CampusTools HigherEd · CampusTools HigherEd 2 of 3 7/2/2013 …

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https://tk20.shsu.edu/campustoolshighered/jsp/k12/common/evaltoolanswers.jsp?showcues=true&printpage=true&arpk=null&atpk=null[6/28/2013 8:28:33 AM]

WRITING PROCESS LESSON PLAN RUBRIC

RubricCriterion Performance Rating

Expected Moving Toward Expected Unacceptable

OBJECTIVES Objectives provide a clear sense of what the learner will achieve asa result of the lesson. There is a strong relationship between theobjectives and the state standards

Objectives provide a sense of what the learner willachieve and be able to do as a result of the lesson.There is an adequate relationship between the objectivesand the state standards.

Objectives are missing or do not provide a clear sense of whatthe learner will achieve and be able to do as a result of thelesson. There is no/unclear relationship between the objectivesand the state standards.

MATERIALS All materials necessary for student and teacher to complete lessonis clearly listed

Most materials necessary for student and teacher tocomplete lesson are listed.

Materials list is incomplete or missing.

INSTRUCTIONALPLANNING

A logical sequence of instructional steps are clearly explained indetail.

A logical sequence of instructional steps are clearlyexplained.

The sequence of instructional steps are unclear

REFLECTION A detailed reflection describes the effect of the lesson on thelearner. In addition, changes and/or adaptations necessary duringthe lesson are given and why.

Assessments made during the lesson are explained butthe connection between the assessment and the newinstructional lesson is vague.

Assessments made during the lesson, the follow-up lesson,and/or the connection between the assessment and the newinstructional lesson are missing.

ASSESSMENT Assessments made during the lesson are explained. Theseassessments will lead to the focus skill for the follow-up lesson.The connection between the assessment and the new instructionallesson is explained in detail.

Assessments made during the lesson are explained butthe connection between the assessment and the newinstructional lesson is vague.

Assessments made during the lesson, the follow-up lesson,and/or the connection between the assessment and the newinstructional lesson are missing.

SUMMARY A summary is given which briefly outlines the tasks accomplishedduring the lesson

The summary is missing the accomplished tasks, incorrectlywritten, or missing.

THEORIES References/connections to theories studied are specificallyidentified in the reflection and assessment portions of theassignment.

References/connections to theories studied are not identified inthe reflection or are incorrect.

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SPD 338/SPED 3305 Case Study Rubric (revised Spring 2010)

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SPD 378/SPED 3303 Intervention Paper Rubric (do not use after Fall 2011)


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SPD 480/SPED 4302 Indicator 10: Communicative Interaction Assignment


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SPD 480/SPED 4302 Indicator 1: Classroom Profile, Schedule and StructureAssignment




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SPD 480/SPED 4302 Indicator 2: Learner Profile Assignment




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SPD 480/SPED 4302 Indicator 3: Data Collection Assignment




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SPD 480/SPED 4302 Indicator 4: FIRST One on One Teaching Assignment




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SPD 480/SPED 4302 Indicator 5: CBI/CRI Instruction Assignment




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SPD 480/SPED 4302 Indicator 6: SECOND One on One Teaching Assignment




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SPD 480/SPED 4302 Indicator 7: Analysis of Transition Needs




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SPD 480/SPED 4302 Indicator 8: Transition Plan Design Assignment




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SPD 480/SPED 4302 Indicator 9: Assistive Technology Needs and PlanAssignment




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CampusTools HigherEd · CampusTools HigherEd 2 of 3 7/2/2013 …