership of the lesson content. || The educators relate **some of their own knowledge**, but they add **little creativity** to the lesson content. || The educators have **not tried to transform the curriculum** in a personal way. **The ideas or the way they are expressed seem to belong to someone else.** ||
 * ** Evidence of Collaboration ** || The team’s wiki documents show **collaboration in all aspects** of this assignment: **lesson plan deconstruction, scenario/planning form, and lesson plan** itself. **This includes extensive wiki-based discussions on all 3 pages.** || The team’s wiki documents show **collaboration in all aspects** of this assignment: **lesson plan deconstruction, scenario/planning form, and lesson plan** itself. **This includes some wiki-based discussions on all 3 pages.** || The team’s wiki documents **collaboration in two aspects** of this assignment: **lesson plan deconstruction, scenario/planning form, and lesson plan** itself. There were wiki-based discussions on **2** pages. || The team’s wiki documents **collaboration in one aspect** of this assignment: **lesson plan deconstruction, scenario/planning form, and lesson plan** itself. There were wiki-based discussions on **1 or no** wiki pages. ||
 * Note:** Wiki-based discussions can include a phone log and notes on the conversation, a BB, Meebo or other chat log archive, an email trail that includes main topics of conversation or other means **BUT** these must be documented on the discussion tab in Wikispaces. Dates and times are not sufficient evidence.
 * Checklist: Have you turned in all the components of your lesson?**
 * 1) Completed lesson plan template (in **bold black font**). All sections are completed filled out (**in regular font**).
 * 2) Graphic organizer(s)
 * 3) Rubric assessment instrument(s)
 * Comments (Dr. M.): **