Lesson Plan
Course Title: Interior Design
Session Title: Neighborhood Project
Lesson Duration: Three 45 minute lessons – can be extended for presentations
Performance Objective: The student will work independently on a project to illustrate a site
plan for a neighborhood. The student will exhibit professional habits in accuracy and precision
of their drawings.
Specific Objectives:
 Identify and practice lettering techniques.
 Describe presentation elements.
 Illustrate picture mounting guidelines.
 Define and illustrate Zoning Regulations for the Subdivision.
 Define and illustrate a neighborhood.
 Demonstrate effective use of architecture ruler.
 Demonstrate working independently.
Preparation
TEKS Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the
activities may result in the elimination of any or all of the TEKS listed.
130.43(c)17A. Create visual solutions by elaborating on direct observations, experiences and
imagination.
130.43(c)17B. Create designs for practical application.
130.43(c)17C. Demonstrate effective use of interior design media and tools in design, drawing,
painting, and sculpture such as model building.
130.43(c)19C. Strive for accuracy and precision.
130.43(c)19D. Work independently.
130.43(c)8C. Determine drafting techniques, including scaled drawings that facilitate space
planning.
130.43(c)8E. Differentiate design practices to meet individual, businesses and special needs.
Interdisciplinary Correlations:
English TEKS 110.31(c)1A. Determine the meaning of grade-level technical academic English
words in multiple content areas (e.g., science, mathematics, social studies and the arts) derived
from Latin, Greek, or other linguistic roots and affixes.
English TEKS 110.31(c)1E. Use a dictionary, a glossary, or a thesaurus (printed or electronic) to
determine or confirm the meanings of words and phrases, including their connotations and
denotations, and their etymology.
Social Studies TEKS 113.31(c)8. Reading/Comprehension of Informational Text/Culture and
History. Students analyze, make inferences and draw conclusions about the author’s purpose
in cultural, historical, and contemporary contexts and provide evidence from the text to support
their understanding. Students are expected to explain the controlling idea and specific purpose
of an expository text and distinguish the most important from the less important details that
support the author’s purpose.
Related Industries that utilize the skill set in this lesson:
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Architecture and Design, Interior Design, Facilities Management, Real Estate Agent, Property
Development, Zoning and Regulations, Building Codes and Construction Management.
Relevant Core Curriculum Concepts:
1. Determine the meaning of various technical terms found in a lease.
2. Determine the meaning of various technical terms found in a loan agreement.
3. Use a dictionary to confirm the meanings of vocabulary words.
4. Use a variety of texts, analyze contemporary context found in legal documents.
Occupational Correlations: (reference O-Net http://www.onetonline.org/)
11-9141.00 Property, Real Estate, and Community Association Managers
Tasks:
Meet with prospective tenants to show properties, explain terms of occupancy, and provide
information about local area.
Determine and certify the eligibility of prospective tenants, following government regulations.
Plan, schedule, and coordinate general maintenance, major repairs, and remodeling or
construction projects for commercial or residential properties.
Knowledge:
Sales and Marketing – knowledge of principles and methods for showing, promoting, and selling
products or services. This includes marketing strategy and tactics, product demonstration,
sales techniques and sales promotion.
SOFT SKILLS:
Speaking, active listening, negotiation, coordination, critical thinking, persuasion
19-3051.00 Urban and Regional Planners (Green)
TASKS:
Hold public meetings with government officials, social scientists, lawyers, developers, the public,
or special interest groups to formulate, develop, or address issues regarding land use or
community plans.
Discuss with planning officials the purpose of land use projects, such as transportation,
conservation, residential, commercial, industrial or community use.
Conduct field investigations, surveys, impact studies, or other research to compile and analyze
data on economic, social, regulatory or physical factors affecting land use.
Keep informed about economic or legal issues involved in zoning codes, building codes or
environmental regulations.
KNOWLEDGE:
Geography – knowledge of principles and methods for describing the features of land, sea, and
air masses, including the physical characteristics, locations, interrelationships, and distribution
of plant, animal, and human life.
Design – knowledge of design techniques, tools, and principles involved in production of
precision technical plans, blueprints, drawings and models.
Law and Government – knowledge of laws, legal codes, court precedents, government
regulations, executive orders, agency rules, and the democratic political process.
SOFT SKILLS:
Active listening, speaking, critical thinking, judgment and decision making, writing, complex
problem solving
13-1041.00 Government Property Inspectors and Investigators (Bright Outlook)
TASKS:
Prepare correspondence, reports of inspection or investigation or recommendation for action.
Investigate applications for special licenses or permits, as well as alleged violations.
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Inspect government-owned equipment or materials in the possession of private contractors to
ensure compliance with contracts or regulations or to prevent misuse.
KNOWLEDGE:
Building and Construction – knowledge of materials, methods and tools involved in the
construction or repair of houses, buildings or other structures such as highways and roads.
Mathematics – knowledge of arithmetic, algebra, geometry, calculus, statistics and their
applications.
SOFT SKILLS:
Active listening, speaking, writing, critical thinking, reading comprehension, complex problem
solving, instructing and monitoring.
47-4011.00 Construction and Building Inspectors (Green)
TASKS:
Issue violation notices and stop-work orders, conferring with owners, violators and authorizes to
explain regulations and recommend rectifications.
Inspect bridges, dams, highways, buildings, wiring, plumbing, electrical circuits, sewers, heating
systems, or foundations during and after construction for structural quality, general safety or
conformance to specifications and codes.
Approve and sign plans that meet required specifications.
Review and interpret plans, blueprints, site layouts, specifications or construction methods to
ensure compliance to legal requirements and safety regulations.
Inspect and monitor construction sites to ensure adherence to safety standards, building codes
and plans.
KNOWLEDGE:
Building and Construction – knowledge of materials, methods, and the tools involved in the
construction or repair of houses, building or other structures such as highways and roads.
Design – knowledge of design techniques, tools, and principles involved in production of
precision technical plans, blueprints, drawings and models.
Law and Government – knowledge of laws, legal codes, court procedures, precedents,
government regulations, executive orders, agency rules, and the democratic political process.
SOFT SKILLS:
Active listening, reading comprehension, complex problem solving, judgment and decision
making, speaking, writing, time management.
Teacher Preparation:
Prior to this Lesson, Teacher should have knowledge and experience with:
 Research what Home Owners Associations are in the town
 Identify Zoning regulations in the town
 Lettering Techniques for Presentations
 Research land for sale around town – obtain a site map if possible.
Student Preparation:
Prior to this Lesson, the students should have knowledge and experience with:
 Definition of Home Owners Associations and what they do
 Have a Number 2 pencil and a rubber eraser.
References:

Neighborhood
Planning & Growth Strategies www.neighborhoodplanning.org/
History of Neighborhood Planning http://en.wikipedia.org/wiki/Neighborhood_planning
Subdivisions in Town - check for what is available in your town
Building Codes/Zones for the town – check local City Hall
Instructional Aids:
1. Lettering Strokes Handout
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2. Presentation Methods Handout
3. Lettering Practice Worksheet
4. Neighborhood Project Lesson Plan PowerPoint
5. Neighborhood Planning Elements
6. Neighborhood Project Information Sheet
7. Neighborhood Project Rubric
Materials Needed:
1. Pencil with erasers
2. Poster board
3. Computers and printers
Equipment Needed:
1. Teacher Computer Workstation
2. Printer capable of black and white printing on 8 ½ x 11” paper
3. Overhead projection screen that can exhibit teacher’s monitor
Learner Preparation:
 Each student is placed into a team of 3-4 students, preferably these groups are
balanced with students of varied skill levels and learning styles.
 Definition of various vocabulary words should be prominently placed in a visible location
in the room.
 Computer Lab should be booked for student use for research.
Introduction
Introduction (LSI Quadrant I) Day One
Students enter and gather at their assigned seat/table.
SAY: Today we are going to identify and define what a neighborhood is.
ASK: What do you consider a neighborhood? (Prompt and wait for student’s response. Then
discuss various answers) What items are found in a neighborhood? (Prompt and wait for
student’s response. Then discuss various answers).
SHOW: (Display PowerPoint Bell Ringer for Day 1) On a sheet of paper list everything that you
would find in a neighborhood. (Allow 3-5 minutes for students to complete)
SAY: Now that you have had a chance to think about what is found in a neighborhood, share
with the person on your left your list. (Allow 3-4 minutes for students to complete)
ASK: What was the same on your lists? (Prompt and wait for student responses). What was
different about your lists? (Prompt and wait for student responses).
SHOW: (Hold up a copy of Lettering Strokes Worksheet – there is also a copy of it on the
Neighborhood Project Lesson Plan PowerPoint Page 3). On this worksheet, it explains how to
use proper lettering techniques for your presentations. Today, we are going to learn how to
write in capitol block letters and we will practice writing in different font sizes.
ASK: Does everyone know what a block letter looks like? (Prompt and wait for student
responses) Use board to demonstrate.
SAY and SHOW: Now we are going to practice lettering techniques using block lettering and
making sure that all letters are the same size and shape. You will use the Lettering Practice
Worksheet to complete this. (Hold up worksheet as you talk)
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SAY: Using the lines provided, you will copy the saying as many times as you can on those
lines. Making sure that all strokes are done correctly, they are the same height and width.
After about 15-20 minutes have students stop. Their hands may begin cramping if you
continue. Have students complete for homework.
SAY and SHOW: Using the Neighborhood Project Lesson Plan PowerPoint page 4, go
over instructions for researching local Home Owners Associations. How many of you
remember what a Home Owners Association is? Today we are going to research the Home
Owners Associations in our community. You will choose two or three of the Home Owners
Associations in town and compare and contrast a minimum of three or a maximum of five
guidelines, rules or regulations that home owners must have in or on their property. You will
also look for information that is specific to homeowners, construction companies and for the
HOA in upkeep, landscaping, etc.
SAY: Use the Day One wrap up and summary questions to have a brief discussion over
what they have learned today. Today you have learned about the definition of a
neighborhood, and what we consider part of a neighborhood. You researched our own home
owners associations and what they consider important for homeowners to know. We have also
begun learning how to use lettering techniques to improve the appearance of Interior Design
projects.
Introduction (LSI Quadrant I): Day Two
Students enter and gather at their assigned seat/table and complete warm up/bell ringer.
Students will turn homework into the box as they enter.
SAY: Yesterday, we learned about what we consider a neighborhood to incorporate. You
began researching local homeowners associations and began to practice lettering techniques
for presentations. Today we are going to look into what goes into a site plan.
SAY: Does anyone know what a site plan is? (Pause and wait for student’s responses.
Discuss the various answers given).
SAY and SHOW: PowerPoint page 7 and 8. A site plan is a bird’s eye view of a property
drawn to scale that shows property lines, outline of existing and proposed buildings and
structures, distance between buildings, setbacks, parking lots, driveways, surrounding streets,
landscaped areas, easements and ground sign locations. Site planning generally begins by
assessing a potential site for development through site analysis. Information about slope, soils,
vegetation, parcel ownership, orientation are assessed and mapped. By determining areas that
are poor for development (such as floodplain or steep slopes) and better for development, the
planner or architect can assess optimal location and design a structure or structures that works
within the space.
** Pass out Neighborhood Project Information Sheet and Rubric to students. Put students into
groups of 2-3 to complete this assignment.
SAY and SHOW: Look at the Project Information Sheet I have just handed you.
Congratulations, your company is the development corporation for a new neighborhood. Using
information gathered from classroom resources, textbooks, the Internet, and library references,
your team will design a neighborhood for families including the following information on the
poster you will be presenting to the class, either through the design (such as size of lots) or
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listed in the lower left corner of the poster board.
SAY: The information to include is: Your company name – you will decide this as a group,
the location of the neighborhood, the Name of your neighborhood – Give your new
neighborhood an appropriate name; Determine the size of the Lots (Consider urban, suburban
or rural area); Traffic – consider traffic flow based on the design of your neighborhood; Type of
Housing that will be offered – single-family, multi-family (duplexes or apartments) or mixed;
what Recreational facilities will be available – parks, playgrounds, dog parks, etc. Then be sure
to mark the location of the following: Schools, Churches, Grocery stores, Shopping centers, the
Fire department, the Police department, and Medical facilities. And the last thing you will give
information on is the Commute – what is the average commute for most working family
members to and from the nearest large city, downtown, etc.
SAY: The following criteria will be used to evaluate the completeness of your project: Your
company name and logo with names of all team members and class period in lower right hand
corner. Neighborhood Name is Centered at the top of the poster board. A map of the
neighborhood with all buildings or structures identified. In the lower left hand corner make sure
you include average commute time to shopping, churches and downtown, the location of the
subdivision and a bibliography of where you got your information.
SAY: You will have the remainder of today and all next class period to work on this project in
class. You may need to arrange extra time with your group members after school or break the
project up into parts that each member works on.
Use the Day Two wrap up and summary questions to have a brief discussion over what
they have learned today. Today we have reviewed lettering techniques used in presentations,
defined and identified parts of a site plan and began working on your group neighborhood
project.
Introduction (LSI Quadrant I): Day Three
Students enter and gather at their assigned seat/table and complete warm up/bell ringer.
SAY: Yesterday, your teams began working on your neighborhood project. Today you will
continue working on your projects. If you or a team member need help or a question answered
about your design, raise your hand and I will be walking around helping.
Use the Day Three wrap up and summary questions to have a brief discussion over what
they have completed today. Today your team continued working on your neighborhood
project. Make sure if you are not finished that it is completed by _________ (fill in date).
Presentations will begin with group_______ (fill in company name) on ______(fill in date).
Outline
Outline (LSI Quadrant II):
Instructors can use the PowerPoint presentation, slides, handouts, and note pages in
conjunction with the following outline.
Instructor will review the Notes to Instructor below that correlate with the sequencing and
pacing, handouts and notes.
MI
Outline
Notes to Instructor
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I. Neighborhoods
A. Define neighborhood
B. List components of a neighborhood
C. Compare/Share list with neighbor/group
D. Revise list to include items you did not
think of
Students will write
notes on their own
paper.
II. Presentation Lettering Techniques
A. Lettering Strokes Worksheet
B. Demonstration of Lettering Techniques
C. Lettering Practice Worksheet
Students will finish the
Lettering Practice
Worksheet for
homework.
III. Research local home owners associations
A. Identify local Home Owners Associations
B. Research Rules for Homeowners
C. Research Rules for Home Builders
D. Research Rules for Construction
Companies
E. Compare/Contrast Rules/Regulations
Reserve a computer
lab for part of class
time to research local
homeowners
associations. If
unable to do that, print
out local homeowners
associations
documents for groups
to look at in the
classroom.
Additional information
to talk about with each
slide included above.
IV. Site Plan
A. Define site plan
B. List what a site plan includes
V. Neighborhood Project
A. Neighborhood Project Info Sheet
B. Neighborhood Project Rubric
C. Where to put information on board.
May print out slides 7
and 8 to give to
students to look at.
Have architectural
rulers available for
students to use.
If possible have a site
map of local land for
sale to use.
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VI. Presentations
A. Groups will present their design to the
class in a professional manner.
B. Grade on professionalism of appearance
Verbal
Linguistic
Logical
Mathematica
l
Visual
Spatial
Musical
Rhythmi
c
Bodily
Kinestheti
c
Intrapersonal
Use rubric to grade.
Interpersona
l
Naturalis
t
Existentialis
t
Application
Guided Practice (LSI Quadrant III): Student groups as described above in the Introduction,
Outline, Student Handouts, PowerPoint Presentation and Notes and Activities.
Independent Practice (LSI Quadrant III): Students will take home and finish the Lettering
Practice Worksheet. Students will also work independently from class time on their
Neighborhood Project.
Summary
Review (LSI Quadrants I and IV): Questions can also be found in the PowerPoint
Neighborhood Project Lesson Plan Day 1 Wrap-Up and Summary, Day 2 Wrap-Up and
Summary, and Day 3 Wrap-Up and Summary.
Questions for Day One:
1. What is a neighborhood?
2. Who decides what will be found in a neighborhood?
3. What type of lettering strokes do you use with professional presentations?
Answers:
1. The area or region around or near a place or thing. This can also be the definition
agreed upon by the group.
2. The architect or building contractor or the group who puts together a plan for a
neighborhood.
3. Block Capital letters
Questions for Day Two:
1. How is a site plan different from a blue print?
2. What information is included in a site plan?
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Answers:
1. A site plan is a bird’s eye view of a property that is drawn to scale. The site plan can be
just one area of a development or an entire development. A blueprint is the building
plans for a home or office. It is for one specific home or office.
2. Information included in a site plan include property lines, outlines of existing and
proposed buildings or structures, distance between buildings, setbacks for each
property, parking lots with indicated parking spaces, driveways, surrounding streets,
landscaped areas, easements and ground sign locations.
Questions for Day Three:
1. How much more work does your group have to complete the project?
2. Have you exchanged telephone numbers with your group members to facilitate meeting
after school to complete your project?
3. How comfortable are you with the parts of the project you will be presenting to the class?
Answers:
1. Each groups’ answer will be specific to what they still need to work on.
2. Each groups’ answer will be specific to how they exchanged information and how they
plan to get together to complete the project.
3. Each student’s answer will be what they are presenting and whether or not they feel
comfortable at this time. This may change on the day of presentations.
Evaluation
Informal Assessment (LSI Quadrant III): During times that students are working in groups, the
teacher practices active classroom monitoring and regular checking for understanding by
individuals by moving around from group to group.
During PowerPoint summary questions, teacher practices checking for understanding by calling
on different students to answer the questions.
Formal Assessment (LSI Quadrant III, IV):
Students should be able to exhibit knowledge independently by the completeness of their
Neighborhood Project. Use of the rubric will help with grading.
Extension
Extension / Enrichment (LSI Quadrant IV):
Advanced students can take the lesson further by presenting their Neighborhood Project to a
local building company that will be using the plot of land in town to build a neighborhood.
The lesson can be taken further by having students research home builders in the community
and inviting them to come guest speak to the class about the process they go through when
preparing a new community or neighborhood.
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Copyright © Texas Education Agency 2012. All rights reserved.
Name
Hour
Section #1
THE WORLD BELONGS TO THE ENERGETIC.
---RALPH WALDO EMERSON
Section #2
LOVE THE MOMENT, AND THE ENERGY OF THAT MOMENT WILL SPREAD
BEYOND ALL BOUNDARIES.
--CORITA KENT
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Section #3
IN THE FACE OF AN OBSTACLE WHICH IS IMPOSSIBLE TO OVERCOME,
STUBBORNESS IS STUPID.
--SIMONE DE BEAUVOIR
Section #4
IF YOU HAVE AN IMPORTANT POINT TO MAKE, DON’T TRY TO BE SUBTLE OR
CLEVER. USE A PILE DRIVER. HIT THE POINT ONCE. THEN COME BACK AND
HIT IT AGAIN. THEN HIT IT A THIRD TIME—A TREMENDOUS WHACK.
--WINSTON CHURCHILL
Copyright © Texas Education Agency 2012. All rights reserved.
Practice is necessary to develop the skills needed to letter legibly.
• All projects MUST have a title. Check the spelling of all words for accuracy.
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
ALWAYS use guidelines when lettering
guidelines example
Block letters are all CAPITALIZED.
Block lettering is the only lettering acceptable for project presentations.
Letters should be bold and clear. Avoid making fancy, cute letters.
Make each line quickly from the beginning to the end of the stroke. This makes
lines straighter and more accurate.
Begin the letter with a straight line, then add diagonal and curved lines.
Letters will be written in a variety of sizes. Generally, the smaller the letter, the
easier it is to write. Practice lettering in a variety of sizes.
The size of the lettering is usually related to the importance of the labeling. For
example, titles are lettered larger than notes in small areas.
Spacing between letters and words is critical. Think of all the letters as being the
same size, and approximately square ("M" and "W" are a little wider).
Labeling should be done from left to right.
All borders must be a simple, black line.
Do not cross the J and I.
Keep the point of your pencil sharp at all times.
Select one style and be consistent.
Be consistent in you spacing of letters and words.
There are definite strokes to be used when lettering. Practice lettering, using the
stroke guidelines shown on the next page.
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13
Neighborhood Planning Elements
Right of Way and Paving
 All minor streets have a R O W of at least 50 feet
 All minor streets are to be paved with 30 foot wide curbs and gutter sections
Neighborhood Entrances
 Neighborhood entrances off of a collector/loop street may be divided or undivided with the
appropriate landscaping and signage for subdivision
 Both primary and secondary entrances to residential neighborhoods must have landscape
treatment and irrigation within the landscape setback. The appropriate Sub Division Entry
Identification must be installed at primary entrances.
 A landscape reserve (minimum 10 feet) is required on corner lots on a neighborhood entrance.
 Esplanades and islands, if used, may require additional ROW and must be constructed and
landscaped by the developer.
Sidewalks
 Sidewalks no less than 4 feet in width are required on both sides on all internal local streets
and are to be constructed by the homebuilder. Refer to the subdivision construction plans for
details and specifications.
 Sidewalks are to be plain gray concrete in color with medium broom finish.
 All sidewalks shall be constructed with handicap curb ramps as shown on the subdivision
construction plans.
Street Address Markers
 Street address markers or plaques are required to be installed on the front elevation of each
residence.
 The size and style shall be consistent throughout each subdivision. The use of pre-cast stone
or brass address plates is encouraged.
Building Set Back Lines
Typical building set back lines for residential lots are as follows:
 25 foot front yard set back lines on typical lots
 5 foot side yard set back lines on 55’ and 65’ lots
 7 foot side yard set back lines on 80’ lots
 15 foot side yard set back lines (houses only) for side yards that are adjacent to a public street
ROW on corner lot
 30 foot rear yard setback line
 Detached garages have a 10 foot side yard set back line per City Ordinance
 Side yard set backs between dwellings must be varied. This assists in creating spatial variety
in the streetscape.
 5 feet in width must be maintained between the fence line and pools, spas, decks and
walkways located in the back yard
Utility Easement
 Interior lots contain a 10 foot wide public utility easement along the front lot line
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14
Lots 55’ and Under
 Minimum of two shade trees must be planted in the front yard
 Front yard trees should be planted in an informal manner to promote a more natural look.
Lots over 55’
 Minimum of two shade trees must be planted in the front yard
 Front yard trees should be planted in an informal manner to promote a more natural look.
Corner Lots
 Plant an additional two ornamental or shade trees
 Both trees must be planted 12.5 feet from the curb and spaced at least 30 feet from the center
of the side lot.
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15
Neighborhood Project Information Sheet
Your team is the development corporation for a new neighborhood!
Directions:
First, your team will need to come up with a company name and logo that you will use with this
project. This company name and logo will be put on a business card along with the names of all team
members.
Using information gathered from classroom resources, textbooks, the Internet, and library references,
your team will design a neighborhood for families including the following information in your poster,
either through the design (such as size of lots) or listed in the lower left corner of the poster board.
1.
2.
3.
4.
5.
6.
7.
Location of the neighborhood
Name – Give your new neighborhood an appropriate name.
Lots – determine the size of the lots. (consider urban, suburban or rural area)
Traffic – consider traffic flow based on the design of your neighborhood
Type of Housing – single-family, multi-family (duplexes or apartments) or mixed
Recreational facilities – parks, playgrounds, dog parks, etc.
Location of the following:
a. Schools
b. Churches
c. Grocery stores
d. Shopping centers
e. Fire department
f. Police department
g. Medical facilities
8. Commute – what is the average commute for most working family members
The following criteria will be used to evaluate the completeness of your project:
1. Names of all team members and class period in lower right hand corner
2. Neighborhood Name is appropriate
3. Size of lots listed/drawn
4. Map of neighborhood with all buildings identified
5. Average commute time to shopping, churches, and downtown calculated and listed
6. Location of the subdivision is listed
7. Use of resources to evaluate criteria needed in a subdivision.
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1
Student Evaluation Form
Teamwork
Paper Bridge Building
Your Name: __________________________________________________ Date:
____________________
Your Team’s Name: __________________________________________________ Period #:
__________
Circle the correct answer for each of the following questions.
1 What role did YOU play today?
Leader
Follower
2 Which is better for a team to function?
Competition
Cooperation
3 Is it more important to be constructive
Constructive
Destructive
or destructive when working on a team?
4 Should you focus on each others’
Strengths
Weaknesses
strengths or weaknesses?
5 Does volunteering mean you get
assigned to do something instead of
Yes
No
offering to do something?
Match the styles of Leadership on the right to the correct Leadership Style on the left. Write
down the correct letter in the pace provided.
______ Autocratic Leaders
A. Allow team members to provide input during the project.
______ Democratic Leaders
B. Don’t interfere and allow team members to make choices.
______ Laissez-Faire Leaders
C. Make the project decisions without consulting the group.
Did your team successfully complete the bridge building assignment?
YES
NO
How much weight did your bridge hold?
____________________________________________________
What was the hardest part of the bridge building project? Explain in complete sentences.
Was your leader a good leader? Explain in complete sentences, and include the style of leadership
they portrayed.
What did YOU productively contribute to your team? Explain in complete sentences.
Copyright © Texas Education Agency, 2012. All rights reserved
Neighborhood Project Rubric
Criteria Concepts/Skills to be Assessed
Company Name and Logo
Group Names
(Possible 15 points)
Novice
1
No company name or
logo; team members
names present;
lettering technique
sloppy or need work;
not in correct location
Criteria Categories
(Novice to Exemplary)
Developing
Accomplished
2
3
Only one - Company
Company name and logo
name and/or logo
present, all team
present; missing team
members names
members names;
present; lettering
lettering techniques
techniques used
needs work; not in
correctly; not in correct
correct location
location
(1-4 points)
(4-8 points)
Name not appropriate;
not centered; lettering
technique needs work
Name could be
improved; not centered;
lettering technique
needs work
(2 points)
Map is centered; some
buildings/structures are
labeled; lettering
technique needs work
(Possible 25 points)
(1 points)
Map is not centered;
no
buildings/structures
are labeled; lettering
technique needs work
Commute Time for shopping, churches
and downtown
Commute time to nearest large city
(1-10 points)
Missing more than 2
commute times, not
listed in correct place
Neighborhood Name
(Possible 5 points)
Map of Neighborhood
(11-15 points)
Missing 1-2 commute
times; not listed in
correct place
Exemplary
4
Company name and logo
present, all team
members names
present; Lettering
techniques used
correctly; in correct
location;
(8-10 points)
Name is appropriate; not
centered; lettering
technique correct
(10-15 points)
Name is appropriate;
name is centered;
lettering technique is
correct and neat
(3-4 points)
Map is not centered;
some
buildings/structures
labeled; lettering
technique is correct
(5 points)
Map is centered; all
buildings/structures
labeled; lettering
technique is correct and
neat
(16-20 points)
Missing 1-2 commute
times; listed in correct
place
(20-25 points)
Commute time for
shopping, churches,
downtown and nearest
large city listed in
correct place
(Possible 15 points)
Location of Subdivision
(1-4 points)
Location not listed.
(4-8 points)
Location listed; lettering
technique needs work.
(8-10 points)
Location listed; in
correct spot; lettering
technique needs work
(10-15 points)
Location listed; in
correct spot; lettering
technique correct
(Possible 5 points)
Bibliography
(1 points)
No bibliography
(Possible 15 points)
(1-4 points)
(2 points)
Bibliography done; Not
in MLA style; Not in
correct spot; lettering
technique needs work
(3 - 4 points)
Bibliography done in
MLA style; Not in correct
spot; lettering technique
needs work
(5 points)
Bibliography done in
MLA style; in correct
place; lettering
technique correct
Presentation
Did not present OR
only presented one
item; not
professionally
dressed
(4-8 points)
Presented two to three
items, not professionally
dressed
(8-10 points)
Presented three or more
items; dressed
professionally
(10-15 points)
Presented over half the
items; dressed
professionally
(5 – 10 points)
(10-15 points)
(15-20 points)
Total Points: __________________
(Possible 20 points)
(1-5 points)
A = 66-100 points; B = 54-66 points; C = 30-54 points; D = 6-30 points
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Points
Earned