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iRubric: Assessment of cross curricular lesson plan rubric

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Assessment of cross curricular lesson plan Assessment of cross curricular lesson plan Rubric Code: G67A4A By yjohn1106 Ready to use Public Rubric Subject: Education Type: Presentation Grade Levels: Undergraduate

Cross curricular lesson plan
	Poor 1 pts	Fair 2 pts	Good 3 pts
Instructions 40 %
Language used	Poor Language used for giving instructions is too difficult for students. Sentences are too complex or long. Vocabulary is too difficult. No care has been given to the way in which instructions are given	Fair Language for instructions could be improved. Although they reflect thought and reflection, they are still a bit confusing.	Good Language is very well adapted to students level. Clear, simple, brief sentences to explain the task. Teacher seems to have thought carefully how to explain.
Support for understanding	Poor Teacher does not use body language or gestures to support understanding of instructions.	Fair The teacher makes some use of body language and gestures to support understanding of her/his instructions	Good Excellent use of body language, gestures, materials and paraphrasing to support understanding of instructions.
Number and order of instructions	Poor The teacher gives too many instructions at the same time. The order of instructions makes them confusing	Fair	Good Number of instructions is appropriate and they follow the logical order of the task.
Checking understanding	Poor The teacher does not check students' understanding by any means or simply asks mechanically 'do you understand?' or a similar utterance to the whole group without waiting for an answer.	Fair Teacher asks a particular student to see if he or she understood. She/he waits until the student answers.	Good Teacher models the task or an example of what is expected from the students or asks somebody to model, explain in their words or a similar strategy to effectively find out if they understood.
Distractors	Poor The teacher starts giving instructions without having gained the whole group attention. Most students are distracted and do not pay attention to the instructions	Fair Some students are still distracted and the teacher does not pay attention to them. The handing in of materials or the grouping constitute a distractor.	Good The teacher gets the attention of the group before starting to give instructions. The handing in of materials is done at the appropriate moment.
Voice projection and entonation	Poor In general terms, the teacher's voice is too low to reach the students in the final rows. Entonation does not help to emphasize key points in instructions	Fair At some moments during the presentation the teacher's voice is inaudible. Entonation is appropriate most of the time.	Good Voice is clearly audible by all students in the class. Entonation clearly emphasizes key points of the task
Pronunciation	Poor The mistakes in pronunciation seriously difficult understanding of instructions.	Fair	Good Good pronunciation in general terms with slight mistakes that do not impede communication
Lesson Plan 40 %
Theme	Poor Theme is very loosely related to the cross-curricular topics	Fair	Good Theme is clearly related to one of the cross-curricular topics
Task	Poor Task is not very appropriate for the level of students (either too difficult or too easy).	Fair	Good Very appropriate task for the level of students. The teacher took into account a pre-task. Length of the reading or listening is appropriate...
Facilitation of the task	Poor The teacher simply presents the task but does not think about facilitating the task for the students	Fair	Good The teacher has thought about the difficulties of the task and effectively facilitates the tasks for the students (vocabulary, pronunciation, ...)
Integration of skills	Poor The lesson is focused only in one skill or there is little or no relation between different activities.	Fair	Good Excellent integration of skills (minimum two). The activities follow logically one another.
Task originality	Poor Task is not very motivating or interesting for the students	Fair	Good Task is very interesting, challenging and motivating for learners. It really stands up
Relation to standards	Poor No relation to standards for the grade...	Fair	Good There is a good relationship with the standards of the chosen grade.
Time management	Poor The teacher oversteps the time assigned for the activity	Fair	Good The teacher respects the time assigned for the activity
Materials: Reading 20 %
Interest and value	Poor Materials do not seem interesting for students. Quality is faulty and the presentation is messy.	Fair	Good Materials are interesting for students and help effectively to support the task. Teacher's care and thought are clearly noticeable.

Subjects:

Education

Types:

Presentation

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