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Theme Cycle Presentation Grading Rubric (Aligned w/ INTASC standards)
	1=Beginning 1-4 Points	2=Developing 5-8 Points	3=Accomplished 9-12 Points	4=Mastery 13-16.66 Points	Score
Clear speaking voice that can be heard by all Eye contact made Pacing (INTASC Standard 6)	Low volume or monotonous No eye contact made Either too slow or too fast	Variable volume Little eye contact made Slightly too slow or too fast	Comfortable volume Eye contact made Neither too fast or too slow	Made use of dramatic volume fluctuation Eye contact made that conveys feeling Made use of dramatic pauses
Five minute overview of the project (INTASC Standard 6)	Failed to clearly articulate the important aspects of the project. Failed to use clear examples and language. Failed to use appropriate sequencing and organization. Failed to complete in 5 minutes	At times failed to clearly articulate the important aspects of the project. At times failed to use clear examples and language. At times failed to use appropriate sequencing and organization. Failed to complete in 5 minutes	Clearly articulated the important aspects of the project. Used clear examples and language. Used appropriate sequencing and organization. Completed in 5 minutes	Was exemplary in clearly articulating the important aspects of the project. Was exemplary in using clear examples and language. Was exemplary in using appropriate sequencing and organization. Completed in 5 minutes
Introduction to mock activity (INTASC Standard 5)	Failed to activate prior knowledge in a way that engaged and motivated the participants to reach the objectives	Partially activated prior knowledge in a way that engaged and motivated the participants to reach the objectives	Activated prior knowledge in a way that engaged and motivated the participants to reach the objectives	Was exemplary in activating prior knowledge in a way that engaged and motivated the participants to reach the objectives
Conducting Mock Activity (INTASC Standard 3)	Failed to describe the directions, model activity, and check for student understanding. Failed to monitor the entire group by attending to more than one group/activity at a time. Failed to provide individualized instruction during activity. Activity was not likely to lead to student learning of the integrated objectives	Partially described the directions, modeled activity, and checked for student understanding. Partially monitored the entire group by attending to more than one group/activity at a time. Provided an inadequate amount of individualized instruction during activity. Activity was only somewhat likely to lead to student learning of the integrated objectives	Described the directions, modeled activity, and checked for student understanding. Monitored the entire group by attending to more than one group/activity at a time. Provided individualized instruction during activity. Activity was likely to lead to student learning of the integrated objectives	Was exemplary in describing the directions, modeling the activity, and checking for student understanding Was exemplary in keeping all participants on task by monitoring the entire group by attending to more than one group/activity at a time. Was exemplary in effectively scaffolding the learning experience by individualizing instruction during activity. Activity was likely to lead to student learning of the integrated objectives
Closure (INTASC Standard 8)	Failed to conduct any formal or informal assessment of student learning and failed to have students describe key takeaways at end of activity	Partially failed to conduct any formal or informal assessment of student learning and failed to have students describe key takeaways at end of activity	Conducted formal or informal assessment of student learning and had students describe key takeaways at end of activity	Was exemplary in conducting formal or informal assessments of student learning and having students describe key takeaways at end of activity
Defended approach from questions from the group (INTASC Standards 2 & 9)	Failed to answer questions from the group in a way that demonstrated an understanding of how students learn and develop. Failed to answer questions from group in a way that demonstrated an ability to evaluate the effects of his or her choices and actions on others.	Partially failed to answer questions from the group in a way that demonstrated an understanding of how students learn and develop. Partially failed to answer questions from group in a way that demonstrated an ability to evaluate the effects of his or her choices and actions on others.	Answered questions from the group in a way that demonstrated an understanding of how students learn and develop. Answered questions from group in a way that demonstrated an ability to evaluate the effects of his or her choices and actions on others.	Answered questions from the group in a way that demonstrated an exemplary understanding of how students learn and develop. Answered questions from group in a way that demonstrated an exemplary ability to evaluate the effects of his or her choices and actions on others.
Designed interdisciplinary learning experiences that allow students to integrate knowledge, skills, and methods of inquiry from math, science and language arts (INTASC Standard 1)	Failed to design integrated learning experiences that will likely lead students to learn the stated objectives by using math, science, and language arts	Partially failed to design integrated learning experiences that will likely lead students to learn the stated objectives by using math, science, and language arts	Successfully designed integrated learning experiences that will likely lead students to learn the stated objectives by using math, science, and language arts	Was exemplary in designing integrated learning experiences that will likely lead students to learn the stated objectives by using math, science, and language arts