|
|
|
|
|
|
Not provided
|
Not complete
|
Complete and discussed with the instructor
|
|
|
Show no substance or research.
|
Show moderate substance/ research.
|
Show substance and evidence of research.
|
|
|
Objectives and essential question are not at all aligned with learning experiences.
|
Objectives and essential question are minimally aligned with learning experiences.
|
All objectives and essential question are aligned with learning experiences.
|
|
|
New Media and Technologies are not integrated into the lesson plan.
|
New Media and Technologies are somewhat integrated into the lesson plan.
|
New Media and Technologies are successfully integrated into the lesson plan.
|
|
|
No evidence of integration of Ms
|
Attempted to integrate Maps, Math and Media
|
Innovative integration of Maps, Math and Media as a multicultural multilingual multimedia project
|
|
|
A confused performance task, is linked to a standard indicator, as the assessment piece.
|
A partially clear performance task, is linked to a standard indicator, as the assessment piece.
|
A clear, real world, performance task, is linked to a standard indicator, as the assessment piece.
|
|
|
No rubric included
|
Assessment Rubric or checklist included but needs improvement and needs to match the objectives
|
Assessment Rubric or checklist included and clearly match the objectives
|
|
|
Frequent errors in spelling, grammar, and punctuation
|
Writer makes a few errors in grammar and/or spelling
|
Nearly error-free which reflects clear understanding and thorough proofreading
|
|
|
Not presented
|
Included min. resources.
|
Included differentiated approach to the lesson. Provided alternative resources and tools for ELL/Sped Students.
|
|
|
Not included
|
Not complete
|
Complete with APA style
|
|
|
Not provided
|
Process paper did not attempt to address each section.
|
Completed process paper and explained how things went
|
|
|
Not provided
|
Needs improvement- instructor will give suggestions as formative assessment
|
Weel prepared and interactive oral presentation
|
|
|
|
|
Welcome your suggestions for this part
|
|