RUBRIC Template FOR GRADING LESSON ASSIGNMENTS

POINT
VALUES

Concept 1:
Ritual

Concept 2:
Inquiry
Based
Questions

Concept 3:
Pre/Post

4
Excellent
Teaching
Skills
Ritual is
organized,
well planned
and engages
multiple
intelligences.
Students are
encouraged to
use rhythms
and songs and
every child is
greeted at the
threshold.

3
Good
Teaching
Skills
Ritual is
organized,
well planned
and engages
multiple
intelligences.
Students are
encouraged to
use rhythms
and songs but
there is no
threshold
greeting that
welcomes the
children on an
individual
level.
Teacher uses
Teacher uses
inquiry based inquiry based
learning
learning
questions
questions
rather than
rather than
simply
simply
presenting
presenting
established
established
facts or
facts of
portraying a
portraying a
smooth path to smooth path to
knowledge.
knowledge.
The questions The questions
are in order of include why
basic to higher answers.
order thinking.
The teacher
uses no why
questions.
Teacher uses
Teacher uses
pre-post test to pre-post test to
assess what
assess what

2
Basic
Teaching
Skills
Ritual is
slightly
organized but
lacks physical
movement,
music and
there is no
threshold
greeting.

1
Poor Teaching
Skills
There is no
ritual or
threshold
greeting.
Students
come into the
classroom and
begin their
assignments.

Teacher uses
inquiry based
learning
questions at
some times
and other
times
throughout
teaching they
give the
knowledge to
the children in
the way that
he or she
understands or
has learned.

The teacher
does not ask
questions and
simply gives
the
knowledge to
the children in
the way that
he or she
understands
or has
learned.

Teacher uses
pre-post test
but not

Teacher does
not use a pre
or post test to

Total

Assessments the students

know and
what they
have learned.
Each student
shows
improvement
through
documentation
either by
authentic
assessment or
written test.
The
assessment is
Concept 4:
Teacher taught
art skill
Teaching
through
Art Skill
demonstration
and
first, a mini
Academic
lecture and
Skills
gave
opportunities
for students to
apply what
they have
learned.
Teacher taught
academic skill
following a
pre-test.

the students
know and
what they
have learned.
Each student
shows
improvement
through
documentation
either by
authentic
assessment or
written test.

efficiently.
The test does
not align with
the material
taught and
there it is not
documented.

assess
students
learning.

Teacher taught
art skill
through mini
lecture with
no
demonstration.
Teacher gave
opportunities
for students to
apply what
they have
learned.
Teacher taught
academic skill
following a
pre-test.

Teacher did
not teach art
skill. Teacher
demonstrated
art skill and
taught
academic
lesson only.

Concept 5:
Speaking
Blessings

Teacher spoke
directly to
students and
pointed out
specific skills
that the
student did
well. The
teacher also
used specific
occupations
and careers as
attributions to
the students
blessing.

Teacher taught
art skill but
did not
include a
demonstration.
Teacher gave
did not allow
the students to
adequately
apply what
they have
learned by
giving
answers or
specific ideas
for spoken
word pieces.
The teacher
spoke
blessings but
only in a
general sense
using phrases
such as good
job, nice
work, and
that was
great.

Teacher spoke
directly to
students and
pointed out
specific skills
that the
student did
well. The
teacher also
used specific
occupations
and careers to
attribute to the
students
blessing. The
teacher
showed
mastery in
using the
strengths of

The teacher
did not speak
blessings to
students.

the student.