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iRubric: YOU TEACH THE LESSON: Chapter 14 Eating Patterns rubric
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YOU TEACH THE LESSON: Chapter 14 Eating Patterns
YOU TEACH THE LESSON
Develop a lesson to teach your portion of information for the Eating Patterns. You must identify the important information, and include vocabulary. All partners must know your content and lesson fully in case you have to teach on your own. You must create an assignment for your classmates to complete in pairs.
Rubric Code:
EX6W453
By
EDDevine
Ready to use
Public Rubric
Subject:
Social Sciences
Type:
Project
Grade Levels:
9-12
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YOU TEACH THE LESSON
POOR
4 pts
FAIR
6 pts
WELL DONE
8 pts
SPECTACULAR
10 pts
CONTENT DEPTH-COMPLEXITY
POOR
Needs more information. Information was insufficient or irrelevant , very simple
FAIR
Includes only 1-2 of the requirements.
WELL DONE
Includes only 3-4 of the requirements.
SPECTACULAR
Includes all 5 requirements (Identifies the goal the lesson is designed to meet, teaches the sections important information and vocabulary, has an assignment for the class to complete with an answer sheet).
Anticipatory Set
POOR
Does not grab attention of students at introduction of lesson.
FAIR
Somewhat grabs attention of students at introduction of lesson.
WELL DONE
Grabs the attention of all students at introduction of lesson.
SPECTACULAR
Grabs the attention of all students at introduction of lesson and students are excited about lesson.
Interactive, Engaging Lesson
POOR
Soft voice, hard to understand, weak, poor confidence and competence, poor eye contact, unclear directions
FAIR
Normal voice tone, some eye contact, some confidence and competence, unclear directions
WELL DONE
Passion in voice some of the time, good eye contact, confident and competent, clear directions
SPECTACULAR
Excited about topic, great eye contact; very confident and competent, clear, directions
Vocabulary
POOR
Bare minimum for requirement
FAIR
Adequate presentation of vocabulary; no student interaction
WELL DONE
Creative integration of vocabulary; students required to reproduce
SPECTACULAR
Thorough integration of vocabulary; students required to know/reproduce terms
Goal Obtained
POOR
Poorly measures student knowledge of your goal.
FAIR
Somewhat measures student knowledge of your goal.
WELL DONE
Measures student knowledge and understanding of your goal.
SPECTACULAR
Exceedingly measures student knowledge of your goal.
Product
POOR
Poorly done; not engaging, incomplete
FAIR
Somewhat engaging and interactive, somewhat memorable
WELL DONE
Creative integration; active and engaging,
SPECTACULAR
Unique ideas; Well organized; interesting
Assessment
POOR
Does not have an assignment for classmates to complete.
FAIR
Has an assignment for classmates to complete that evaluates understanding. Does not have an answer sheet with assignment.
WELL DONE
Has an assignment for classmates to complete that evaluates understanding. Included an answer sheet with assignment.
SPECTACULAR
Has an assignment for classmates to complete that evaluates understanding and exceeds teachers expectation. Included an answer sheet with assignment.
Preparedness
POOR
Student does not seem at all prepared to present.
FAIR
The student is somewhat prepared, but it is clear that rehearsal was lacking.
WELL DONE
Student seems pretty prepared but might have needed a couple more rehearsals.
SPECTACULAR
Student is completely prepared and has obviously rehearsed
Listens to Other Presentations
POOR
Sometimes does not appear to be listening and has distracting noises or movements.
FAIR
Sometimes does not appear to be listening but is not distracting.
WELL DONE
Listens intently but has one distracting noise or movement.
SPECTACULAR
Listens intently. Does not make distracting noises or movements.
Keywords:
Social Reasoning
Subjects:
Accounting
Social Sciences
Vocational
(General)
Types:
Project
Presentation
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