Criteria

0

1

2

Choose Tune/Concept for Project (2 points)

Student did not turn in name of tune/concept without prompting

Student turned in name of tune/concept late

Student turned in name of tune/concept on time

Class Description

No mention of grade/level

Grade/level indicated

 

(one page overview)

(8 points)

No mention of area: general music or choral or band or strings

Music setting area indicated

 

 

No schedule for setting/ensemble included: time, days, length of class

Minimal detailed schedule provided

Detailed schedule of setting/ensemble included

 

No information about what teacher is preparing for:  concert, contest, concept development

 

Detailed description provided about targeted preparation

 

No mention of school name, concept/tune identified

 

School name included and concept/tune labeled

Criteria

0

2

5

Outline for Lessons w/Timings (20 points)

No outline for lessons turned in

Outline for lessons turned in late

Outline for lessons turned in

 

Dates/timings do not correspond with class description

 

Timings correspond with class description

 

Timings for each tune/concept for each scheduled class period/lesson is not included

Minimal attention is given to timings for tune/concept for each lesson, sketchy information provided

Each lesson is outlined with what is the goal for that day and how much time will be spent on this tune/concept each day

 

Progression of lessons and topic attention is not logical

Somewhat logical sequence of lessons to attain target

Logical sequence of events leading target is indicated

Criteria

0

5

10

Lesson Plans (50 points)

Lesson plans are not consistent with plan turned in with outline

Lesson plans are somewhat consistent with that indicated in outline

Lessons plans for each lesson from outline is included

 

Instructional goals and objectives are not stated. Learners cannot tell what is expected of them. Learners cannot determine what they should know and be able to do as a result of learning and instruction.

Instructional goals and objectives are stated but are not easy to understand. Learners are given some information regarding what is expected of them. Learners are not given enough information to determine what they should know and be able to do as a result of learning and instruction.

Instructional goals and objectives clearly stated. Learners have a clear understanding of what is expected of them. Learners can determine what they should know and be able to do as a result of learning and instruction.

 

Instructional process is not indicated in sequential format for each lesson or is not detailed enough for replication

Instructional process is indicated for each lesson plan and is somewhat appropriate for the goal/objective and setting and able to be replicated

Instructional process is indicated for each lesson plan and is appropriate for the goal/objective and setting and is easily replicated

 

Method for assessing student learning and evaluating instruction is missing

Method for assessing student learning and evaluating instruction is vaguely stated

Method for assessing student learning and evaluating instruction is clearly delineated

Criteria

0

2

5

 

Objectives and method of assessment do not match

There is some connection between objectives and methods of assessment

Each objective has a clearly indicated method of assessment

 

Material list is missing

Material list is provided but incomplete

Material list is provided and complete

 

 

 

 

Adaptations for Disabilities

(20 points)

No description of assigned students with disabilities is included in the document

A vague description of assigned students with disabilities is included in the document

Description of assigned students with disabilities is included in the document in detail

 

Not all lessons have a description of how the lesson would be adapted

Most lessons have a description of how the lesson would be adapted

All lessons have a description of how the lesson would be adapted

 

Adaptations are not clearly written with details of how the lesson adapted somewhat sloppy

Adaptations are adequate with basic information provided for the teacher of how to adapt the lesson

Adaptations are appropriate, detailed, and creative for the students with disabilities

 

Students with disabilities are only included in a portion of the lesson components with minimal attention to multisensory opportunities

Students with disabilities are somewhat included across the lesson with attention to some areas of multisensory learning

Care is taken to include the student with disability in all areas of the lesson with multisensory opportunities for learning described

 

Total Score  ___________/100 points