|
Home
Rubrics
About Me
Tejas Lessons
Tejas Links
Tejas Audio
Tejas Gallery
Tejas Maps
Tejas Coloring
| |
Lesson 1 Rubric Lesson 2 Rubric
Lesson 3 Rubric
Lesson 4 Rubrics
Oral Presentation Rubric : Native American Shelters
|
|
|
|
|
|
|
|
Speaks clearly and distinctly all (100-95%) the
time, and mispronounces no words.
|
Speaks clearly and distinctly all (100-95%) the
time, but mispronounces one word.
|
Speaks clearly and distinctly most ( 94-85%) of the
time. Mispronounces no more than one word.
|
Often mumbles or can not be understood OR
mispronounces more than one word.
|
|
|
Student uses a model shelter that shows considerable
work/creativity and which makes the presentation better.
|
Student uses a model shelter that shows some
work/creativity and which make the presentation better.
|
Student uses a model shelter which makes the
presentation better.
|
The student uses no model shelter OR the model
shelter chosen detract from the presentation.
|
|
|
Stands up straight, looks relaxed and confident.
Establishes eye contact with everyone in the room during the presentation.
|
Stands up straight and establishes eye contact with
everyone in the room during the presentation.
|
Sometimes stands up straight and establishes eye
contact.
|
Slouches and/or does not look at people during the
presentation.
|
|
|
Shows a full understanding of the topic.
|
Shows a good understanding of the topic.
|
Shows a good understanding of parts of the topic.
|
Does not seem to understand the topic very well.
|
|
|
Always (99-100% of time) speaks in complete
sentences.
|
Mostly (80-98%) speaks in complete sentences.
|
Sometimes (70-80%) speaks in complete sentences.
|
Rarely speaks in complete sentences.
|
| |
|
|
|
|
Lesson 2 Rubric
|
|
|
|
|
|
|
|
Hypothesized relationship between the variables and
the predicted results is clear and reasonable based on what has been
studied.
|
Hypothesized relationship between the variables and
the predicted results is reasonable based on general knowledge and
observations.
|
Hypothesized relationship between the variables and
the predicted results has been stated, but appears to be based on flawed
logic.
|
No hypothesis has been stated.
|
|
|
Lab is carried out with full attention to relevant
safety procedures. The set-up, experiment, and tear-down posed no safety
threat to any individual.
|
Lab is generally carried out with attention to
relevant safety procedures. The set-up, experiment, and tear-down posed no
safety threat to any individual, but one safety procedure needs to be
reviewed.
|
Lab is carried out with some attention to relevant
safety procedures. The set-up, experiment, and tear-down posed no safety
threat to any individual, but several safety procedures need to be
reviewed.
|
Safety procedures were ignored and/or some aspect of
the experiment posed a threat to the safety of the student or others.
|
|
|
Hypothesized relationship between the variables and
the predicted results is clear and reasonable based on what has been
studied.
|
Hypothesized relationship between the variables and
the predicted results is reasonable based on general knowledge and
observations.
|
Hypothesized relationship between the variables and
the predicted results has been stated, but appears to be based on flawed
logic.
|
No hypothesis has been stated.
|
|
|
Report illustrates an accurate and thorough
understanding of scientific concepts underlying the lab.
|
Report illustrates an accurate understanding of most
scientific concepts underlying the lab.
|
Report illustrates a limited understanding of
scientific concepts underlying the lab.
|
Report illustrates inaccurate understanding of
scientific concepts underlying the lab.
|
|
|
The relationship between the variables is discussed
and trends/patterns logically analyzed. Predictions are made about what
might happen if part of the lab were changed or how the experimental
design could be changed.
|
The relationship between the variables is discussed
and trends/patterns logically analyzed.
|
The relationship between the variables is discussed
but no patterns, trends or predictions are made based on the data.
|
The relationship between the variables is not
discussed.
|
|
|
Conclusion includes whether the findings supported
the hypothesis, possible sources of error, and what was learned from the
experiment.
|
Conclusion includes whether the findings supported
the hypothesis and what was learned from the experiment.
|
Conclusion includes what was learned from the
experiment.
|
No conclusion was included in the report OR shows
little effort and reflection.
|
Lesson 3 Rubric
Collaborative Work
Skills : Preparing a Recipe
|
|
|
|
|
|
|
|
|
|
Routinely provides useful ideas when participating
in the group and in classroom discussion. A definite leader who
contributes a lot of effort.
|
Usually provides useful ideas when participating in
the group and in classroom discussion. A strong group member who tries
hard!
|
Sometimes provides useful ideas when participating
in the group and in classroom discussion. A satisfactory group member who
does what is required.
|
Rarely provides useful ideas when participating in
the group and in classroom discussion. May refuse to participate.
|
|
|
Provides work of the highest quality.
|
Provides high quality work.
|
Provides work that occasionally needs to be
checked/redone by other group members to ensure quality.
|
Provides work that usually needs to be
checked/redone by others to ensure quality.
|
|
|
Almost always listens to, shares with, and supports
the efforts of others. Tries to keep people working well together.
|
Usually listens to, shares, with, and supports the
efforts of others. Does not cause "waves" in the group.
|
Often listens to, shares with, and supports the
efforts of others, but sometimes is not a good team member.
|
Rarely listens to, shares with, and supports the
efforts of others. Often is not a good team player.
|
|
|
Consistently stays focused on the task and what
needs to be done. Very self-directed.
|
Focuses on the task and what needs to be done most
of the time. Other group members can count on this person.
|
Focuses on the task and what needs to be done some
of the time. Other group members must sometimes nag, prod, and remind to
keep this person on-task.
|
Rarely focuses on the task and what needs to be
done. Lets others do the work.
|
|
|
Never is publicly critical of the project or the
work of others. Always has a positive attitude about the task(s).
|
Rarely is publicly critical of the project or the
work of others. Often has a positive attitude about the task(s).
|
Occasionally is publicly critical of the project or
the work of other members of the group. Usually has a positive attitude
about the task(s).
|
Often is publicly critical of the project or the
work of other members of the group. Often has a negative attitude about
the task(s).
|
Lesson Plan 4 Rubrics
Story Telling : Native American Myths and Legends
|
|
|
|
|
|
|
|
|
|
The student uses consistent voices, facial
expressions and movements to make the characters more believable and the
story more easily understood.
|
The student often uses voices, facial expressions
and movements to make the characters more believable and the story more
easily understood.
|
The student tries to use voices, facial expressions
and movements to make the characters more believable and the story more
easily understood.
|
The student tells the story but does not use voices,
facial expressions or movement to make the storytelling more interesting
or clear.
|
|
|
The storyteller includes all major points and
several details of the story s/he is retelling.
|
The storyteller includes all major points and 1-2
details of the story s/he is retelling.
|
The storyteller includes all major points of the
story s/he is retelling.
|
The storyteller forgets major points of the story
s/he is retelling.
|
|
|
Storyteller looks at and tells the story to all
members of the audience.
|
Storyteller looks at and tells the story to a few
people in the audience.
|
Storyteller looks at and tells the story to 1-2
people in the audience.
|
Storyteller does not look at or try to involve the
audience.
|
|
|
The storyteller includes all major points and
several details of the story s/he is retelling.
|
The storyteller includes all major points and 1-2
details of the story s/he is retelling.
|
The storyteller includes all major points of the
story s/he is retelling.
|
The storyteller forgets major points of the story
s/he is retelling.
|
|
|
Always speaks loudly, slowly and clearly. Is easily
understood by all audience members all the time
|
Usually speaks loudly, slowly and clearly. Is easily
understood by all audience members almost all the time.
|
Usually speaks loudly and clearly. Speaks so fast
sometimes that audience has trouble understanding.
|
Speaks too softly or mumbles. The audience often has
trouble understanding.
|
Story Writing : An Original Native American Myth
|
|
|
|
|
|
|
|
|
|
The story contains many creative details and/or
descriptions that contribute to the reader's enjoyment. The author has
really used his imagination.
|
The story contains a few creative details and/or
descriptions that contribute to the reader's enjoyment. The author has
used his imagination.
|
The story contains a few creative details and/or
descriptions, but they distract from the story. The author has tried to
use his imagination.
|
There is little evidence of creativity in the story.
The author does not seem to have used much imagination.
|
|
|
Many vivid, descriptive words are used to tell when
and where the story took place.
|
Some vivid, descriptive words are used to tell the
audience when and where the story took place.
|
The reader can figure out when and where the story
took place, but the author didn't supply much detail.
|
The reader has trouble figuring out when and where
the story took place.
|
|
|
Several action verbs (active voice) are used to
describe what is happening in the story. The story seems exciting!
|
Several action verbs are used to describe what is
happening in the story, but the word choice doesn't make the story as
exciting as it could be.
|
A variety of verbs (passive voice) are used and
describe the action accurately but not in a very exciting way.
|
Little variety seen in the verbs that are used. The
story seems a little boring.
|
|
|
There is an appropriate amount of dialogue to bring
the characters to life and it is always clear which character is speaking.
|
There is too much dialogue in this story, but it is
always clear which character is speaking.
|
There is not quite enough dialogue in this story,
but it is always clear which character is speaking.
|
It is not clear which character is speaking.
|
|
|
It is very easy for the reader to understand the
problem the main characters face and why it is a problem.
|
It is fairly easy for the reader to understand the
problem the main characters face and why it is a problem.
|
It is fairly easy for the reader to understand the
problem the main characters face but it is not clear why it is a problem.
|
It is not clear what problem the main characters
face.
|
|
|
Title is creative, sparks interest and is related to
the story and topic.
|
Title is related to the story and topic.
|
Title is present, but does not appear to be related
to the story and topic.
|
No title.
|
|
|
The main characters are named and clearly described
in text as well as pictures. Most readers could describe the characters
accurately.
|
The main characters are named and described. Most
readers would have some idea of what the characters looked like.
|
The main characters are named. The reader knows very
little about the characters.
|
It is hard to tell who the main characters are.
|
Creating a Painting : Native American Symbolism in Art
|
|
|
|
|
|
|
|
|
|
|
Student typically keeps materials and area clean and
protected without reminders. The student shows great respect for the
materials and his fellow students.
|
Student typically adequately cleans materials and
work area at the end of the session without reminder, but the area may be
messy during the work session. Student shows respect for materials and
fellow students.
|
Student adequately cleans and takes care of
materials if reminded. Occasional spills and messy work area may be seen.
Shows some respect for materials and fellow students.
|
Student deliberately misuses materials AND/OR does
not adequately clean materials or area when reminded. Shows little respect
for materials or fellow students.
|
|
|
|
The student used 5 or more sources of inspiration
and cited them correctly.
|
The student used 4 or more sources of inspiration
and cited them correctly.
|
The student used 3 or more sources of inspiration
and cited them correctly.
|
The student used less than 3 sources of inspiration
AND/OR and did not cite them correctly.
|
|
|
|
Class time was used wisely. Much time and effort
went into the planning and design of the project. It is clear the student
worked at home as well as at school.
|
Class time was used wisely. Student could have put
in more time and effort at home.
|
Class time was not always used wisely, but student
did do some additional work at home.
|
Class time was not used wisely and the student put
in no additional effort.
|
|
|
|
Student has taken the technique being studied and
applied it in a way that is totally his/her own. The student's
personality/voice comes through.
|
Student has taken the technique being studied and
has used source material as a starting place. The student's personality
comes through in parts of the painting.
|
Student has copied something directly from the
source material. There is little evidence of creativity, but the student
has done the assignment.
|
Student has not made much attempt to meet the
requirements of the assignment.
|
|
Lesson 5 Rubric
Powerpoint Appearance and Content : Tejas Native Americans
PowerPoint
|
|
|
|
|
|
|
|
|
|
Presentation shows considerable originality and
inventiveness. The content and ideas are presented in a unique and
interesting way.
|
Presentation shows some originality and
inventiveness. The content and ideas are presented in an interesting way.
|
Presentation shows an attempt at originality and
inventiveness on 1-2 cards.
|
Presentation is a rehash of other people's ideas
and/or graphics and shows very little attempt at original thought.
|
|
|
Font formats (e.g., color, bold, italic) have been
carefully planned to enhance readability and content.
|
Font formats have been carefully planned to enhance
readability.
|
Font formating has been carefully planned to
complement the content. It may be a little hard to read.
|
Font formatting makes it very difficult to read the
material.
|
|
|
All content throughout the presentation is accurate.
There are no factual errors.
|
Most of the content is accurate but there is one
piece of information that might be inaccurate.
|
The content is generally accurate, but one piece of
information is clearly flawed or inaccurate.
|
Content is typically confusing or contains more than
one factual error.
|
|
|
Presentation has no misspellings or grammatical
errors.
|
Presentation has 1-2 misspellings, but no
grammatical errors.
|
Presentation has 1-2 grammatical errors but no
misspellings.
|
Presentation has more than 2 grammatical and/or
spelling errors.
|
|
|
Information is organized in a clear, logical way. It
is easy to anticipate the type of material that might be on the next card.
|
Most information is organized in a clear, logical
way. One card or item of information seems out of place.
|
Some information is logically sequenced. An
occassional card or item of information seems out of place.
|
There is no clear plan for the organization of
information.
|
|
|
All graphics are attractive (size and colors) and
support the theme/content of the presentation.
|
A few graphics are not attractive but all support
the theme/content of the presentation.
|
All graphics are attractive but a few do not seem to
support the theme/content of the presentation.
|
Several graphics are unattractive AND detract from
the content of the presentation.
|
|
|
Group delegates tasks and shares responsibility
effectively all of the time.
|
Group delegates tasks and shares responsibility
effectively most of the time.
|
Group delegates tasks and shares responsibility
effectively some of the time.
|
Group often is not effective in delegating tasks
and/or sharing responsibility.
|
|
|
Project includes all material needed to gain a
comfortable understanding of the topic. It is a highly effective study
guide.
|
Project includes most material needed to gain a
comfortable understanding of the material but is lacking one or two key
elements. It is an adequate study guide.
|
Project is missing more than two key elements. It
would make an incomplete study guide.
|
Project is lacking several key elements and has
inaccuracies that make it a poor study guide.
|
|
