7 Differentiation for language proficiency 3b Does not indicate how the materials are differentiated for language proficiency. Partially indicates how the materials are differentiated for language proficiency. Completely indicates how the materials are differentiated for language proficiency. 8 Differentiation for language proficiency 3b Makes differentiation for less than two language proficiency levels. Makes differentiation for two language proficiency levels. Makes differentiation for more than two language proficiency levels. 9 Assessment 4a, 4b, 4c Does not indicate how to assess the learners’ achievement on language and content objectives during and after instruction. Partially indicates how to would assess the learners’ achievement on language and content objectives during and after instruction. Appropriately indicates how to assess the learners’ achievement on language and content objectives during and after instruction. 10 Discussion of principled approach 1b, 5a Includes no principled approach to language learning and teaching. Includes discussion of a principled approach to language learning and teaching. Includes discussion of a principled approach to language learning and teaching appropriately grounded in course material. 11 Explanation of lesson plan methods/techniques 1b, 5a Provides no explanation of lesson plan methods/techniques. Provides explanation of lesson plan methods/techniques but little or no grounding, or inappropriate grounding in course material. Provides explanation grounded in course material throughout the lesson plan for each of the methods/techniques you include for sheltering, promoting language learning, etc. 12 Lesson plan commentary: Lesson plan effectiveness 3b Does not evaluate the effectiveness of lesson plan. Evaluates effectiveness of lesson plan and indicate what would be done differently (based upon the experience using it with students or discussing it with a practicing teacher). Evaluates effectiveness of lesson plan and indicate what be done differently (based upon the experience using it with students or discussing it with a practicing teacher). Provides a
rationale for future practices. 13 Lesson plan commentary: Lesson planning skills 3b Does not evaluate own strengths and needs in lesson planning skills. Evaluates own strengths and needs in lesson planning skills. (Base answers upon the feedback from students or practicing teacher.) Evaluates own strengths and in lesson planning skills. (Base answers upon the feedback from students or practicing teacher.) Reflection is specific and supported by examples. 14 Writing & mechanics Presents the project in the form of a disorganized essay; contains numerous mechanical and other errors that interfere with comprehension. Presents the project in the form of an organized with an introduction, body, and concluding paragraphs; contains several mechanical and other errors that do not interfere with comprehension. Presents the project in the form of a clear, cogent essay with an introduction, body, and concluding paragraphs that develop a main idea or thesis; contains occasional mechanical and other errors that do not interfere with comprehension. To the teacher: You may add whatever other classroom expectations you wish to your classroom rubric; the rubric above is the ONLY part of your classroom assessment that is used for the common assessment. You may also choose the percentage of the final grade you assign to the project.