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iRubric: Writing Presentation/Lesson rubric

iRubric: Writing Presentation/Lesson rubric

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Writing Presentation/Lesson Comprehension Lesson You will plan and deliver a lesson presentation on writing. The purpose of the assignment is to show how you will apply the material read to a classroom situation. All students will develop their presentation with the same CCSS anchor standard and then focus on their chosen grade level ELA standard. Rubric Code: DB5479 By mwalski Ready to use Public Rubric Subject: Education Type: Writing Grade Levels: Undergraduate, Graduate

Lesson Plan and Presentation
	Excellent 15 pts	Good 10 pts	Average 5 pts	Poor 1 pts
Common Core State Standards Appropriate choice of the standards to engage students in writing.	Excellent The appropriate Common Core State Standards are clearly met by this lesson.	Good The appropriate Common Core State Standards are somewhat met by this lesson.	Average The appropriate Common CoreState Standards are weakly met by this lesson.	Poor The Common Core State Standards are either not met or inappropriate.
Objectives Objectives are built around the concept of a specific writing trait.	Excellent Objectives are clearly stated, measurable, AND actually met by the lesson.	Good Objectives are stated but the clarity, measurement and degree to which they are met by the lesson are weak.	Average Objectives are either not clear, not measurable, OR not met by the lesson.	Poor Objectives are not clear, not measurable, AND not met by the lesson.
Procedure/Pedagogy The procedure/pedagogy of the lesson demonstrates a gradual release of responsibility approach.	Excellent The lesson clearly demonstrates explicit instruction and modeling of at least one specific writing trait, guided practice, and independent practice. The procedure/pedagogy are clearly used to teach students how to apply this trait to their writing.	Good The lesson somewhat demonstrates explicit instruction and modeling of at least one specific writing trait, guided practice, and independent practice. The procedure/pedagogy are somewhat used to teach students how to apply this trait to their writing.	Average The lesson weakly demonstrates explicit instruction and modeling of at least one specific writing trait, guided practice, and independent practice. The procedure/pedagogy are weakly used to teach students how to apply this trait to their writing.	Poor The lesson does not demonstrates explicit instruction and modeling of at least one specific writing trait, guided practice, and independent practice. The procedure/pedagogy are not used teach students how to apply this trait to their writing.
Assessment Assessment is used in relation to the learning objective.	Excellent The assessment is clearly explained and is clearly connected to the learning objective. The assessment is based on what students do during independent practice.	Good The assessment is somewhat explained and is clearly connected to the learning objective. The assessment is somewhat based on what students do during independent practice.	Average The assessment is weakly explained and is loosely connected to the learning objective. The assessment is loosely based on what students do during independent practice.	Poor The assessment is not explained and is not connected to the learning objective. The assessment is not based on what students do during independent practice.
Presentation Time limit (10-15 minutes) and visual presentation (Powerpoint, slides, infographic, Prezi, etc.)	Excellent Oral presentation is between 10-15 minutes. The visual presentation is effective in complementing your discussion of your lesson.	Good Oral presentation is within in 1 minute of the 10-15 minutes time frame. The visual presentation is somewhat effective in complementing your discussion of your lesson.	Average Oral presentation is within in 2 minute of the 10-15 minutes time frame. The visual presentation is weakly effective in complementing your discussion of your lesson.	Poor Oral presentation is within in 3 minute of the 10-15 minutes time frame. The visual presentation is not effective in complementing your discussion of your lesson.
Description of lesson Describe what the lesson is about	Excellent The description of the lesson is clear and concise and conveys the major points the audience needs to know in order to understand the lesson objective(s) and procedures/pedagogy.	Good The description of the lesson is somewhat clear and concise and conveys some major points the audience needs to know in order to understand the lesson objective(s) and procedures/pedagogy.	Average The description of the lesson is not clear and/or concise and weakly conveys the major points the audience needs to know in order to understand the lesson objective(s) and procedures/pedagogy.	Poor The description of the lesson is not clear or concise and does not convey the major points the audience needs to know in order to understand the lesson objective(s) and procedures/pedagogy.
Rationale Rationale provides justification for lesson.	Excellent The purpose and goals for the lesson are strongly supported either horizontally across the strand and/or vertically within the grade.	Good The purpose and goals for the lesson are somewhat supported either horizontally across the strand and/or vertically within the grade.	Average The purpose and goals for the lesson are weakly supported either horizontally across the strand and/or vertically within the grade.	Poor The purpose and goals for the lesson are not supported either horizontally across the strand and/or vertically within the grade.
Reflection Demonstrates an ability to look at the lesson objectively.	Excellent A clear and thoughtful reflection on preparing the lesson and presentation are incorporated into the presentation. The reflection clearly demonstrates deep consideration for the teaching of writing.	Good A somewhat clear and thoughtful reflection on preparing the lesson and presentation are incorporated into the presentation. The reflection demonstrates consideration for the teaching of writing.	Average A vague reflection on preparing the lesson and presentation are incorporated into the presentation. The reflection demonstrates shallow consideration for the teaching of writing.	Poor A reflection on preparing the lesson and presentation are not incorporated into the presentation.

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