iRubric: Mini-Unit Narrative and Description rubric

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Mini-Unit Narrative and Description

In this presentation and written description you will narrate a 4-class unit of study.

Rubric Code: XA6268

By martiebarylick

Ready to use

Public Rubric

Subject: Education

Type: Project

Grade Levels: (none)

Enter rubric title
	Good 3 pts	Fair 2 pts	Poor 1 pts
Content of Unit	Good Content is rich. It is content about which you are passionate. Content is appropriate to developmental level of your imaginary group of kids. Desired student behavior and assessment strategies have been described. Resources presented.	Fair Unit includes some but not all of the elements in the "Good" box.	Poor Content of lessons is superficial, with much time given to reproduction of dance material.
Scaffolding	Good Lesson sequence begins somewhere, proceeds coherently, and arrives somewhere new. (You understand what skills pre-suppose even the first lesson.) Activities ascend in complexity of skill and content.	Fair Activities aggregate around the topic but do not ascend in complexity of skill or of content.	Poor Activities in the unit seem random and do not cohere.
Style agility	Good Lesson activities consist of episodes in varied styles, moving back and forth across the production threshhold.	Fair Lessons consist of a progression of episodes, but opportunities for style agility have been missed.	Poor Classes are not considered as a progression of episodes. Opportunities for style agility have been missd.
Vocal work	Good Your narration is a formal speech performance. It shows a developing "teacher vocal instrument" that has clear diction and uses varied effort configurations.	Fair Presentation is informal. The "teacher vocal instrument" has some clarity and power.	Poor Hard to distinguish between this speaking occasion and casual conversation.
Learning Goals	Good All activities are draped about common unit goals.	Fair Some activities are connected to the common unit goals.	Poor Activities in the unit seem done for the sake of simply doing them and do not explicitly further the learning goals.