This rubric is based upon the lesson objectives in Taking Inventory: What Do Toys and Games

Teach Us About Diversity? See Appendix B for the complete lesson.

Objectives

Accomplished

Approaching

Developing

Beginning

Not Yet

Complete a
chart on
which they
have
collected
data about
the
illustrations
and
explanations
toy and game
makers place
on the
packaging of
their items
(ELA 1, 4,
8).

Students had 8
or more toys
recorded and
have detailed
explanations
descriptions
of the
illustrations
and
explanations
toy and game
makers place
on the
packaging of
their items.

Students had
4 or more
toys recorded
and have
detailed
explanations
descriptions
of the
illustrations
and
explanations
toy and game
makers place
on the
packaging of
their items.

Students had
4 or more
toys recorded
but there are
no detail
explanations
descriptions
of the
illustrations
and
explanations
toy and game
makers place
on the
packaging of
their items.

Students there Student did

are less than 4 not complete
toys recorded the inventory.
and have
detailed
explanations
descriptions
of the
illustrations
and
explanations
toy and game
makers place
on the
packaging of
their items.

Describe the
packaging on
toys and
games in
their homes
and in stores
in terms of
depictions of
race,
ethnicity,
gender, class,
and ability
(ELA 3, 6).

Student
included
detailed
description of
the packaging
on toys and
games in their
homes and in
stores in terms
of depictions
of race,
ethnicity,
gender, class,
and ability.
The
descriptions

Student
included
detailed
description of
the packaging
on toys and
games in their
homes and in
stores in
terms of
depictions of
race,
ethnicity,
gender, class,
and ability.
The

Student
included
detailed
description of
the packaging
on toys and
games in their
homes and in
stores in
terms of
depictions of
race,
ethnicity,
gender, class,
and ability.
The

Student
included
limited
description of
the packaging
on toys and
games in their
homes and in
stores in
terms of
depictions of
race,
ethnicity,
gender, class,
and ability.

Student did
not describe
the packaging
on toys and
games in their
homes and in
stores in
terms of
depictions of
race,
ethnicity,
gender, class,
and ability

clearly
demonstrated
an
understanding
of how those
illustrations
influence
attitudes.

descriptions
demonstrated
elementary an
understanding
of how those
illustrations
influence
attitudes.

descriptions
do not
demonstrated
an
understanding
of how those
illustrations
influence
attitudes.

Respond
orally to
relevant
questions
about the
kinds of
messages
these
pictures and
words
convey (ELA
4, 7; MAT
CONN 3;
SOCS-C 2).

Students oral
responses to
relevant
questions
demonstrate a
strong
understanding
of how those
illustrations
influence
attitudes.

Students oral
responses to
relevant
questions
demonstrate
moderate
understanding
of how those
illustrations
influence
attitudes.

Students oral
responses to
relevant
questions
demonstrate
an
rudimentary
understanding
of how those
illustrations
influence
attitudes.

Students oral
responses to
relevant
questions
demonstrate
limited
understanding
of how those
illustrations
influence
attitudes.

Students oral
responses to
relevant
questions
demonstrate
no
understanding
of how those
illustrations
influence
attitudes.

Observations
and feedback
with other
classes as
well as their
parents and
seek
responses
from their
audience
(ELA 4, 5).

Observations
and feedback
recorded in
the students
journal shows
a strong
understanding
of how those
illustrations
influence
attitudes.

Observations
and feedback
recorded in
the students
journal shows
a moderate
understanding
of how those
illustrations
influence
attitudes.

Observations
and feedback
recorded in
the students
journal shows
a rudimentary
understanding
of how those
illustrations
influence
attitudes.

Observations
and feedback
recorded in
the students
journal shows
a limited
understanding
of how those
illustrations
influence
attitudes.

Observations
and feedback
recorded in
the students
journal shows
a no
understanding
of how those
illustrations
influence
attitudes.

Note: For ELL students, the inventory could be completed by using photo or other visual aids.
The feedback in the journal could be modified to short answer or fill in the blank.