Art Integrated Lesson Plan Rubric/Scoring Guide LTC 4240: Art for Children Name ____________________________________________________ Date________________ Section

& Block _____________

Popplet Criteria __/20 Satisfactory
(15 pts)

Exemplary
(20 pts)

Rudimentary
(10 pts)

Undeveloped
(0-5 pts)

- Preliminary lesson plan thinking & organization are represented visually & clearly using Popplet technology. - All Popples representing integrated content areas are color-coded & linked to indicate relationships. - All Popples contain concise text &/or questions to further explicate relationships & connectedness. - Pleasing text size & adequate spacing between Popples make the diagram easy to navigate & visually attractive. - Preliminary lesson plan thinking & organization are represented visually & relatively clearly using Popplet technology. - Most Popples representing integrated content areas are color-coded/linked to indicate relationships. - Most Popples contain text &/or questions to further demonstrate relationships & connectedness. - Adequate text size & spacing between Popples make the diagram somewhat easy to navigate. - Preliminary lesson plan thinking & organization are evidenced, though less successfully, using Popplet technology. - Popples representing integrated content areas are inconsistently color-coded & linked to indicate relationships. - Text &/or questions contained in Popples are difficult to understand; relationships are not entirely clear. - Text size & inadequate spacing between Popples make the diagram visually confusing & difficult to navigate. - Preliminary lesson plan thinking & organization is not evidenced due to incompleteness or failure to create a Popplet. - If present, Popples representing integrated content areas are neither color-coded nor linked coherently. - If present, Popples lack text & questions which makes them difficult to interpret. - Any existing Popples are haphazardly arranged; do not evidence thoughtfulness or organization. - Big Idea is clearly stated, developmentally appropriate, & highly relevant for the intended grade-level students. - Big Idea addresses a timeless, cross-cultural, cross-disciplinary, life-centered issue with layers of meaning potential. - Key concepts & essential questions are well-chosen, well-sequenced & scaffold understanding of the Big Idea. - Big Idea offers differentiation potential & invites independent inquiry/continued, self-motivated learning. - Big Idea is clearly stated; somewhat appropriate & relevant for the intended grade-level students. - Big Idea addresses a timeless, cross-cultural, cross-disciplinary, life-centered issue with limited meaning potential. - Key concepts & essential questions are appropriate and are somewhat supportive of the Big Idea. - Big Idea offers some differentiation potential, some independent inquiry &/or some self-motivated learning. - Big Idea is somewhat vague; may not be fully appropriate or relevant for the intended grade-level students. - Big Idea is of limited scope in terms of time, culture, &/or discipline. Meaning potential is limited. - Key concepts & essential questions are related to the Big Idea but do not flow smoothly from it. - Big Idea offers some differentiation potential, some independent inquiry &/or some self-motivated learning. - Big Idea is incoherent or not stated; appropriateness & relevance for intended grade-level students is not evident. - Big Idea, if stated, is restricted in terms of time, culture, &/or discipline. Meaning potential is singular. - Key concepts & essential questions, if stated, do not adequately support or flow from the Big Idea. - Big Idea, it stated, does not offer differentiation potential or encourage independent, self-motivated inquiry.

Big Idea Criteria __/20

Exemplary
(20 pts)

Satisfactory
(15 pts)

Rudimentary
(10 pts)

Undeveloped
(0-5 pts)

Integration Criteria __/20

Exemplary
(20 pts)

Satisfactory
(15 pts)

Rudimentary
(10 pts)

Undeveloped
(0-5 pts)

- Interdisciplinary connections clearly established, well-developed, & fully integrated. - Integrated content areas demonstrate equal importance; none is predominant or more important than others. - Each interdisciplinary connection flows naturally/organically from others; all are mutually supportive/make sense. - Interdisciplinary connections contribute to/expand student understanding of the Big Idea; suggest future inquiry - Interdisciplinary connections are evident; most of the featured content areas are satisfactorily integrated. - Most integrated content areas are relatively equal in importance, although ________ seems to dominate. - Most interdisciplinary connections flow naturally/organically from others although ________seems less natural. - Interdisciplinary connections contribute to student understanding of the Big Idea. - Interdisciplinary connections were attempted although a parallel instructional model has resulted. - Parallel content areas included remain distinct & hierarchical; one or more content areas dominate. - Most parallel content areas are related, but one or more seem somewhat contrived or forced. - Parallel content areas vaguely support the Big Idea; students may be left to connect them on their own. - Interdisciplinary connections were not attempted. - Content areas are disjointed & only vaguely connect. - Content areas represented do not make sense as presented. - Content areas do not support or contribute to student understanding of the Big Idea.

Basic Elements __/20

Exemplary
(20 pts)

Satisfactory
(15 pts)

Rudimentary
(10 pts)

Undeveloped (0-5 pts)

-Lesson Overview clearly & concisely summarizes the importance of the Art Integration Lesson. -Lesson Objectives are clearly & concisely stated & support understanding of the Big Idea. -Lesson GLEs & CCS Standards soundly connect lesson learning to state mandated expectations & standards. -Vocabulary shared by the integrated content areas are clearly designated & concisely defined. -Lesson Overview summarizes the importance of the Art Integration Lesson. -Lesson Objectives generally support understanding of the Big Idea. -Lesson GLEs & CCS Standards address state mandated expectations & standards. -Vocabulary shared by the integrated content areas are satisfactorily identified & defined. -Lesson Overview summarizes the importance of the Art Integration Lesson. -Lesson Objectives generally support understanding of the Big Idea. -Lesson GLEs & CCS Standards address state mandated expectations & standards. -Vocabulary shared by the integrated content areas are satisfactorily identified & defined. -Lesson Overview, if completed, does not address the importance of the Art Integration Lesson. -Lesson Objectives, if present, do not clearly support the Big idea. -Lesson GLEs & CCS Standards, if present, are not clearly related to lesson learning. - Vocabulary, if present, are not satisfactorily identified or defined.

Student Engagement __/35

Exemplary
(35 pts)

Satisfactory
(28 pts)

Rudimentary
(20 pts)

Undeveloped
(0-5 pts)

-Key Concepts & Essential Questions powerfully & sequentially scaffold student understanding of lesson & Big Idea. -Lesson objectives successfully & simultaneously address Key Concepts, Essential Questions, GLEs, & CCS Standards. -Lesson Activities & Procedures are thorough, sequential, and support scaffolding. -Lesson demonstrates variety & innovation; considers interests, needs, & abilities of all. -Lesson encourages student responsibility & active participation in the learning direction & design. -Lesson offers frequent opportunities for students to self-assess, peer-assess, & share products of their learning. -Key Concepts & Essential Questions satisfactorily support lesson and connect to the Big Idea. -Lesson objectives reflect most of the Key Concepts, Essential Questions, GLEs, & CCS Standards. -Lesson Activities & Procedures are somewhat thorough, sequential, and support scaffolding. -Lesson somewhat consider the interests, needs, & abilities of most students. -Lesson encourages student responsibility somewhat; offers students limited participation in learning direction/design. -Lesson offers limited student opportunities to assess & share products of their learning. -Key Concepts & Essential Questions vaguely support lesson & vaguely connect to the Big Idea. -Lesson objectives reflect a few of the Key Concepts, Essential Questions, GLEs, & CCS Standards. -Lesson Activities & Procedures are somewhat sequential and support scaffolding. -Lesson does not appear to consider interests, needs, & abilities of students. -Lesson encourages student responsibility somewhat; offers students limited participation in learning direction/design. -Lesson offers very limited student opportunities to assess & share products of their learning. -Key Concepts & Essential Questions, if present, do not connect clearly to the Big Idea. -Lesson objectives, if present, do not clearly connect to Key Concepts, Essential Questions, GLEs, &/or CCS Standards. -Lesson Activities & Procedures are outlined. -Lesson lacks apparent concern for student interests, needs & abilities. -Lesson does not encourage student responsibility or invite participation in the learning direction or design. -Lesson offers very limited, if any, student opportunities to assess & share products of their learning. -Reflective responses impressively demonstrate the students ability to consider/ plan for the multiple aspects of teaching. -Reflective responses demonstrate thorough understanding of children as learners. -Reflective questions evidence a high degree of pedagogical knowledge, creativity, & insight. -Reflective responses evidence some ability to consider/ plan for the multiple aspects of teaching. -Reflective responses demonstrate some consideration of children as learners. -Reflective questions evidence a degree of pedagogical knowledge, creativity, & insight. -Reflective responses evidence minimal ability to consider/ plan for the multiple aspects of teaching. -Reflective responses demonstrate minimal consideration of children as learners. -Reflective questions evidence a limited pedagogical knowledge, creativity, & insight. -Reflective responses, if completed, do not evidence ability to consider/ plan for the multiple aspects of teaching. -Reflective response, if completed, do not appear to consider children as learners. -Reflective questions, if completed, do not evidence pedagogical knowledge, creativity, or insight.

Reflective Questions __/20

Exemplary
(20 pts)

Satisfactory
(15 pts)

Rudimentary
(10 pts)

Undeveloped
(0-5 pts)

Total Points _____/135 Comments: