Vous êtes sur la page 1sur 8

Graphic Organizer Rubric

Name:__________________
Student A #_______
1A Date:_________
09/30/17
Journal/Notebook:_____________________________
Unit 1, Lesson 5, Scale and Projection

1. The graphic organizer is neat and easy to read. ____/1


1
1
2. There are very few spelling and grammar mistakes. ______/1

4 3 2 0
The graphic The graphic The graphic The graphic
organizer uses at organizer uses 1 organizer uses organizer does not
least 2 examples example from the examples from the use examples from
from the text to text to prove each text inconsistently the text to prove
prove each section. section. and not in each what the students
section. are saying.

4 3 2 0
The information the The information the The information the The information is
student put into the student placed into student placed into not accurate and is
graphic organizer the graphic the graphic not organized in a
is completely organizer is organizer is way that is helpful
accurate and completely somewhat to the student. The
organized accurate but not accurate. student did not
correctly. organized properly
correctly. OR The comprehend the
information is task or the text.
organized correctly
but not completely
accurate.

Notes: 9
Total:__________/10
Great Job on the graphic organizer, the only thing that
you lost points for was not having one word or term that
is the opposite of scale and projection, and example of
this is would have been actual size.
Graphic Organizer Rubric
Name:__________________
Student B #_______
1A Date:_________
09/30/17
Journal/Notebook:_____________________________
Unit 1, Lesson 5, Scale and Projection

1. The graphic organizer is neat and easy to read. ____/1


0
1
2. There are very few spelling and grammar mistakes. ______/1

4 3 2 0
The graphic The graphic The graphic The graphic
organizer uses at organizer uses 1 organizer uses organizer does not
least 2 examples example from the examples from the use examples from
from the text to text to prove each text inconsistently the text to prove
prove each section. section. and not in each what the students
section. are saying.

4 3 2 0
The information the The information the The information the The information is
student put into the student placed into student placed into not accurate and is
graphic organizer the graphic the graphic not organized in a
is completely organizer is organizer is way that is helpful
accurate and completely somewhat to the student. The
organized accurate but not accurate. student did not
correctly. organized properly
correctly. OR The comprehend the
information is task or the text.
organized correctly
but not completely
accurate.

Notes: 1
Total:__________/10
So you have a great summary on scale, but then it
seems the graphic organizer, which was the assignment,
was forgotten about. Please redo and resubmit for a grade
before the unit test.
Meghan Droog

Redo TLE 1 #3

Please identify and submit one high and one low-scoring student work
sample. Adhere to the following requirements:

Analysis of Student Learning: Did the selected students (i.e., in the provided
student work samples) learn the concepts or skills well enough for application in
new and novel situations?

After the Concept Formation lesson, Students will be able to create the Grasping
the Concept assignment which is a graphic organizer that utilizes cognitive
understanding of the concept to reinforce the understanding and knowledge of
scale and projection by listing 4 similar words or terms and 1 word that is the
opposite or different from the main idea. Then a student is to add images and
color meaningfully to reinforce the concept. Lastly, the Student writes a
summary.

Student A benefited from the concept formation lesson designed around scale
and projection. It was evident by the students demonstration of the concept on
the grasp on the concept of scale and projection homework assignment, but
forgot that one finger needed to demonstrate the opposite or different from the
main idea of scale and projection.

Student B showed understanding of the concept, but neglected to do the


homework assignment. I was able to gather this from the students summary and
the notes. The student was confused about how to do the assignment, so I gave
another oral explanation of the written directions that is located in each students
Interactive Notebook. I then asked if the student would like support during lunch,
but the student never came in.

What I received from Student A was reflective of the work that I received from the
rest of the classs performance.

Providing Feedback: What types of feedback did you provide the selected
students on their assessments to focus their learning? How did the selected
students understand your feedback and recognize their own strengths and
needs? How will you support the selected students use of this feedback in future
activities and assignments?

For the selected students I used a rubric to demonstrate what I was looking for
while grading Grasping the Concept. I also gave the students oral feedback
while I was going through the assignment with them. The students understood
the feedback and also that they had an opportunity to resubmit before the unit
exam for their grade to be raised. This feedback will be helpful in the upcoming
unit where we will be using the Grasping the Concept assignment again.