Skip to main content
sign in
Username
Password
forgot?
Sign up
Share
help_outline
help
Pricing
Request Info
Please enable JavaScript on your web browser
menu
iRubric: Assessment of cross curricular lesson plan rubric
find rubric
Your browser does not support iframes.
edit
print
share
Copy to my rubrics
Bookmark
test run
assess...
delete
Do more...
Assessment of cross curricular lesson plan
Rubric Code:
R4873C
By
roguigar
Ready to use
Public Rubric
Subject:
Education
Type:
Presentation
Grade Levels:
Undergraduate
Your browser does not support iframes.
Desktop Mode
Mobile Mode
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
Discuss this rubric
You may also be interested in:
More rubrics by this author
More Education rubrics
More Presentation rubrics
Do more with this rubric:
Preview
Preview this rubric.
Edit
Modify this rubric.
Copy
Make a copy of this rubric and begin editing the copy.
Print
Show a printable version of this rubric.
Categorize
Add this rubric to multiple categories.
Bookmark
Bookmark this rubric for future reference.
Assess
Test run
Test this rubric or perform an ad-hoc assessment.
Grade
Build a gradebook to assess students.
Collaborate
Apply this rubric to any object and invite others to assess.
Share
Publish
Link, embed, and showcase your rubrics on your website.
Email
Email this rubric to a friend.
Discuss
Discuss this rubric with other members.
Do more with rubrics than ever imagined possible.
Only with iRubric
tm
.
Copyright © 2024
Reazon Systems, Inc.
All rights reserved.
n232
Your browser does not support iframes.
Your browser does not support iframes.
Your browser does not support iframes.