Distinguished - Thoroughly summarizes the considerations for planning meaningful activities in the affective and aesthetic domains of development. The summary is well-supported by scholarly and credible sources.

Proficient - Summarizes the considerations for planning meaningful activities in the affective and aesthetic domains of development. The summary is supported by scholarly and credible sources but is slightly underdeveloped.

Basic - Partially summarizes the considerations for planning meaningful activities in the affective and aesthetic domains of development. The summary is not sufficiently supported by scholarly and credible sources and underdeveloped.

Below Expectations - Attempts to summarize the considerations for planning meaningful activities in the affective and aesthetic domains of development; however, the summary is not supported by scholarly and credible sources and is significantly underdeveloped.

Non-Performance - The summary of the considerations for planning meaningful activities in the affective and aesthetic domains of development is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly explains the teaching strategies that are important to use within each domain of development.  The explanation is well-supported by scholarly and credible sources.

Proficient - Explains the teaching strategies that are important to use within each domain of development. The explanation is supported by scholarly and credible sources but is slightly underdeveloped.

Basic - Somewhat explains the teaching strategies that are important to use within each domain of development. The explanation is not sufficiently supported by scholarly and credible sources and is underdeveloped.

Below Expectations - Attempts to explain the teaching strategies that are important to use within each domain of development; however, the explanation is not supported by scholarly and credible sources and is significantly underdeveloped.

Non-Performance - The explanation of the teaching strategies that are important to use within each domain of development either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly creates a developmentally appropriate lesson plan that incorporates both the aesthetic and affective domains of development.

Proficient - Creates a developmentally appropriate lesson plan that incorporates both the aesthetic and affective domains of development. The incorporation of both the aesthetic and affective domains is slightly underdeveloped.

Basic - Partially creates a developmentally appropriate lesson plan that incorporates both the aesthetic and affective domains of development.  The incorporation of both the aesthetic and affective domains is underdeveloped.

Below Expectations - Attempts to create a developmentally appropriate lesson plan that incorporates both the aesthetic and affective domains of development; however, the incorporation of both the aesthetic and affective domains is significantly underdeveloped.

Non-Performance - The creation of a developmentally appropriate lesson plan that incorporates both the aesthetic and affective domains of development. is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly describes, within the goals section of the lesson plan template, two goals, one for the aesthetic domain and one for the affective domain.

Proficient - Describes, within the goals section of the lesson plan template, two goals: one for the aesthetic domain and one for the affective domain. The description is slightly underdeveloped.

Basic - Briefly describes, within the goals section of the lesson plan template, two goals, one for the aesthetic domain and one for the affective domain. The description is underdeveloped.

Below Expectations - Attempts to describe, within the goals section of the lesson plan template, two goals, one for the aesthetic domain and one for the affective domain; however, the description is significantly underdeveloped.

Non-Performance - The description, within the goals section of the lesson plan template, two goals, one for the aesthetic domain and one for the affective domain is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Accurately states a clear and measurable lesson objective.

Proficient - States a clear and measurable lesson objective. The objective is slightly underdeveloped or unclear.

Basic - Somewhat states a lesson objective. The objective is underdeveloped, somewhat measurable, and/or unclear.

Below Expectations - Attempts to state a clear and measurable lesson objective; however, the objective is significantly underdeveloped, not measurable, and unclear.

Non-Performance -The inclusion clear and measurable lesson objective is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Provides a detailed list of the materials needed to teach the lesson. All materials used in the lesson are included.

Proficient - Provides a list of the materials needed to teach the lesson. Most materials used in the lesson are included.

Basic - Provides a list of the materials needed to teach the lesson. Some materials used in the lesson are included.

Below Expectations - Attempts to provide a list of the materials needed to teach the lesson; however, a few or none of the materials used in the lesson are included.

Non-Performance - The list of the materials needed to teach the lesson is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly explains how the lesson will be introduced.

Proficient - Explains how the lesson will be introduced. The explanation is slightly underdeveloped.

Basic - Vaguely explains how the lesson will be introduced. The explanation is underdeveloped.

Below Expectations - Attempts to explains how the lesson will be introduced; however, the explanation is significantly underdeveloped.

Non-Performance - The explanation of how the lesson will be introduced is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly describes the procedures for the lesson development.

Proficient - Describes the procedures for the lesson development. Minor details are missing.

Basic - Briefly describes the procedures for the lesson development. Relevant details are missing.

Below Expectations - Attempts to describe the procedures for the lesson development; however, significant details are missing.

Non-Performance - The description of the procedures for the lesson development is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly explains how to differentiate the lesson based on the needs of the students.

Proficient - Explains how to differentiate the lesson based on the needs of the students. The explanation is slightly underdeveloped.

Basic - Partially explains how to differentiate the lesson based on the needs of the students. The explanation is underdeveloped.

Below Expectations - Attempts to explain how to differentiate the lesson based on the needs of the students; however, the explanation is significantly underdeveloped.

Non-Performance - The explanation of how to differentiate the lesson based on the needs of the students is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly describes how to check for understanding.

Proficient - Describes how to check for understanding. Minor details are missing.

Basic - Briefly describes how to check for understanding. Relevant details are missing.

Below Expectations - Attempts to describes how to check for understanding; however, significant details are missing.

Non-Performance - The description of how to check for understanding is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly summarizes how the lesson will be closed.

Proficient - Summarizes how the lesson will be closed. The summary is slightly underdeveloped.

Basic - Briefly summarizes how the lesson will be closed. The summary is underdeveloped.

Below Expectations - Attempts to summarize how the lesson will be closed; however, the summary is significantly underdeveloped.

Non-Performance - The summary of how the lesson will be closed is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly summarizes how the lesson includes the affective and aesthetic domains. The summary is well-supported by scholarly and credible sources.

Proficient - Summarizes how the lesson includes the affective and aesthetic domains. The summary is supported by scholarly and credible sources but slightly underdeveloped.

Basic - Briefly summarizes how the lesson includes the affective and aesthetic domains. The summary is partially supported by scholarly and credible sources and/or underdeveloped.

Below Expectations - Attempts to summarizes how the lesson includes the affective and aesthetic domains; however, the summary is not supported by scholarly and credible sources and significantly underdeveloped.

Non-Performance - The summary of how the lesson includes the affective and aesthetic domains is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Provides an exceptionally clear and focused justification of how the affective and aesthetic domains of development are connected to the state standards. The justification includes evidence to fully support the position.

Proficient - Provides a clear and focused justification of how the affective and aesthetic domains of development are connected to the state standards. The justification includes evidence to support the position. Minor details are missing.

Basic - Provides a somewhat clear and focused justification of how the affective and aesthetic domains of development are connected to the state standards. The justification includes some evidence to vaguely support the position. Relevant details are missing.

Below Expectations - Attempts to provide justification of how the affective and aesthetic domains of development are connected to the state standards; however, the justification does not include evidence to support the position.

Non-Performance - The justification of how the affective and aesthetic domains of development are connected to the state standards is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Written work contains exceptional language that is appropriate in diction, tone, and point of view (third person vs. first person), according to the assignment guidelines and academic writing standards. Key subject matter and academic vocabulary is integrated in a meaningful way throughout the assignment.

Proficient - Written work contains language that is appropriate in diction, tone, and point of view (third person vs. first person), according to the assignment guidelines and academic writing standards. Key subject matter and academic vocabulary is mostly integrated in a meaningful way throughout the assignment.

Basic - Written work contains language that is somewhat appropriate in diction, tone, and point of view (third person vs. first person), according to the assignment guidelines. Key subject matter and academic vocabulary is somewhat integrated throughout the assignment.

Below Expectations - Written work does not contain language that is appropriate in diction, tone, and point of view (third person vs. first person), according to the assignment guidelines and academic writing standards. Key subject matter and academic vocabulary is minimally integrated throughout the assignment.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - Demonstrates methodical application of organization and presentation of content. The purpose of the writing is evident and easy to understand. Summaries, quotes, and/or paraphrases fit naturally into the sentences and paragraphs. Paper flows smoothly.

Proficient - Demonstrates sufficient application of organization and presentation of content. The purpose of the writing is, for the most part, clear and easy to understand. There are some problems with the blending of summaries, paraphrases, and quotes. Paper flows somewhat smoothly.

Basic - Demonstrates a limited understanding of organization and presentation of content in written work. The purpose of the writing is somewhat evident but may not be integrated throughout the assignment. There are many problems with the blending of summaries, paraphrases, and quotes. Paper does not flow smoothly in all sections.

Below Expectations - Organization and presentation of content are extremely limited. The purpose of the writing is unclear. There is little or no blending of summaries, paraphrases, and quotes. Paper does not flow smoothly when read.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand.

Proficient - Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors and is mostly easy to understand.

Basic - Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors which may slightly distract the reader.

Below Expectations - Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors which distract the reader.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - Accurately uses APA formatting consistently throughout the paper, title page, and reference page.

Proficient - Exhibits APA formatting throughout the paper. However, layout contains a few minor errors. 

Basic - Exhibits limited knowledge of APA formatting throughout the paper. However, layout does not meet all APA requirements. 

Below Expectations - Fails to exhibit basic knowledge of APA formatting. There are frequent errors, making the layout difficult to distinguish as APA.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - The length of the paper is equivalent to the required number of correctly formatted pages. 

Proficient - The length of the paper is nearly equivalent to the required number of correctly formatted pages. 

Basic - The length of the paper is equivalent to at least three quarters of the required number of correctly formatted pages.

Below Expectations - The length of the paper is equivalent to at least one half of the required number of correctly formatted pages.   

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.

Proficient - Uses the required number of scholarly sources to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.

Basic - Uses less than the required number of sources to support ideas. Some sources may not be scholarly. Most sources on the reference page are used within the body of the assignment. Citations may not be formatted correctly.

Below Expectations - Uses an inadequate number of sources that provide little or no support for ideas. Sources used may not be scholarly. Most sources on the reference page are not used within the body of the assignment. Citations are not formatted correctly.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.