UNSATISFACTORY

DEVELOPING

ACCOMPLISHED

EXCEPTIONAL

The lesson drags or feels rushed. (D)

Students complete “busy work” activities. (D)

Students are assigned the task of designing a pamphlet but have never seen one before.

The teacher shares a project about Egyptian pyramids with a monotone voice.

The   teacher sits by their desk or on a chair in the front of the room for the   entire lesson.

There is a recognizable beginning, middle, and end to the lesson. (D)

Parts of the lesson have a suitable pace; other parts drag or feel rushed. (D)

Some   students are off task; the activity is not engaging for some of the students.

The teacher mentions that students have seen a pamphlet before when assigning them the task to design a pamphlet for a major US landmark.

Teacher states, “We are going to start a cool project about the Egyptian pyramids.

The teacher writes the definition of a metaphor on the SmartBoard.

Students are given a task to do independently, then to discuss with a table group, and then to report out from each table. (D)

There is a clear beginning, middle, and end to the lesson. (D)

The lesson neither rushes nor drags.   (D)

Students are shown a pamphlet when asked to design a pamphlet for   a major US landmark.

Some students are playing a game to reinforce vocabulary words for the circulatory   system.

Teacher states, “We are going to a cool project about the Egyptian   pyramids to choose how you want to share what you learned.”

The teacher juggles for the class to get them interested in a physics lesson.

The teacher uses choral response to review key figurative terms and their definitions. Ie: “ A metaphor is…Now, everyone, let’s repeat that. A metaphor is..”(M)

The teacher uses reciprocal teaching to have small groups of   students be responsible for reading Chapter 6 in their science text. (M)

The teacher uses concept attainment by sharing examples and   non-examples of triangles to the class. (M)

A student asks whether they might remain in their small groups to complete another section of the activity, rather than work independently. (D)

Students identify or create their own learning materials. (D)

Students summarize their learning from the lesson. (D)

Students choose from a list of projects to study the history of their state.

Students are given a variety of real pamphlets for review when   asked to design a pamphlet for a major US landmark.

Culminating project for discouraging use of tobacco includes choices of making a   commercial, flyer or jingle.

Teacher   shares a clip from the internet that shows the building of the Egyptian   pyramids.Then states to the students, ““We are going to a   cool project about the Egyptian pyramids to choose how you want to share what you learned.”

The teacher wears a clown hat and juggles for the class to get them interested in   a physics lesson.

The teacher has the students do the “Corners” activity after an activity   brainstorming responses to questions about different regions of the US. (M)

The teacher uses reciprocal teaching to have small groups of students be responsible for reading and analyzing Chapter 6 in their science   text. (M)

The teacher uses concept attainment by sharing examples and non-examples of triangles to the class and having them provide an additional example and non-example to confirm their understanding. (M)