TPA-Referenced Lesson Plan v2
Teacher Candidate Name: Hannah Hasz
Grade & Subject Area: Algebra 1
Date for Planned Lesson: Monday - Beginning of Tuesday
LessonTitle
MN/CCStateStandard(s)
- direct quote from MN standards
documents
- if only focusing on one part of a
given standard, underline the part
being focused upon
CentralFocus
- derived from standard,
- communicates general goal
LearningTargetforthis
Lesson
- concisely says what students will
be able to know and do
- start with appropriate language
function (active verb)
*Examples are given in the right hand column. When submitting
your lesson plan, you may either replace the given examples or
leave them intact.
Real World Exponents
CCSS.MATH.CONTENT.HSF.IF.C.7
Graph functions expressed symbolically and show key features of
the graph, by hand in simple cases and using technology for more
complicated cases.
CCSS.MATH.CONTENT.HSF.IF.C.7.E
Graph exponential and logarithmic functions, showing intercepts
and end behavior, and trigonometric functions, showing period,
midline, and amplitude.
CCSS.MATH.CONTENT.HSF.IF.C.8.B
Use the properties of exponents to interpret expressions for
exponential functions. For example, identify percent rate of change
in functions such as y = (1.02), y = (0.97), y = (1.01)12, y =
(1.2)/10, and classify them as representing exponential growth or
decay.
CCSS.MATH.CONTENT.HSF.LE.A.2
Construct linear and exponential functions, including arithmetic
and geometric sequences, given a graph, a description of a
relationship, or two input-output pairs (include reading these from a
table).
Write and solve expressions and equations for real-world exponential
settings (e.g., population growth)
Develop skills and knowledge to understand growth and decay
functions, and understand what a and b represent. Students should
be able to graph and write exponential functions from various
representations
 AcademicLanguage(AL)
a. Domain-specific Acad
vocabulary
b. General Academic vocabulary
(words used in school across
many subject areas)
c. Syntax Sentence Frame:
Example sentence that
students can use to
accomplish target
d. Point in lesson where students
will be given opportunity to
use Academic Vocabulary
(Note: It
is important that this appear in
TPA videotape segments
Needed
modifications/supports
a. Identify how some form of
additional support will be
provided for some aspect of
the lesson for given student(s)
- visual, graphic, interactive
- reduced text, rewritten text, fill-in
the blank notes, word banks
- graphic organizers, sentence
frames
Resources&materials
needed
LessonPart
Phase1
StateTarget&Activate
PriorKnowledge
a) Post the learning target
statement and indicate
whether the teacher or
student(s) will read it aloud
a. Exponential growth, exponential decay, exponential equations,
rate, percentage, function, graph, parent function
b. Population, increase, decrease, predict, represent
c. The difference between exponential growth and decay is that
growth occurs when b is greater than 1 and decay occurs when b is
between 0 and 1.
d. In the In class practice part of the lesson, students will be asked to
share and explain work to a partner using the following words:
growth, decay, function, and y-intercept.
Abby: Have partner read to her the in class practice problems.
Teacher reads exit slip out loud to her and parents will help read
homework to her.
Dillion: Does homework and exit slip in resource class where he can
get extra support and more time.
Paul: Have para help him read and write
Samir: Allow him to complete the assignment in a completely different
manner (orally, written in his native tongue then translated, etc.) and
Partner him up with another expert student for modeling and
guidance.
Juanita: Give extra time to do homework in class so she has time to
help her parents at home
Daniella: Give sheet of vocab for her to take home to practice
Luke: Give work for the week for him to do. If/when he finishes he
can work on other subjects.
Note handouts, In class practice worksheet, homework worksheet,
Exit slip, Teacher notes for hook activity, vocab sheet for students
who need them, extra pencils, marker board, markers and ipads
Activity description / teacher does Students do
a) The learning target will be written on the a) Listen to teacher
board before hand by me, and to start the read learning target
lesson (before the hook activity), i will read it and write it down in
to the class and tell them to keep it in mind notes
as we go through the lesson
b) Using students prior
knowledge about how to
graph functions using data
 b) Engage students in activity
to elicit / build prior
background knowledge
Phase 1 Assessment
Explain the plan to capture
data from this phase of the
lesson
Phase2TeacherInput/ After beginning activity I will hand out notes
Inquiry
- Explain procedures
- Demonstration the task
- Teacher think aloud
Phase 2 Assessment
Explain the plan to check for
understanding of steps /
procedures demonstrated
in this phase
Phase3GuidedPractice After notes, students will be given a
- Paired/collaborative work
- Teacher(s) may roam &
assist
Phase 3 Assessment
Explain the plan to check for
ability to apply
demonstrated
b) To engage students prior knowledge of points listed in a table,
how to graph functions, I will give them 2 students will be given two
exponential functions with
functions to graph and work through them different b values to
together graphing them on the board. graph. The goal of the
activity is to get students
to see patterns from the
table to the graph of the
function and what the b
value does to the function.
Mentally note how many students participate Participate in activity
and analyze how the discussion goes to see
if students fully understand the process of
graphing functions.
Students will take
to the students. For the next 10 to 20 notes and answer
minutes we will go over notes and any assessment
questions they might have. questions as well as
Notes will begin and talk about the form of ask any questions
an exponential function and what each that may arise
component contributes to the graph of the
function. Next we will go over how to use
graphs, tables and coordinate points to write
and represent exponential equation.
Lastly we will go over a different version of
an exponential equation e.i. A(t)= a(1+/- r)^t
Throught the note taking time I will stop and Students will answer
use Socrative to ask students simple Socrative questions
questions to make sure they are paying on ipads and
attention. Questions such as: What does a participate the best
b=.5 do to the values function? What does they can during note
the a value give you on a graph? taking
Students will
worksheet to complete on their own at first complete an in class
and then with their elbow partner. I will be practice sheet by
walking around helping students who need themselves for the
it, listening to see if students have first 5-6 minutes then
understood my instruction, and reteaching to talk it over with their
students who hasnt grasped the concept elbow partner. If they
yet. If a lot of students are having trouble still have questions
with a certain concept then i will reteach to then they will ask the
the whole class. teacher.
Walk around and make note of overheard
misconceptions. Address misconceptions
individually or as a whole class if needed.
 steps/procedures during
guided practice
Phase4Independent After group work, students will be given
practice
- Individual student work
Phase 4 Assessment
Explain plan to check for
ability to apply
demonstrated
steps/procedures during
independent practice
Phase5Restatement& Students will raise 1 to 3 fingers in the air to
Closure a) Restate indicate how solid their understanding is
learning target
b) Explain a planned
opportunity for students to
self-assess their
perceived level of
mastery for the target.
Phase6SummativeNext Make note of what number students used to
Steps
Attach a class roster (first
names only) with space to
indicate for each student
the needed next steps of
instruction.
Complete brochure in
some in class time to create a brochure the perspective that
about everything someone needs to know whomever is reading,
about exponential functions. Students will has no knowledge of
include: Parts of the equation, tips on how to the topic and wants to
graph, different representations, and know everything.
examples. What they dont get done in
class will be homework
At the beginning of the next class i will have the Write up summary
students write a short paragraph summary to paragraph to be
hand in on what is on their brochure and why handed in. Pair up
and questions they still have. (Students will be and read over
keeping their brochures to use to aid them in partners brochure.
homework and other work). Students will then Discuss similarities
exchange their brochures with a partner, read and differences with
through it and then discuss similarities and
partner and fill out
differences of the two. They will then complete
venn diagram
a venn diagram representing the two of them.
Partners will then present and talk about venn
representing the two
diagram to the class of them. Partners will
present and talk
about venn diagram
to the class.
Students will assess
their level of mastery
from 3 (I could explain this to someone else) of the learning target
to 1 (I want would want it explained to me
again before explaining it to someone else)
Introduce Big Debate project that overlaps
science, math, and social studies. I will
explain that over the next couple days the
techniques we use to learn about
exponential functions will be what they use
for artifacts and arguments in the debate.
self assess their understanding and either
individually meet with students who still
need help or address the whole class
*This lesson plan is based on the work of David Denton (2013) with added modifications. An introductory
video to the basics of the plan is available at https://www.youtube.com/watch?v=-yCj7IMyWAQ.
Updated 1/2016
TPA-Referenced Lesson Plan v2
Teacher Candidate Name: Hannah Hasz
Grade & Subject Area: Algebra 1
Date for Planned Lesson: Tuesday
LessonTitle
MN/CCStateStandard(s)
- direct quote from MN standards
documents
- if only focusing on one part of a
given standard, underline the part
being focused upon
CentralFocus
- derived from standard,
- communicates general goal
LearningTargetforthis
Lesson
- concisely says what students will be
able to know and do
*Examples are given in the right hand column. When submitting your
lesson plan, you may either replace the given examples or leave them
intact.
Money Grows and the rainforest disappears
HSF-IF.C.7a: Graph functions expressed symbolically and show key
features of the graph, by hand in simple cases and using technology for
more complicated cases.*
HSF-IF.C.7e: Graph exponential and logarithmic functions, showing
intercepts and end behavior, and trigonometric functions, showing
period, midline, and amplitude.
HSF-IF.C.9: Compare properties of two functions each represented in a
different way (algebraically, graphically, numerically in tables, or by
verbal descriptions). For example, given a graph of one quadratic
function and an algebraic expression for another, say which has the
larger maximum.
HSF-LE.A.1: Distinguish between situations that can be modeled with
linear functions and with exponential functions.
HSF-LE.A.2: Construct linear and exponential functions, including
arithmetic and geometric sequences, given a graph, a description of a
relationship, or two input-output pairs (include reading these from a
table).
HSF-LE.B.5: Interpret the parameters in a linear or exponential function
in terms of a context.
Students will explore functions of growth and decay exponentially.
Students will be able to compare exponential growth and decay.
Students will be able to determine if an exponential function is a geometric sequence
 - start with appropriate language
function (active verb)
AcademicLanguage(AL)
a. Domain-specific Acad vocabulary
b. General Academic vocabulary
(words used in school across
many subject areas)
c. Syntax Sentence Frame: Example
sentence that students can use
to accomplish target
d. Point in lesson where students will
be given opportunity to use
Academic Vocabulary (Note: It
is important that this appear in
TPA videotape segments
Neededmodifications/supports Abby: Abby can use a screen reader to read the money and rainforest
a. Identify how some form of
additional support will be
provided for some aspect of the
lesson for given student(s)
- visual, graphic, interactive
- reduced text, rewritten text, fill-in
the blank notes, word banks
- graphic organizers, sentence
frames
Resources&materials
needed
a. Exponential growth, exponential decay, exponential equations, rate,
percentage, function, graph, parent function
b. Population, increase, decrease, predict, represent
c. The rainforest is decreasing exponentially at a rate of ____%.
The percent of exponential decay of the rainforest is ____.
d. In phase 3 below, students will be discussing their investigation on the rainforest or the
money problem with their group members as well as the class as a whole.
investigation problems.
Dillon: Dillon can also use a screen reader to read the money and rainforest
investigation problems or have a member in his group read the problems out loud
to the entire group.
Paul: Have para help explain investigation and write up exit slip
Samir: Working in the groups should help him understand and communicate
during the investigation but allow him to write the exit slip in his native language
and then translate it before handing it in.
Juanita: Since Juanita is busy after school with helping her parents, she doesnt
have to complete all of the homework, just ones that i mark as the most important
that will show me she understands it.
Daniella: None needed since there is no new vocabulary being learned in this
lesson
Luke: Give work for the week for him to do. If/when he finishes he can work on
other subjects.
Hand out of the Disappearing Rainforest, One Million Dollars or One Penny, and
homework.
Scratch paper to solve the problems
Exit slip
Ipad
LessonPart
Phase1
StateTarget&Activate Prior
Knowledge
a) Post the learning target
statement and indicate whether
the teacher or student(s) will
read it aloud
b) Engage students in activity to
elicit / build prior background
knowledge
Phase 1 Assessment
Explain the plan to capture data
from this phase of the lesson
Phase2TeacherInput/ Read through both the One million dollars or
Inquiry - Explain procedures
- Demonstration the task
- Teacher think aloud
Phase 2 Assessment
Explain the plan to check for
understanding of steps /
procedures demonstrated in
this phase
Phase3GuidedPractice Within their groups, students will work through
- Paired/collaborative work
- Teacher(s) may roam & assist
Activity description / teacher does Students do
Prior to class, write the learning target on the board Students will begin to
where students can read it when they come to class. think about penny
Introduce activity by first splitting the class into 5 groups
problem and quickly
of about 5 students per group. Ask students initial decide if they would
thought on penny problem. Make a chart on the take the million dollars
board for everyone to see on how many would take or the 1 penny that
the million and how many choose the penny. Explain doubles every day for
that we will come back and see if we need to modify
one month. Make class
chart after activity. Then hand out fact sheet about
the rainforest and have students read through it, write chart together on the
board. Read through
a short response highlighting 2 important things they
got from it and have them discuss within their groups. rainforest fact sheet
After small group discussion we will discuss as a and write up short
larger group what we thought. response. Discuss with
small group then with
larger
Collect short response and read through. If they wrote Hand in short response
something that makes sense and relates to the fact sheet
then they get 2 points for completion.
Silently read along with
one penny and The Disappearing rainforest teacher. Ask any
activity out loud to the class as a whole. clarifying questions and
begin to think about
Encourage students to use tables, graphs, ideas on how to start
equations, etc to help represent their ideas and and work through the
work. activity.
Complete a quick thumbs up/thumbs down asking if Thumbs up if they
they understand what the object of each activity is understand, thumbs
and if they have some ideas on how to start down if they want
something re-explained
Students will
the activity i gave them. (They will only be collaborate with each
doing one or the other) other and work through
the activity.
I will be walking around and answering any
questions that come up and help guide
students in the right direction with their ideas of Students will create
how to work through the problem. answer sheet, compare
and discuss how similar
groups solved the
 After about 25 minutes of work time we will problem, talk about
wrap things up and the students will collectively which dollar amount
within their group write up one answer sheet they would choose
with their math and short responses of now, and come up with
justification to their way of thinking with all their 3 ideas on how to help
names on it. Then, groups who had the same save the rainforest.
activity will all get together, exchange answer
sheets, read through them and discuss the way Share with the large
they solved the problem and for the penny group
activity, state whether they changed their mind
from the opening activity as to which money
amount they would take. For the rainforest
group they will also discuss how they solved
the problem and come up with 3 ideas on how
help save the rainforest.

Share with the class what was discussed within

Phase 3 Assessment
Explain the plan to check for
ability to apply
demonstrated
steps/procedures during
guided practice
the groups and for the Million dollar/one penny
groups, change and re-record which one they
pick and write it on the table created on the
board during the opening activity.
Hand in group answer sheet Self reflect on how well
the activity went and
Have kids complete a 3-2-1 to hand in. (3 things they
learned, 2 things they thought were interesting and cool,
how much they
understood the math
1 question they still have)
being done. Complete
3-2-1

Phase4Independentpractice Very little homework. 1 take home problem will Complete homework
- Individual student work be assigned that involves the same way of
thinking as the rainforest activity except this
problem will be about population growth which
leads into tomorrows lesson.
Phase 4 Assessment Students will hand in answers to homework at the Hand in homework
Explain plan to check for ability beginning of tomorrows lesson.
to apply demonstrated
steps/procedures during
independent practice

Phase5Restatement& To close the class Ill ask students to respond to the Complete exit slip
Closure a) Restate following prompt as an exit slip: What surprised you before leaving
about your answers to todays problem? How do you
learning target
understand how the math works to lead to such a
b) Explain a planned opportunity surprising answer?
for students to self-assess
 their perceived level of
mastery for the target.
Phase6SummativeNext Read over exit slips and make comments and give
Steps productive feedback to the students.
Attach a class roster (first names
only) with space to indicate
for each student the needed
next steps of instruction.

*This lesson plan is based on the work of David Denton (2013) with added modifications. An introductory
video to the basics of the plan is available at https://www.youtube.com/watch?v=-yCj7IMyWAQ.
Updated 1/2016
TPA-Referenced Lesson Plan v2
Teacher Candidate Name: Hannah Hasz
Grade & Subject Area: Algebra 1
Date for Planned Lesson: Wednesday
LessonTitle
MN/CCStateStandard(s)
- direct quote from MN standards
documents
- if only focusing on one part of a
given standard, underline the part
being focused upon
CentralFocus
- derived from standard,
- communicates general goal
*Examples are given in the right hand column. When submitting your
lesson plan, you may either replace the given examples or leave them
intact.
Modeling Population Growth
HSF-IF.C.9: Compare properties of two functions each represented in a
different way (algebraically, graphically, numerically in tables, or by
verbal descriptions). For example, given a graph of one quadratic
function and an algebraic expression for another, say which has the
larger maximum.
HSF-BF.A.1: Write a function that describes a relationship between two
quantities.*
HSF-BF.A.1a: Determine an explicit expression, a recursive process, or
steps for calculation from a context.
HSF-BF.A.2: Write arithmetic and geometric sequences both recursively
and with an explicit formula, use them to model situations, and translate
between the two forms.
HSF-LE.A.1: Distinguish between situations that can be modeled with
linear functions and with exponential functions.
HSF-LE.A.2: Construct linear and exponential functions, including
arithmetic and geometric sequences, given a graph, a description of a
relationship, or two input-output pairs (include reading these from a
table).
HSF-LE.A.3: Observe using graphs and tables that a quantity increasing
exponentially eventually exceeds a quantity increasing linearly,
quadratically, or (more generally) as a polynomial function.
Students will use exponential growth models to make predictions and
argue about which model is the best for the data.

 LearningTargetforthis
Lesson
- concisely says what students will be
able to know and do
- start with appropriate language
function (active verb)
AcademicLanguage(AL) a. Exponential growth, exponential decay, exponential equations, rate,
a. Domain-specific Acad vocabulary
b. General Academic vocabulary
(words used in school across
many subject areas)
c. Syntax Sentence Frame: Example
sentence that students can use
to accomplish target
d. Point in lesson where students will
be given opportunity to use
Academic Vocabulary (Note: It
is important that this appear in
TPA videotape segments
Neededmodifications/supports Abby: For the parts of the lesson that requires students to read, abby can use a
a. Identify how some form of
additional support will be
provided for some aspect of the
lesson for given student(s)
- visual, graphic, interactive
- reduced text, rewritten text, fill-in
the blank notes, word banks
- graphic organizers, sentence
frames
Resources&materials
needed
Students will be able to use their understanding of linear and exponential
growth patterns to model the growth of a population.
percentage, function, graph, parent function
b. Population, increase, decrease, predict, represent
c. The worlds population growth from 1800 to today has grown exponentially.
A exponential graph is the best representation of how the population has grown and
changed since the 1800s.
d. Students will be using academic language throughout the whole lesson including the
opening activity, investigation, discussion and reflection.
screen reader.
Dillon: Dillon can also use a screen reader to
Paul: Have para help read and work through opening activity and investigation,
screen reader for the article.
Samir: He can initially do his work in his own language and then translate to
english when finished.
Juanita: There is no homework for this lesson so no differentiation is needed for
juanita.
Daniella: None needed since there is no new vocabulary being learned in this
lesson
Luke: Give work for the week for him to do. If/when he finishes he can work on
other subjects.
Ipads, Growing, growing, gone worksheet, article print out with labeled paragraphs for
jigsaw , powerpoint of the lesson for the student, exit slip
LessonPart
Phase1
StateTarget&Activate Prior
Knowledge
a) Post the learning target
statement and indicate whether
the teacher or student(s) will
read it aloud
b) Engage students in activity to
elicit / build prior background
knowledge
Phase 1 Assessment
Explain the plan to capture data
from this phase of the lesson
Phase2TeacherInput/ We will read through the Growing, growing,
Inquiry - Explain procedures
- Demonstration the task
- Teacher think aloud
Phase 2 Assessment
Explain the plan to check for
understanding of steps /
Activity description / teacher does Students do
Prior to class, write the learning target on the board Students will draw a
where students can read it when they come to class. graph of their prediction
I start todays class by asking students to make a
of the population
prediction about population growth. I want them to growth since the 1800s.
draw a rough sketch of a graph on their ipads using a
drawing app that they think would represent the Students will then read
worlds population growth from 1800 to today. The their groups section of
purpose of this task is to get students thinking about
the article, write a
population growth and for them to generate their own
starting point with the problem. Even if their graph is summary and present
to the class.
way off, I think starting with their own idea helps them
buy into the problem they will do later and also gives
them something to compare to. Watch video and
compare and contrast
Next is a jigsaw. I will handout the National Geographic 7
Billion article with sections labeled for different groups
with their own
to read. I will divide the class into about 6 groups. prediction with a simple
Each group will read a section of the national list of a couple things
geographic article and write a short summary of key that are similar and a
things it talks about. Groups will then present to the couple things that are
whole class so essentially the whole class learns the
gist of the article.
different.
We will quickly watch the video that goes along with the
article just to get the graphic representation of the
worlds population growth. Students will then
compare and contrast the actual growth to what they
thought it was.
I will use Socrative with questions about the article, video Answer questions using
and graphs of the population growth. Socrative
Silently read along and
gone activity together. ask any clarifying
questions.
To help students better visualize the activity, tell
students to mark each 20 year interval by ones.
This will make working with the tables much
easier. Also remind students that they can use
technology to aid in their calculations as long as
they can explain the steps they took.
Complete a quick thumbs up/thumbs down asking if Thumbs up if they
they understand what the object of each activity is understand, thumbs
and if they have some ideas on how to start
 procedures demonstrated in down if they want
this phase something re-explained

Phase3GuidedPractice Students will pair up to work through the Work through

- Paired/collaborative work
- Teacher(s) may roam & assist
poster to present their findings to the class.
Phase 3 Assessment
Explain the plan to check for
ability to apply
demonstrated
steps/procedures during
guided practice
growing, growing, gone investigation. investigation with
When students are finished, they will create a partner and create
poster that presents
their answers.
I predict students will have many different
predictions and as long as they justify their
answers with mathematics thats all Im looking
for.
Present poster board and justify answers.

Phase4Independentpractice There will be no homework after this lesson

- Individual student work because we will be doing a big project
tomorrow that will take several days work.

Phase 4 Assessment N/A

Explain plan to check for ability
to apply demonstrated
steps/procedures during
independent practice

Phase5Restatement&
Closure a) Restate
learning target
b) Explain a planned opportunity
for students to self-assess
their perceived level of
mastery for the target.
Phase6SummativeNext
Steps
Attach a class roster (first names
only) with space to indicate
for each student the needed
next steps of instruction.
For the last 5 minutes of the class students will complete Complete exit slip
an exit ticket that addresses the following prompt: Which
representation (Table, graph, equation) do you think is
most effective in showing exponential growth. Why?
Which representation do you find least useful and why?
Before the slip is handed in, student will exchange with
someone other than their partner, read through each
others and take a minute to discuss.
Read over exit slips and make comments and give
productive feedback to the students.

*This lesson plan is based on the work of David Denton (2013) with added modifications. An introductory
video to the basics of the plan is available at https://www.youtube.com/watch?v=-yCj7IMyWAQ.
Updated 1/2016

http://ngm.nationalgeographic.com/2011/01/seven-billion/kunzig-text/1
http://video.nationalgeographic.com/video/news/7-billion/ngm-7billion
Enough Is Enough! OR - Is Enough Enough?
Cross Content Group Project

Overview: For the next couple weeks in your geography, mathematics, and biology classes you
will be learning about human population, population change (growth and decline), the causes
and effects of that change, and how to measure and track population change. Each class will
provide information that will assist you in determining how to answer a Driving Question and
how to support that answer.

Driving Question: Should the US government regulate the number of children people have to
control population change?

Project Details:
1. Students will be divided into pre-chosen groups that you will work with for the duration of
the
lesson
a. Five groups of 4 people
b. Three groups of 3 people
2. Each group will choose randomly either for or against the topic of the driving question
3. All worksheets, activities, projects, etc. from the individual classes can and should be used
to
support your side of the topic
4. The final product of the group project will be a policy commentary debate (similar to those
seen on Sunday morning PBS, etc.)
a. Judged by three teachers with rubric
b. Judged by classmates with rubric
c. Judged by community members, local officials, business owners, etc.
5. Students will be given in class time to work on the final product in all three classes.
6. All necessary materials will be available
7. See attached rubric for group project expectations

Possible Summative Assessment Questions for Debate:

GEO
1) Comparing what happened in China, what are some advantages of limiting peoples
ability to have more children? Disadvantages?
2) How has increased female empowerment affected population growth? Why?
MTH
1) Given exponential growth, do you think population will outstrip what we can use?
2) How important is working towards sustainability? Recall the footprint exercise.
BIO
 1) Do you think the Earth will reach an ultimate carrying capacity for the human population or do you
think human ingenuity can overcome the natural effects population increase? Why?
2) Are human achievements a benefit or a detriment to the various ecosystems of Earth?
Why?

Sample Project Rubric:

Category Exemplary (10) Proficient (7-9) Close (4-6) Not to
Expectation
(0-5)

Articulation (10) All statements Most statements Some Statements are

are clearly are clearly statements are either not
understood and understood and understood and understood or
benefit the add to the are relevant to not relevant to
discussion discussion the current topic the topic

Use of Every major Every major Every major Every point was
Facts/Statistics point was well point was point was not supported
(40) supported with adequately supported with with facts,
several relevant supported with facts, statistics, statistics, or
facts, statistics, relevant facts, and/or examples
and/or examples statistics, and/or examples, but
examples the relevance of
some was
questionable

Organization All arguments Most arguments All arguments Arguments were

(20) were clearly tied were clearly tied were clearly tied not clearly tied
to an idea to an idea to an idea to an idea
(premise) and (premise) and (premise) but (premise).
organized in a organized in a the organization
tight, logical tight, logical was sometimes
fashion. fashion. not clear or
logical.

Referencing Student Student Student Student

Others Views referenced at referenced two referenced one referenced no
(20) least two other other students other student other students or
students' views, views, but were well referenced one
and effectively not effectively other student
compared or used ineffectively
contrasted them
with their own

Respect for All statements, Statements and Most statements Statements,

Others (10) body language, responses were and responses responses
and responses respectful and were respectful and/or body
were respectful used and in language were
and were in appropriate appropriate consistently not
appropriate language, but language, but respectful.
language. once or twice there was one
body language sarcastic
was not. remark.