This rubric is for Sample Unit 1: A Heritage, USA (or Heritage, My Community) Luncheon, see Appendix 3for the

complete lesson.
Objective

Accomplished

Approaching

Developing

Beginning

Not Yet

Do research on their
own cultural
backgrounds and
family roots (ELA 8,
SOCS-USH 3).

Student research of
their own cultural
background and
family roots was
extensive and
demonstrated an
understanding of
how it influences
their life.

Student research of
their own cultural
background and
family roots was
extensive but did
not demonstrate an
understanding of
how it influences
their life.

Student research of
their own cultural
background and
family roots was
minimal and
demonstrated a
limited
understanding of
how it influences
their life.

Student research of
their own cultural
background and
family roots was
minimal and did not
demonstrate an
understanding of
how it influences
their life.

Student did not

complete research
on their own
cultural background
and family roots.

Participate in
research and other
activities involved in
presenting a
Heritage, USA,
luncheon for parents
(ELA 6, 9; NA-M 8;
SOCS-USH 3).

Student was
actively participated
in all assigned
activities of the
research and other
activities involved
in presenting a
Heritage, USA, and
luncheon for
parents.

Student was
actively participated
in all assigned
activities of the
research and other
activities involved
in presenting a
Heritage, USA, and
luncheon for
parents.

Student participated
in all assigned
activities of the
research and other
activities involved
in presenting a
Heritage, USA, and
luncheon for
parents.

Student was
minimal involved in
all assigned
activities of the
research and other
activities involved
in presenting a
Heritage, USA, and
luncheon for
parents.

Student did not

participated in
assigned activities
of the research and
other activities
involved in
presenting a
Heritage, USA, and
luncheon for
parents.

Express their
learning about

Student expressed
his / her learning

Student expressed
his / her learning

Student expressed
his / her learning

Student expressed
his / her learning

Student was unable

to express his / her

diversity in a variety
of formats (NA-VA
3, 4, 6; ELA 6).

about diversity in a
variety of formats.
It indicates a strong
understanding and
acceptance of
diversity.

about diversity in a
variety of formats.
It indicates a
moderate
understanding and
acceptance of
diversity.

about diversity in a
variety of formats.
It indicates a
limited
understanding and
acceptance of
diversity.

about diversity in a
variety of formats.
However, it does
not indicate an
understanding and
acceptance of
diversity.

learning about
diversity in a
variety formats.

Evaluate themselves
in terms of the
preceding objectives
(ELA 3).

Student completes a
self-evaluation that
indicates that he /
she has a strong
understanding the
influence of their
own cultural
background and
family roots was
extensive and
demonstrated an
understanding of
how it influences
their life.

Student completes a
self-evaluation that
indicates that he /
she has a moderate
understanding the
influence of their
own cultural
background and
family roots was
extensive and
demonstrated an
understanding of
how it influences
their life.

Student completes a
self-evaluation that
indicates that he /
she has a limited
understanding the
influence of their
own cultural
background and
family roots was
extensive and
demonstrated an
understanding of
how it influences
their life.

Student completes a
self-evaluation.
However, it
indicates that he /
she does not have
an understanding
the influence of
their own cultural
background and
family roots was
extensive and
demonstrated an
understanding of
how it influences
their life.

Student did not

complete selfevaluation.

Note: ELL students could use pictures and other visual and physical items to demonstrate their family traditions and family roots. The
activities assigned to ELL should be within the students language ability. The self-evaluation should be modified to include shortanswer, fill in the blank or multiple-choice questions.