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Lesson 1

Self-assessment

Name of the flipchart
Hero’s formula


Created by
Zeenar Salim



HOW WILL THE FLIPCHART BE GRADED?
CATEGORY
Total
scores
Scores
obtain
ed 2 1 0
A
l
i
g
n
m
e
n
t

w
i
t
h

C
u
r
r
i
c
u
l
u
m

2 2
Objective(s) are specific,
content is accurate and is
aligned to the standards
Objectives are
vague/ not
mentioned, content
is accurate and is
aligned to the
standards
Objectives are vague,
content is
inaccurate/insufficie
nt and is not aligned
with the standards
2 2
Title , standards , essential
question and specific
objectives are mentioned in
the flip chart
Title and essential
questions are
mentioned but
specific objectives
are not mentioned.
Neither title,
essential questions
nor specific
objectives are
mentioned in the
lesson
E
n
g
a
g
e
m
e
n
t

a
n
d

i
n
t
e
r
a
c
t
i
v
i
t
y

2 2
Activities are varied (in 2 or
more ways) and are suitable
for the varied learning styles.
Two different
activities are there,
but they are not
suitable to varied
learning styles.
No variation in
activities. A single
activity is presented
throughout the
lesson, that all
learners needed to
be engaged in.
2 2
Includes activities that
facilitate higher order
thinking (analysis , synthesis ,
creation)
Includes activities
that facilitate
comprehension and
application of the
concept
Includes activities
that only facilitate in
the enhancement of
knowledge of a
particular concept
2 1
Provides more than two
opportunities to the students
for interaction, response and
feedback
Provide only two
opportunities to the
students for the
interaction, response
and feedback
Provides no
opportunity to the
students for
interaction, response
and feedback
2 1
More than three mediums
are used to illustrate facts,
concepts and procedures
(images, web links, movies,
sounds, action, texts, etc.)
Three mediums are
used to illustrate
facts, concepts and
procedures (images,
web links, movies,
sounds, action, texts,
etc.)
Less than three
mediums are used to
illustrate facts,
concepts and
procedures (images,
web links, movies,
sounds, action, texts
etc.)
A
s
s
e
s
s
m
e
n
t


2 2
Pre-assessment, assessment
within the lesson and/or
after the lesson is taken to
ensure that the students'
understanding is developed,
throughout the lesson. And
the feedback is also given to
them.
Assessment is taken
once or twice.
However, feedback is
not the part of the
lesson plan.
No assessment is
conducted
throughout the
lesson.
2 1
Students' understanding is
assessed using higher order
questions (Analysis, Synthesis
and Creation)
Students'
understanding is
assessed using lower
order questions
(comprehension and
application)
students' knowledge
is assessed using
knowledge level
questions
M
a
t
h
e
m
a
t
i
c
a
l

c
o
n
s
t
r
u
c
t
s


2 2
Procedural Fluency is
developed using range of
exercises and questions
Procedural Fluency is
developed to some
extent and 1-2
questions are given
for that
Procedural Fluency is
not at all developed.
No evidence of
Practicing
Mathematics was
found
2 2
Conceptual Understanding
was developed by providing
more than two aspects of a
single concept
Conceptual
understanding was
insufficiently
developed by
providing only two
aspects of a concept
Conceptual
understanding is not
at all developed. The
whole focus is
Procedural Fluency
G
r
a
p
h
i
c
s


&

P
i
c
t
u
r
e
s

2 2
Graphic organizers and
pictures are used and placed
appropriately to catch
students' attention and
interest.
Graphic organizers
and pictures are used
rarely or placed
inappropriately to
catch students'
attention and
interest.
Graphic organizers
and pictures are not
used
T
e
x
t

C
o
l
o
r


a
n
d

b
a
c
k
g
r
o
u
n
d
s

2 2
Text color and size; image
color and size; and
background color make the
flip chart legible and catchy.
Text color and size;
image color and size;
and background
color make the flip
chart legible.
Text color and size;
image color and size;
and background
color make the flip
chart illegible.
O
r
g
a
n
i
z
a
t
i
o
n

a
n
d

M
e
c
h
a
n
i
c
s

2 2
Information is presented in a
logical sequence (easy to
hard) and hence it is easy to
follow.
Some information is
skipped which make
the sequence difficult
to follow.
Information is not
presented in a logical
sequence (easy to
hard) and hence it is
very difficult to
follow.
2 2
Clear directions are included
on flipchart pages or in notes
for each page of instruction
or for each activity
Vague directions are
included on flipchart
pages or in notes for
each page of
instruction or for
each activity
No directions are
included on flipchart
pages or in notes for
each page of
instruction or for
each activity
2 2
Use of grammar, spelling and
mechanics are accurate.
Use of grammar,
spelling and
mechanics have 4-5
mistakes in it.
Use of grammar,
spelling and
mechanics have
more than 4-5
mistakes in it.
C
o
p
y
r
i
g
h
t
s


2 0
All the references are given
Few references are
given and few are
missing No reference is given
Total
32 27

Percentage

84.38

Comments: To improve the lesson, there may be tasks where students are asked to create questions for one
another and then solve the question other person has made.

*Rubric adapted from http://www.prometheanplanet.com/documents/uk-us/pdf/professional-
development/activinspire-flipchart-rubric.pdf


Lesson Plan 2
Self-assessment

Name of the flipchart
Surface area and volume of 2d shapes


Created by
Zeenar Salim


HOW WILL THE FLIPCHART BE GRADED?
CATEGORY
Total
scores
Scores
obtain
ed 2 1 0
A
l
i
g
n
m
e
n
t

w
i
t
h

C
u
r
r
i
c
u
l
u
m

2 2
Objective(s) are specific,
content is accurate and is
aligned to the standards
Objectives are
vague/ not
mentioned, content
is accurate and is
aligned to the
standards
Objectives are vague,
content is
inaccurate/insufficie
nt and is not aligned
with the standards
2 2
Title , standards , essential
question and specific
objectives are mentioned in
the flip chart
Title and essential
questions are
mentioned but
specific objectives
are not mentioned.
Neither title,
essential questions
nor specific
objectives are
mentioned in the
lesson
E
n
g
a
g
e
m
e
n
t

a
n
d

i
n
t
e
r
a
c
t
i
v
i
t
y

2 2
Activities are varied (in 2 or
more ways) and are suitable
for the varied learning
styles.
Two different
activities are there,
but they are not
suitable to varied
learning styles.
No variation in
activities. A single
activity is presented
throughout the
lesson, that all
learners needed to
be engaged in.
2 1
Includes activities that
facilitate higher order
thinking (analysis , synthesis
, creation)
Includes activities
that facilitate
comprehension and
application of the
concept
Includes activities
that only facilitate in
the enhancement of
knowledge of a
particular concept
2 2
Provides more than two
opportunities to the
students for interaction,
response and feedback
Provide only two
opportunities to the
students for the
interaction, response
and feedback
Provides no
opportunity to the
students for
interaction, response
and feedback
2 2
More than three mediums
are used to illustrate facts,
concepts and procedures
(images, web links, movies,
sounds, action, texts, etc.)
Three mediums are
used to illustrate
facts, concepts and
procedures (images,
web links, movies,
sounds, action, texts,
etc.)
Less than three
mediums are used to
illustrate facts,
concepts and
procedures (images,
web links, movies,
sounds, action, texts
etc.)
A
s
s
e
s
s
m
e
n
t


2 2
Pre-assessment, assessment
within the lesson and/or
after the lesson is taken to
ensure that the students'
understanding is developed,
throughout the lesson. And
the feedback is also given to
them.
Assessment is taken
once or twice.
However, feedback is
not the part of the
lesson plan.
No assessment is
conducted
throughout the
lesson.
2 2
Students' understanding is
assessed using higher order
questions (Analysis,
Synthesis and Creation)
Students'
understanding is
assessed using lower
order questions
(comprehension and
application)
students' knowledge
is assessed using
knowledge level
questions
M
a
t
h
e
m
a
t
i
c
a
l

c
o
n
s
t
r
u
c
t
s


2 2
Procedural Fluency is
developed using range of
exercises and questions
Procedural Fluency is
developed to some
extent and 1-2
questions are given
for that
Procedural Fluency is
not at all developed.
No evidence of
Practicing
Mathematics was
found
2 2
Conceptual Understanding
was developed by providing
more than two aspects of a
single concept
Conceptual
understanding was
insufficiently
developed by
providing only two
aspects of a concept
Conceptual
understanding is not
at all developed. The
whole focus is
Procedural Fluency
G
r
a
p
h
i
c
s


&

P
i
c
t
u
r
e
s

2 2
Graphic organizers and
pictures are used and placed
appropriately to catch
students' attention and
interest.
Graphic organizers
and pictures are used
rarely or placed
inappropriately to
catch students'
attention and
interest.
Graphic organizers
and pictures are not
used
T
e
x
t

C
o
l
o
r


a
n
d

b
a
c
k
g
r
o
u
n
d
s

2 2
Text color and size; image
color and size; and
background color make the
flip chart legible and catchy.
Text color and size;
image color and size;
and background
color make the flip
chart legible.
Text color and size;
image color and size;
and background
color make the flip
chart illegible.
O
r
g
a
n
i
z
a
t
i
o
n

a
n
d

M
e
c
h
a
n
i
c
s

2 2
Information is presented in
a logical sequence (easy to
hard) and hence it is easy to
follow.
Some information is
skipped which make
the sequence difficult
to follow.
Information is not
presented in a logical
sequence (easy to
hard) and hence it is
very difficult to
follow.
2 2
Clear directions are included
on flipchart pages or in
notes for each page of
instruction or for each
activity
Vague directions are
included on flipchart
pages or in notes for
each page of
instruction or for
each activity
No directions are
included on flipchart
pages or in notes for
each page of
instruction or for
each activity
2 2
Use of grammar, spelling
and mechanics are accurate.
Use of grammar,
spelling and
mechanics have 4-5
mistakes in it.
Use of grammar,
spelling and
mechanics have
more than 4-5
mistakes in it.
C
o
p
y
r
i
g
h
t
s


2 2
All the references are given
Few references are
given and few are
missing No reference is given
Total
32 31

Percentage

96.875



*Rubric adapted from http://www.prometheanplanet.com/documents/uk-us/pdf/professional-
development/activinspire-flipchart-rubric.pdf


General Comments: You can add more activities that calls for the higher order thinking to enrich the plan.

Lesson 3
Self – assessment
Name of the flipchart
Pythagoras theorem
Created by
Zeenar Salim


HOW WILL THE FLIPCHART BE GRADED?
CATEGORY
Total
scores
Scores
obtain
ed 2 1 0
A
l
i
g
n
m
e
n
t

w
i
t
h

C
u
r
r
i
c
u
l
u
m

2
2
Objective(s) are specific,
content is accurate and is
aligned to the standards
Objectives are
vague/ not
mentioned, content
is accurate and is
aligned to the
standards
Objectives are vague,
content is
inaccurate/insufficie
nt and is not aligned
with the standards
2
2
Title , standards , essential
question and specific
objectives are mentioned in
the flip chart
Title and essential
questions are
mentioned but
specific objectives
are not mentioned.
Neither title,
essential questions
nor specific
objectives are
mentioned in the
lesson
E
n
g
a
g
e
m
e
n
t

a
n
d

i
n
t
e
r
a
c
t
i
v
i
t
y

2
1
Activities are varied (in 2 or
more ways) and are suitable
for the varied learning
styles.
Two different
activities are there,
but they are not
suitable to varied
learning styles.
No variation in
activities. A single
activity is presented
throughout the
lesson, that all
learners needed to
be engaged in.
2
2
Includes activities that
facilitate higher order
thinking (analysis , synthesis
, creation)
Includes activities
that facilitate
comprehension and
application of the
concept
Includes activities
that only facilitate in
the enhancement of
knowledge of a
particular concept
2
2
Provides more than two
opportunities to the
students for interaction,
response and feedback
Provide only two
opportunities to the
students for the
interaction, response
and feedback
Provides no
opportunity to the
students for
interaction, response
and feedback
2
2
More than three mediums
are used to illustrate facts,
concepts and procedures
(images, web links, movies,
sounds, action, texts, etc.)
Three mediums are
used to illustrate
facts, concepts and
procedures (images,
web links, movies,
sounds, action, texts,
etc.)
Less than three
mediums are used to
illustrate facts,
concepts and
procedures (images,
web links, movies,
sounds, action, texts
etc.)
A
s
s
e
s
s
m
e
n
t


2
2
Pre-assessment, assessment
within the lesson and/or
after the lesson is taken to
ensure that the students'
understanding is developed,
throughout the lesson. And
the feedback is also given to
them.
Assessment is taken
once or twice.
However, feedback is
not the part of the
lesson plan.
No assessment is
conducted
throughout the
lesson.
2
2
Students' understanding is
assessed using higher order
questions (Analysis,
Synthesis and Creation)
Students'
understanding is
assessed using lower
order questions
(comprehension and
application)
students' knowledge
is assessed using
knowledge level
questions
M
a
t
h
e
m
a
t
i
c
a
l

c
o
n
s
t
r
u
c
t
s


2
2
Procedural Fluency is
developed using range of
exercises and questions
Procedural Fluency is
developed to some
extent and 1-2
questions are given
for that
Procedural Fluency is
not at all developed.
No evidence of
Practicing
Mathematics was
found
2
2
Conceptual Understanding
was developed by providing
more than two aspects of a
single concept
Conceptual
understanding was
insufficiently
developed by
providing only two
aspects of a concept
Conceptual
understanding is not
at all developed. The
whole focus is
Procedural Fluency
G
r
a
p
h
i
c
s


&

P
i
c
t
u
r
e
s

2
2
Graphic organizers and
pictures are used and placed
appropriately to catch
students' attention and
interest.
Graphic organizers
and pictures are used
rarely or placed
inappropriately to
catch students'
attention and
interest.
Graphic organizers
and pictures are not
used
T
e
x
t

C
o
l
o
r


a
n
d

b
a
c
k
g
r
o
u
n
d
s

2
2
Text color and size; image
color and size; and
background color make the
flip chart legible and catchy.
Text color and size;
image color and size;
and background
color make the flip
chart legible.
Text color and size;
image color and size;
and background
color make the flip
chart illegible.
O
r
g
a
n
i
z
a
t
i
o
n

a
n
d

M
e
c
h
a
n
i
c
s

2
2
Information is presented in
a logical sequence (easy to
hard) and hence it is easy to
follow.
Some information is
skipped which make
the sequence difficult
to follow.
Information is not
presented in a logical
sequence (easy to
hard) and hence it is
very difficult to
follow.
2
2
Clear directions are included
on flipchart pages or in
notes for each page of
instruction or for each
activity
Vague directions are
included on flipchart
pages or in notes for
each page of
instruction or for
each activity
No directions are
included on flipchart
pages or in notes for
each page of
instruction or for
each activity
2
2
Use of grammar, spelling
and mechanics are accurate.
Use of grammar,
spelling and
mechanics have 4-5
mistakes in it.
Use of grammar,
spelling and
mechanics have
more than 4-5
mistakes in it.
C
o
p
y
r
i
g
h
t
s


2
2
All the references are given
Few references are
given and few are
missing No reference is given
Total 32
32

Percentage

96.875

General Comments: To improve, you could add higher cognitive activities that promote conceptual
Development. However, keeping in view the syllabus , the lesson plan is alright, extended activities could be
given that would extend the learning beyond to Students learning outcome.


*Rubric adapted from http://www.prometheanplanet.com/documents/uk-us/pdf/professional-
development/activinspire-flipchart-rubric.pdf