Home Javascript.js Stylesheet 1 Stylesheet 2 Form Top Page 1

Rubrics
Rubrics About Me Tejas Lessons Tejas Links Tejas Audio Tejas Gallery Tejas Maps Tejas Coloring

 

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


 

CATEGORY
4
3
2
1
Speaks Clearly
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.
Model
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.
Posture and Eye Contact
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.
Content
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.
Uses Complete Sentences
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

     


 

CATEGORY
4
3
2
1
Experimental Hypothesis
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.
Safety
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.
Experimental Hypothesis
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.
Scientific Concepts
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.
Analysis
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
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


 

CATEGORY
4
3
2
1
Contributions
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.
Quality of Work
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.
Working with Others
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.
Focus on the task
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.
Attitude
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


 

CATEGORY
4
3
2
1
Acting/dialogue
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.
Accuracy of Retelling A Story
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.
Audience Contact
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.
Accuracy of Retelling A Story
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.
Voice
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


 

CATEGORY
4
3
2
1
Creativity
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.
Setting
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.
Action
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.
Dialogue
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.
Problem/Conflict
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
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.
Characters
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


 

CATEGORY
4
3
2
1
Score
Use of materials
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.
 
Sources of Inspiration
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.
 
Time/Effort
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.
 
Creativity
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


 

CATEGORY
4
3
2
1
Originality
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.
Text - Font Choice & Formatting
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.
Content - Accuracy
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.
Spelling and Grammar
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.
Sequencing of Information
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.
Use of Graphics
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.
Cooperation
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.
Effectiveness
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.


 

 


 

 

Home ]

Send mail to mikecable@gmail.com with questions or comments about this web site.
Copyright 2002 Anson Middle School
Last modified: October 10, 2004