One-Week Instructional Unit Grading Rubric

One-Week lesson plans will be evaluated according to the following criteria:

A grade of A will be awarded to one-week lesson plans that meet the following criteria:

1. There are five days of classes, either conventionally-scheduled (45-55 minutes in length) or block-scheduled (80-90 minutes in length). The type of scheduling and length of each class must be specified.
2. The segments within each class must be set off according to the amount of time anticipated for completing them. The amount of time should allow for the learning that is required for what you are teaching.
3. The daily plans should include time for attendance, passing out materials, moving seats, and other logistics of daily teaching.
4. The daily plans should reveal a continuum of learning; that is, they should show evidence that your plans are designed to integrate knowledge and are designed so that one day’s activity sets the stage for the next.
5. The plans should clearly serve to help students achieve the unit goals.
6. The plans should clearly reveal how you are teaching students how to achieve the unit goals. That is, you should not simply be making assignments, but teaching students the skills, procedures, etc. that they will need in order to do the assignments in ways that meet the standards of your rubric.
7. You must include a rough draft that has been critiqued by either other students from the class or teachers from your practicum (or other teachers you know).

A grade of B will be awarded to one-week lesson plans that meet the following criteria:

1. There are five days of classes, either conventionally-scheduled (45-55 minutes in length) or block-scheduled (80-90 minutes in length). The type of scheduling and length of each class must be specified.
2. The segments within each class must be set off according to the amount of time anticipated for completing them. The amount of time should allow for the learning that is required for what you are teaching.
3. The daily plans should include time for attendance, passing out materials, moving seats, and other logistics of daily teaching.
4. The daily plans should reveal a continuum of learning; that is, they should show evidence that your plans are designed to integrate knowledge and are designed so that one day’s activity sets the stage for the next. The degree of integration and flow is not as great as in those one-week plans that receive an A.
5. The plans should clearly serve to help students achieve the unit goals.
6. The plans should clearly reveal how you are teaching students how to achieve the unit goals. That is, you should not simply be making assignments, but teaching students the skills, procedures, etc. that they will need in order to do the assignments in ways that meet the standards of your rubric. Your plan for helping students learn these procedures is not described as clearly or cogently as in those one-week plans that receive an A.
7. You must include a rough draft that has been critiqued by either other students from the class or teachers from your practicum (or other teachers you know).

A grade of C will be awarded to one-week lesson plans that meet the following criteria:

1. There are five days of classes, either conventionally-scheduled (45-55 minutes in length) or block-scheduled (80-90 minutes in length). The type of scheduling and length of each class must be specified.
2. The segments within each class must be set off according to the amount of time anticipated for completing them. The amount of time might be inappropriate to promote the learning that is required for what you are teaching.
3. The daily plans might neglect time for attendance, passing out materials, moving seats, and other logistics of daily teaching.
4. The daily plans should a degree of disjointedness in terms of flow and continuity, with the likely effect that students will not see the relationship from one class to the next or the overall purpose of the lessons in terms of their meeting the unit goals.
5. The plans are not clearly related to the unit goals.
6. The plans involve assignments but do not clearly teach students the procedures for doing the assignments well. There is some attention to learning processes but not enough to enable the students to meet the unit goals as described by your rubric.
7. You must include a rough draft that has been critiqued by either other students from the class or teachers from your practicum (or other teachers you know).

A grade of D will be awarded to one-week lesson plans that meet the following criteria:

1. There are five days of classes, either conventionally-scheduled (45-55 minutes in length) or block-scheduled (80-90 minutes in length). The type of scheduling and length of each class must be specified.
2. The segments within each class must be set off according to the amount of time anticipated for completing them. The amount of time is inappropriate to promote the learning that is required for what you are teaching.
3. The daily plans might neglect time for attendance, passing out materials, moving seats, and other logistics of daily teaching.
4. The daily plans should show little flow and continuity and show little promise that students will see the relationship from one class to the next or the overall purpose of the lessons in terms of their meeting the unit goals.
5. The plans are not related to the unit goals.
6. The plans involve assignments but do not teach students the procedures for doing the assignments well. There is no attention to learning processes.
7. There might not be a rough draft or critique.

A grade of F will be awarded to one-week lesson plans that meet the following criteria:

1. There are five days or fewer of classes scheduled but no indication of the time parameters.
2. The segments within each class are not set off according to the amount of time anticipated for completing them, or the time frames appear to be arbitrary or thoughtless.
3. The daily plans might neglect time for attendance, passing out materials, moving seats, and other logistics of daily teaching.
4. The daily plans are fragmented both within days and across days.
5. The plans are not related to the unit goals.
6. The plans involve assignments but do not teach students the procedures for doing the assignments well. There is no attention to learning processes.

7. There might not be a rough draft or critique.