PORTFOLIO ASSIGNMENT AND GRADING RUBRIC

EDCO 369/370 Human Relations

Lesson Plan

Assignment Guidelines
The primary objective of the lesson plan is to demonstrate an understanding of InTASC
Standards #2 and #3.

InTASC Standard 2: The teacher uses understanding of individual differences and diverse
cultures and communities to ensure inclusive learning environments that enable each learner to
meet high standards.
InTASC Standard 5: The teacher works with others to create environments that support
individual and collaborative learning, and that encourage positive social interaction, active
engagement in learning, and self motivation.

The content of your lesson plan MUST include the following:

1) The lesson plan must state the targeted grade level and must include at least two
objectives/benchmarks and evidence must be present that the objectives have been met by
the learning activities in the lesson plan. There must be a minimum of two resources used
in the plan. These resources, as well as the resources used in the preparation of the lesson
plan, must be cited correctly in either APA or MLA format.

2) Materials to be used in the lesson must be included in the lesson plan.

3) The lesson plan must include at least three discrete learning activities.

4) The lesson plan must demonstrate an awareness that students differ in their approaches to
learning and that you have created activities that can be adapted to diverse learners. How
these adaptations are made must be clearly stated. (InTASC Standard 2)

5) The lesson plan must demonstrate an awareness and implementation of techniques to

address both individual and group motivation to create a learning environment that
encourages positive social interaction, active engagement in learning and self-motivation.
Implementation of both group motivation and individual motivation must be clearly
stated in your lesson plan. (InTASC Standard 3)

6) The lesson plan must clearly articulate how objectives have been met in a measurable
and/or observable way.

EDCO 360/370 Human Relations Page 1

Revised May 2007
 Rubric for Human Relations Portfolio Assignment

I. Objectives/Benchmarks
Distinguished  All of the objectives/benchmarks are clear, appropriate to
targeted grade level, written in the form of student learning, and
permit viable methods of assessment.
Proficient  Objectives/benchmarks are clearly stated. Viable methods of
assessment are obvious for all objectives.

Basic  Objectives/benchmarks are only moderately clear or include a

combination of goals and activities. Some objectives do not
permit viable methods of assessment.
Unsatisfactory  Objectives/benchmarks are either not clear or are stated as
student activities. Objectives do not permit viable methods of
assessment.

II. Instructional Materials and Resources

Distinguished  All materials and resources support the instructional
objectives, and engage students in meaningful learning,
and all citations are in the correct format.
Proficient  All materials and resources support the instructional
objectives, and citations are in the correct format.
Basic  Some of the materials and resources support the
instructional objectives.
Unsatisfactory  Materials and resources are not present and/or do not
support instructional objectives, and/or the citations are
not in correct format.

III. Learning Activities

Distinguished  All learning activities are present. The learning activities
are relevant to students and to the instructional
objectives/benchmarks. Objectives/benchmarks are
explained in detail. They progress coherently.
Proficient  Three learning activities are present. All of the learning
activities in the lesson are sequential.
Basic  All three learning activities are present. Progression of
activities in the lesson is uneven.

Unsatisfactory  Not all of the learning activities are present and/or the
learning activities that are present are not suitable to the
students or instructional objectives, and/or they do not
follow an organized progression.

EDCO 360/370 Human Relations Page 2

Revised May 2007
 IV. Suitability for Diverse Learners
Distinguished  Activities address the varying learning needs of
individual students or groups.

Proficient  All activities are adaptable for students in the class.

Basic  At least one of the activities is adaptable for students

in the class.

Unsatisfactory  No evidence that adaptations were made for diverse

learners.

V. Motivation
Distinguished  All of the learning strategies take into account
positive group social interaction, active learning and
self-motivation. Evidence is present of an attempt to
increase student motivation.
Proficient  All of the learning activities take into account group
social interaction, active learning, and self-
motivation.
Basic  At least one of the learning activities takes into
account group social interaction, active learning, and
self-motivation.
Unacceptable  Learning activities do not take into account group
social interaction, and/or active learning, and/or self-
motivation.

VI. Assessment/ Evaluation

Distinguished  Measurable and observable assessments are both
represented in the activities and are consistent with
objectives/benchmarks.
Proficient  Assessments are measurable and observable.

Basic  Assessment/evaluation is present, but activities are

not stated in either a measurable or observable way.

Unsatisfactory  Activities are not stated in a way that is either

measurable or observable.

EDCO 360/370 Human Relations Page 3

Revised May 2007