1

Thematic Unit Scoring Rubric Small Group Activity (Lesson Plans) (5) Lessons !5 Points "ach
SLO #1: Apply an understanding of children's learning and development, and knowledge of key content to design and evaluate curriculum SLO #!: "esign play#$ased curriculum for young children to support learning using developmental, inclusive, and anti#$ias principles %a&or Revisions %eets ")pectations %eets ")pectations ")cee(s ")pectations 'ee(e( *ith a +e* %inor Revisions 'ee(e( - or ! #hoice o0 Activity (5 Pts) Activity may not address the specific curriculum area $eing addressed in the lesson Activity selected may not $e developmentally appropriate or engaging Activity may $e more teacher# directed than facilitated Activity may not $e %fun& Learnin g ,b&ecti ves (-1 Pts) Student may not provide three o$)ectives O$)ectives may not relate to curriculum area for that lesson Student provides three o$)ectives* however, the o$)ectives may need one or two minor revisions in wording to make them more Student provides three o$)ectives O$)ectives relate to the curriculum area for that lesson . Activity addresses the specific curriculum area for that lesson Activity may need minor revisions to $e more developmentally appropriate, engaging, teacher facilitated or %fun& / Activity addresses the specific curriculum area for that lesson Activity is developmentally appropriate, engaging and %fun& Activity is teacher facilitated 5 Activity addresses the specific curriculum area for that lesson Activity is developmentally appropriate, engaging and %fun& Activity is teacher facilitated Activity provides engaging sensory e'periences Activity provides a creative, open#ended way of meeting the re(uired o$)ectives

#urricu lum Area$

S#,R "$

Student provides three o$)ectives O$)ectives relate to the curriculum area O$)ectives are specific, clearly

Score multipli e( by ! 2

+ O$)ectives may $e vague or too wordy O$)ectives may not $e measura$le or developmentally appropriate specific, measura$le or developmentally appropriate O$)ectives relate to the curriculum area for that lesson O$)ectives are specific, clearly stated, are measura$le and are developmentally appropriate
stated, are measura$le and are developmentally appropriate

Student identifies the ",".easure/s0 and "evelopmental Level that corresponds to each o$)ective !5 Points "ach
S#,R "$ ")cee(s ")pectations

Thematic Unit Scoring Rubric Small Group Activity (Lesson Plans) 3 (5) Lessons
#urricul um Area$ %a&or Revisions 'ee(e( - or ! %eets ")pectations *ith a +e* %inor Revisions 'ee(e( . %eets ")pectations

Proce( ures (-1 Pts)

-rocedures are lacking in detail 1t is unclear to the reader what specific steps must $e taken to complete the activity Student has not addressed at least half of the prompt (uestions Student does not provide e'amples of open ended (uestions meant to engage and scaffold the children towards the achievement of each of the three o$)ectives

-rocedures are detailed* however, they may need to $e more specific so that it is clear to the reader what specific steps must $e taken to complete the activity -rocedures show that the student has incorporated at least half of the prompt (uestions* however, addressing more of the (uestions would increase the inclusiveness of the activity and the liklihood that the children would find it more engaging Student provides e'amples of open ended

-rocedures are detailed and it is clear to the reader what specific steps must $e taken to complete the activity -rocedures show that the student has incorporated at least two#thirds of the prompt (uestions 1t is clear what steps the student will take to scaffold2engage the children /what he2she will $e saying, doing, pointing out to the children0 and to support each child towards the accomplishment of

-rocedures are detailed and it is clear to the reader what specific steps must $e taken to complete the activity -rocedures show that the student has incorporated all of the provided prompt (uestions as well as some of their own 1t is clear what steps the student will take /what he2she will $e saying, doing, pointing out to the children0 to support each child towards the accomplishment of

Score multipli e( by ! 2

! 3o transition activity is provided (uestions to engage and scaffold the children* however, it may $e unclear what steps the student will take /what he2she will $e saying, doing, pointing out0 to support each child towards the accomplishment of each o$)ective -rocedures include a transition activity* however, it may need to $e revised to $e more creative, engaging or theme#related each o$)ective -rocedures include a creative, engaging theme#related transition activity each o$)ective -rocedures include a creative, engaging theme#related transition activity Student provides three ways in which they will provide opportunities for the children to reflect $ack on this activity and integrate what they have learned from this activity with other theme related learning opportunities