WP178-03
Multicultural Diversity Lesson Planning Rubric
Factor 1: Lesson Plan Objectives—content of Objectives has multicultural focus (Prompt 2b for Competency 9)
Incomplete (1)
Unsatisfactory (2)
Developing (3)
Proficient (4)
-MC focus is central part of the
lesson. The objective centers on
human interaction and/or
understanding. It includes
contributions of professionals from
other cultures and ensures students
make a personal connection to the
lesson.
-Objective is absent or does not
include a MC focus.
-MC focus is present but is not of
primary importance in objective or
is trivial (e.g., food day, making
African beads).
-MC focus is central part of the
lesson. Objective involves factual
information about culture(s), but
not on human interaction or
understanding.
-MC focus does not actively
involve students. Content of
objective is too general.
-MC focus does not actively
involve student participation.
-MC focus involves interaction of
some but not all students.
-Objective is at the knowledge
level (i.e., knowledge of facts)
-Objective is at the knowledge
level (i.e., knowledge of facts)
-Objective is at a comprehension
level
- No age level indicated.
-Lesson is minimally appropriate
for age level.
-Lesson is appropriate for age
level.
-Lesson plan includes age level
differentiation that is appropriate
for the cultures represented in the
classroom.
-objective is NOT measureable
-objective is NOT measureable
-objective is measureable
-objective is measureable
-objective is NOT connected to
knowledge standard/gains
-objective is NOT connected to
knowledge standard/gains
-objective is NOT connected to
knowledge standard/gains
-objective is connected to
knowledge standard/gains
-The lesson plan insures that
students are actively involved
throughout the lesson.
-Objective includes at least one
higher order thinking skill (e.g.,
analysis, synthesis, or evaluation)
WP178-03
Factor 2: Lesson Plan Mechanics—Multicultural objectives are supported by lesson plan activities and matched to
assessments (i.e., Multicultural Diversity Objective—Lesson Plan—Assessment link)
Incomplete (1)
-Lesson plan is incomplete (i.e., is
missing one of the following):
Objective
Content
Procedure
Evaluation/Assessment
Check for Understanding
Unsatisfactory (2)
Developing (3)
Proficient (4)
ASSESSMENT
-No match between objectives, activities
and assessment.
ASSESSMENT
-Assessment matches some but not all
lesson objectives
ASSESSMENT
-Clear match between objectives,
activities and assessment.
-Assessment is too brief or doesn’t
measure the objective
Assessment measures facts and literal
comprehension
-Assessment involves MC/Diversity
with comprehensive assessment.
-Assessment measures content
facts/figures.
-Assessment is a measure of facts and
literal comprehension.
-Assessment measures knowledge,
comprehension and higher order
thinking skills.
-Assessment uses one method of student
response—although everyone is
assessed, they must respond in the same
way. (i.e. students will write answers to
essay questions)
-Assessment is tailored to accommodate
students’ language skills (i.e. shorter
sentences, simplified vocabulary,
reading assessment to student to assure
understanding of questions, etc.)
-When checking for understanding, not
all students are required to respond
LESSON PLAN
LESSON PLAN
-lesson activities minimally support
objective
-lesson content is derived primarily from
anecdotal evidence/personal
opinions/stereotypes
-lesson activities partially support
objective
LESSON PLAN
-lesson activities support objective
-lesson content is derived partially from
anecdotal evidence/personal
opinions/stereotypes
-lesson content is from appropriate
information sources and those are cited
-lesson content is presented in more than
one way, using multiple modalities
-lesson content is presented in one
manner (i.e., students will watch a
video, students will read a story)
-lesson content is presented in more than
one way, using multiple modalities
WP178-03
Factor 3: Personal Commitment to Understanding Cultural Diversity through Lesson Planning
Incomplete (1)
Unsatisfactory (2)
Developing (3)
Proficient (4)
-No personal reflection on
bias/beliefs about teaching
students from other cultures
-Personal reflection includes
indifference or lack of concern for
cultural diversity.
-Reflects recognition of and
general acceptance of various
cultures.
-Reflects respect and affirmation of
individual cultural differences.
-Some reflection on personal
bias/beliefs about teaching students
from other cultures.
-Thorough reflection on personal
bias/beliefs about teaching students
from other cultures
-No reflection of knowledge
-Reflects on one example of
gained about teaching students
knowledge gained about teaching
from various cultural backgrounds students from various cultural
backgrounds
-Includes no reflection of
generalization beyond the
-Includes no reflection of
classroom of knowledge and skills generalization of knowledge and
gained
skills beyond the classroom
-No discussion of strategies used
to promote acceptance and respect
of people from all cultures.
-Discusses 1 strategy you will
incorporate into your teaching to
promote acceptance and respect of
people from all cultures.
-Reflects on two examples of
knowledge gained about teaching
students from various cultural
backgrounds
-Reflection shows minimal
generalization of knowledge and
skills outside the classroom.
-Discusses 2 strategies you will
incorporate into your teaching to
promote acceptance and respect of
people from all cultures.
-Reflects on three or more
examples of knowledge gained
about teaching students from
various cultural backgrounds
-Reflects about how new
knowledge and skills about
multicultural teaching generalizes
beyond the classroom.
-Discusses 3 strategies you will
incorporate into your teaching to
promote acceptance and respect of
people from all cultures.
WP178-03
Factor 4: Lesson Plan Inclusiveness—what makes this an example of an inclusive teaching strategy for a diverse classroom?
(Competency 9, 2.d.) Given your lesson plan and content, what adaptations did or would you provide for diverse populations in
this classroom ? (Competency 9, 2.e.)
Incomplete (1)
Unsatisfactory (2)
Developing (3)
Proficient (4)
-No mention of adaptations to
differentiate for students from
various cultural backgrounds
-One adaptation is clearly written
to differentiate for students from
various cultural backgrounds
-Two adaptations are clearly
written to differentiate for students
from various cultural backgrounds
-More than two adaptations are
written to differentiate for students
from various cultural backgrounds
-Adaptations are unreasonable or
inappropriate.
Adaptations are reasonable and
appropriate but not all aspects from
Proficient Level are included
Adaptations indicate:
 Age appropriate strategies
are used
 Choices are given to
students to meet their
learning preferences and
needs
 Strategies with
demonstrated effectiveness
are used