Rubric Idioms Lessons

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Rubric Idioms Lessons Powered By Docstoc
					                                                 Rubric for Idiom Lessons

                                    Criteria for Success                                             Things to avoid
                      There is a clear arc to the lesson. One slide leads        All the components of the lesson are there but they seem
Storyline or Arc
                       naturally to the next so that there is a flow and a         disconnected, as if the author wrote each without thinking
 of the Lesson
                       building of meaning                                         about how they fit into the whole.
                      The teacher asks what the idiom means                      The question is about idioms in general and not the
  Hook Slide
                                                                                   specific idiom
                      The objective follows the form (you will learn X by        Does not follow the form
                       doing Y)                                                   Is overly vague
Objective Slide
                      Is concise and in student friendly language                Is too long
                                                                                  Is written for teachers but not students
                      Reminds the student of what an idiom is                    Is either too detailed or not detailed enough in connecting
 Let’s Review         Is as concise as possible                                   the lesson to other lessons
                                                                                  Is too elaborate
                      Provides a sentence where the idiom is used in             Does not ask any questions along the way to pull the
                       context                                                     learner in
                      Is in “think aloud” format. The teacher is opening up      Does not clearly explain the meaning of the idiom
                       his/her thought process to the student and modeling
                       the struggle; showing how he/she drafts and revises
Modeling and
                       ideas in his/her mind
                      Engages the learner by asking questions along the
                       way to build suspense
                      Provides the definition of the idiom in student
                       friendly language
                      Provides at least two illustrations showing the            The illustrations are sloppy
                       meaning of the idiom                                       The illustrations are confusing
                      The second illustration shows the meaning of the           The illustrations use clip art
                       idiom in context
                      The illustrations are simple and clear
                        Reviews the objective in a “see what you learned”            Creates abrupt feeling between the modeling and the
                         way                                                           reviewing (subtext: “we’re done modeling, let’s quickly
Objective Review
                        Serves as a “let’s pull this all together” moment that        bring this lesson to a close.”)
                         helps organize the lesson in the learner’s mind
 Guided Practice        Challenges the student to use the idiom                      Seems unrelated to the lesson
Extension Activity      Challenges the student to use the idiom in an                Is identical to the guided practice
   Suggestions           illustration and/or paragraph
   Quick Quiz           Challenges the student to use the idiom                      Seems unrelated to the lesson
                        The slides use the correct colors (blue, green, red) in      The slides use other colors or vary the order of the colors
                         the correct sequence (first blue, then green, then red)      The slides add new headers/titles that aren’t part of the
                        The slides use the correct fonts                              template
                        The slides use handwriting and the handwriting               The slides use clip art
                         appears as written in the right places                       The slides are cluttered
                        The slides only use the headers/titles provided              Animation is distracting and feels more like sizzle than part
                        The slides use the provided visuals or include visuals        of the steak
                         created by the author or LearnZillion
                        The slides use animation, highlighting, and circling to
                         scaffold the learning, keeping the eye focused on
                         what the teacher is introducing/explaining
                        The slides clean and uncluttered. The visuals and text
                         do not exceed the maximum amount (see tutorial for
                         example of maximum)

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