18 Apr 2016

Student Name: Kent, Elizabeth

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Assignment: Social Justice Lesson Design

Submitted: Ap ri l 22, 2015

Grade: S
Assessed:PointerMace,
Desiree
(April 26, 2015)

Course/Term: ED-352 - 01 : Social Studies in Elem Curric ( SPRING 2015 )

Comments: In this assessment, Ms. Kent did a distinctive job of aligning multiple disciplinary frameworks (CCSS ELA,
NCSS, Thinking Like a Historian, WTS) with clarity. She incorporated multiple and diverse texts for student learning
(leveling these books would help students select one that would be a just-right level of rigor for them). She highlighted
explicit strategies for accommodating exceptional learners' needs; one extension that would be powerful is to frame
exceptional learning scaffolds as anchored in students' strengths as well as their growth areas. There was not a rubric or
criteria shared to describe expectations of the students' white boards -- as this would likely be the first of several linked
lessons, that might be more appropriate once students have begun to implement their vision for change.
ED 352 Social Justice Lesson Rubric

Fa r E xc e e ds
( 4 . 0 0 0 pt s )

Lesson
effectively
integrates
social
justice (1.000,
20%)

E xc e e ds ( 3 . 0 0 0 pt s )

M e e t s ( 2 . 0 0 0 pt s )

Standards,

materials,
and
learning
goals are
clearly
identified (1.000,
20%)
Specific
steps of
the lesson
are
described
clearly
enough so
that
another
teacher
could
follow
them. (1.000,
20%)

Do e s N o t M e e t
E xpe c t a t i o ns
( 1 . 0 0 0 pt )

N/A

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Rationale
clearly
explains
how the
lesson
addresses
principles
of social
justice (1.000,
20%)

All
submitted
documents
reflect
thought,
revision,
and
positive
dispositions
for
teaching (1.000,
20%)

15.000 pts 75%