Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present but are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. A variety of effective sentence structures are utilized. Prose is completely free of mechanical errors. A variety of effective sentence structures are utilized. Writing is engaging and practice related language is utilized.

5.0 %Originality Not addressed. The work is a minimal collection or rehash of other people's ideas, products, images, or inventions. There is no evidence of new thought. The product shows evidence of originality. While based on other people's ideas, products, images, or inventions, the work does offer some new insights. The product shows evidence of originality and inventiveness. While based somewhat on other people's ideas, products, images, or inventions, the work extends beyond that collection to offer new insights. The product shows significant evidence of originality and inventiveness. The majority of the content, and many of the ideas, are fresh, original, inventive, and based upon logical conclusions and sound research. 10.0 %Mechanics of Writing (includes spelling, punctuation, grammar, and language use) Not addressed.

5.0 %Appropriateness Not addressed. Selected tool, technique, or paradigm does not relate to the project or course goal. Selected materials (photos, sound files, video clips, apparel, illustrations, etc.) are not appropriate for the audience and the situation and are inadequately developed. Selected tool, technique, or paradigm achieves a basic representation as defined in the project or course guideline. Selected materials (photos, sound files, video clips, apparel, illustrations, etc.) are appropriate for the audience and the situation, but some of the development of the material is inadequate. Selected an effective tool, technique, or paradigm to achieve the desired goal as defined in the project or course guideline. Selected materials (photos, sound files, video clips, apparel, illustrations, etc.) are appropriate for the audience and the situation. Shows a deep understanding of the audience and the situation by selecting material that enhances understanding. Created tools, techniques, or paradigms that effectively achieve the desired goal.

30.0 %SEI Strategies: Utilizes SEI Strategies listed in assignment. Not addressed. SEI strategies are present, but are vague or poorly developed. SEI strategies are present, but are not fully developed. All SEI strategies listed are utilized in the lesson. All SEI strategies listed are utilized in the lesson and clearly evident to the reader. The SEI strategies are creatively interwoven into the learning experience. 10.0 %Lesson Plan Alignment and Cohesiveness Not addressed. There is little cohesiveness throughout the lesson. The lesson demonstrates vague alignment between the components. There is basic cohesiveness throughout the lesson. The lesson demonstrates alignment between most components. There is cohesiveness throughout the lesson. The lesson demonstrates alignment between all components. There is exceptional cohesiveness throughout the lesson. The lesson demonstrates strong alignment between all components.

20.0 %SIOP Model Not addressed. Fails to use the SIOP model. The lesson plan consists of most of the required components. Attention to detail is minimal, underdeveloped, or inappropriate for teaching. Skills and activities are mostly grade-appropriate. Uses the SIOP model. The lesson plan consists of all the required components. The activities develop ways to build speed and accuracy with text. Activities are appropriate for grade level and encourage participation. Uses the SIOP model. All lesson plan components are addressed. The fluency skills and activities are developed thoughtfully and provide meaningful practice with familiar text. The activities are fun, interactive, and creative. Correctly uses the SIOP model. All lesson components are addressed. Uses exceptionally organized and engaging activities that create multiple and meaningful opportunities to practice.

10.0 %Content and Language Objectives Not addressed. Missing either content or language objectives. Content and language objectives do not provide a clear sense of what students will know and be able to do as a result of the lesson. Objectives are unclear, or are unrelated to standards. Incomplete reference to vocabulary instruction. Both language and content objectives are present, and most are aligned to standards. Stated language objectives provide a minimal sense of what students will be able to do as a result of the lesson. Adequate attention is provided to content vocabulary instruction. Most objectives provide a path to what students will know and be able to do as a result of the lesson. Multiple strategies for addressing content vocabulary instruction are evident. All objectives are aligned to standards. Extensive, well-planned focus on teaching and reviewing content vocabulary before, during, and after the lesson.

1 No Submission 0.00% 2 Insufficient 69.00% 3 Approaching 74.00% 4 Acceptable 87.00% 5 Target 100.00% 100.0 %Category 10.0 %Standards Not addressed. Standards are inconsistently alluded to in the lesson. Lesson is minimally aligned to standards. Too many or too few standards are included. (Lesson may name many standards instead of focusing on important, key standards; alternately, lesson may not name relevant key standards). Some relevant standards are referenced. Some key standards are identified. Lesson is mostly influenced by standards. Relevant standards are referenced. Most key standards are identified. Lesson is clearly aligned to standards. Key applicable standards are thoroughly referenced. Lesson is guided by and aligned to standards.