According to Wikipedia, the rubric is one authentic assessment tool which is designed to simulate real life activity where students are engaged in solving real-life problems. It is a formative type of assessment because it becomes an ongoing part of the whole teaching and learning process. Students themselves are involved in the assessment process through both peer and self-assessment. As students become familiar with rubrics, they can assist in the rubric design process. This involvement empowers the students and as a result, their learning becomes more focused and self-directed. Authentic assessment, therefore, blurs the lines between teaching, learning, and assessment (Pickette and Dodge).
Here is the lesson plan which shows how rubrics can be used in class.
Class: advanced
Duration: 40-45 minutes
Materials:
- www.splc.org/presentations/pplibellaw.pps
- www.splc.org/presentations/pplibellaw.pdf (teacher’s notes)
Key Vocabulary: libel, defamation, reputation, slander, identification, to avoid, libel lawsuit, to harm, libel law
Objectives:
- To introduce students to the basic issues of libel
- To compare the concept of libel in the USA and students’ country
Before the lesson
Try to remember or find out the basic concepts of libel in your country. Briefly summarize them ( in oral or written form)
Lesson Introduction: We are going to briefly consider the basic issues of libel and to find out differences and similarities in the libel law of the USA and your country. Look at the presentation and answer the following questions (make notes if necessary)
- Do you consider libel an important legal issue? Why or why not?
- How can libel harm a person’s reputation?
- What would you as a lawyer advise to avoid the accusation of libel?
Now try to compare the concept of libel in the USA and your country with the help of the following chart.
| Definition | |
| USA | |
| Your Country | |
| Responsibility for everything one publishes | |
| USA | |
| Your Country | |
| Identification | |
| USA | |
| Your Country | |
| What can be libelous | |
| USA | |
| Your Country | |
| What can not be libelous | |
| USA | |
| Your Country |
Summarize your notes and briefly speak about the differences and similarities in the libel law of the USA and your country. Try to reach a class consensus.
Homework
In groups write an article concerning a libel case for the wall paper. Include the following:
- Basic facts about the case
- Comments from journalists, witnesses, etc.
- Evidence (pictures of people, events, etc)
- Your own comments from the legal point of view
Present your case to other groups
Think about your work during the lesson and give yourself a score filling in the self-evaluation card
| Criterion | Question to ask oneself | Score (1-3) |
| Balance of contribution | Did I participate equally with the rest of the group when we created an article? | |
| Content | Did I bring any useful/original materials or ideas? | |
| Appropriateness of language | Did I use both spoken and written language accurately and appropriately? | |
| Task achievement | Did my group and I achieve the task we set for ourselves? |
Read the articles of different groups
Work as their editors using the following rubrics.
- The articles are no longer than one printed page (yes/no)
- A variety of resources was used to gather information (yes/no)
- Correct principles of grammar were used (yes/no). Please, correct the mistakes if there are any.
- The spelling is right (yes/no). Please, correct the mistakes if there are any.
- The articles are reader-friendly (yes/no)
- I understand what the writer is speaking about (yes/no)
- I liked the article about (please, specify)
- I would like to know more about (please, specify)