| Criteria | Earn 2 points in 10 | Earn 6 points in 10 | Earn 10 points in 10 |
| Lesson must connect directly to current HR unit. Data collection, reflection, and commitment to creation of change should be evident. | Lesson did not connect to topic or show any knowledge of data points.HR1 | Lesson had evidence of data synthesizing. but no reflection or analysisHR2 | Lesson had evidence of data synthesizing, analysis and action which will reduce the persecution of the marginalized group. HR3 |
| Provide an original and organized lesson plan. Use Lesson Plan format. Lessons should be of your own creation and be easy to follow. | A large part of the lesson idea was borrowed from someone else. Lesson does not follow the provided lesson plan format.LP4 | Lesson idea seemed original but lacked personal relevance and/or creativity. Lesson followed the provided lesson plan format.LP5 | Lesson idea was original and creative with a fresh idea and included a Snappy Launch (personal relevance). Lesson followed the provided lesson plan format LP6 |
| Be brave. Safe and nicey-nice lessons will not earn you high marks here. Create an Aha! experience for your students.Connect to the UNIT and your summary, theoretically as well as in the literal sense. | Lesson was about the poor penguin/rabbit/ donkey who did not fit in, or something similar and weak.AHA7 | Created a lesson which connected to the weekly unit (African American, Mentally Ill or Media Studies) but did not push the student to move away from their held beliefs. Limited data only, No Aha.AHA8 | Created a lesson which connected to the weekly unit (African American, mentally ill or media studies) AND pushed the student to move away from their held beliefs and reflect on cognitive dissonance which might have emerged.AHA9 |
| Move beyond data collection, students require critical analysis and action to grasp concepts. | Report-style lesson. Students research “facts” and report them to teacher and/or each other.CA10 | In the lesson, students collect data, reflect on their new knowledge and report to each other and/or teacher.CA11 | Students collect data, reflect on their new knowledge and report to each other and/or teacher AND suggest strategies for social change.CA12 |
| Write measurable objectives that include not only the “what” but also the “how” | Objective measures the data the students collected.OBJ13 | Objective measures the data the students collected and how the students processed it.OBJ14 | Objective measures the data the students collected, how the students processed it AND requires students to identify and design REAL strategies for change. OBJ15 |
| Assessments must be individual, discussion participation is not an accurate or realistic measurement of student concept attainment. | Teacher watched the students discuss the topic as a large part of the assessment. IA16 | Teacher watched the students discussions (with a hit chart) gave them an empirical measurement on topic data.IA17 | Lesson uses a cooperative learning assessment tool (s) to peer assess, teacher assess student performance, administers an empirical or qualitative measurement on topic data, AND provides an opportunity for student to demonstrate reflection and analysis. IA18 |
| Consider your audience. Make lessons developmentally appropriate and personally relevant to the students you are teaching. | Lesson covers topic but is not socially or developmentally appropriate for targeted age group and lacks personal relevance. PR19 | Lesson covers topic and is socially and developmentally appropriate for targeted age group but lacks personal relevance. PR20 | Lesson covers topic is socially and developmentally appropriate for targeted age group and demonstrates a unique hook to personal relevance.PR21 |