| Course Code | Class Code | Assignment Title | Total Points |
| ELM-350 | ELM-350-O500 | Benchmark - Social Studies and the Arts Unit Plan | 300.0 |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (65.00%) | Approaching (75.00%) | Acceptable (85.00%) | Target (100.00%) | Comments | Points Earned |
| Criteria | 100.0% |
| Lesson Titles, Summaries, Standards, and Objectives | 15.0% | Not addressed. | Lesson titles and summaries are vague or confusing. Standards are poorly selected and objectives are not properly aligned. | Lesson titles and summaries are adequate. Standards are plausibly selected and objectives are broadly aligned. | Lesson titles and summaries are complete and concise. Standards are competently selected and objectives are properly aligned. | Lesson titles and summaries are realistic and creative. Standards are expertly selected and objectives are proficiently aligned. |
| Multiple Means of Representation ACEI 2.4; CEC 2.1, 3.1, ICSI.1.K5, ICSI.1.K6, ICSI.1.K15, ICSI.2.K7, ICSI.2.K8, ICSI.2.S1; InTASC 4(b), 4(m), 4(o), 4(p) 5(g); MC2, MC5, COE 2.4 | 15.0% | Not addressed. | Insufficiently explains major concepts from social studies that will be included to promote elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world. | Broadly explains major concepts from social studies that will be included to promote elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world. | Clearly explains major concepts from social studies that will be included to promote elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world. | Expertly explains major concepts from social studies that will be included to promote elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world. |
| Multiple Means of Engagement ACEI 1.0; CEC 5.2, 5.3, 5.4, ICSI.5.K3, ICSI.5.S7, ICSI.5.S19, IGC.5.S25; ILA-S 5.3; InTASC 3(b), 3(g), 3(h), 3(m), 3(n), 3(o); ISTE-T 4a, 4c; MC1, MC4, MC5; COE 1.4 | 15.0% | Not addressed. | Simply explains learning activities, including how students will use collaborative technology in positive face-to-face and virtual local and global environments through applying effective interpersonal communication skills. | Basically explains learning activities, including how students will use collaborative technology in positive face-to-face and virtual local and global environments through applying effective interpersonal communication skills. | Competently explains learning activities, including how students will use collaborative technology in positive face-to-face and virtual local and global environments through applying effective interpersonal communication skills. | Skillfully explains learning activities, including how students will use collaborative technology in positive face-to-face and virtual local and global environments through applying effective interpersonal communication skills. |
| Multiple Means of Expression ACEI 2.5; CEC 3.2, ICSI.5.S19; InTASC 5(e), 5(n), 8(h), 8(m), 8(q); MC1, MC2, COE 2.5 | 15.0% | Not addressed. | Weakly describes formative and summative assessments that the content, functions, and achievements of the performing and the visual arts as primary media for communication, inquiry, and engagement among elementary students. | Briefly describes formative and summative assessments that the content, functions, and achievements of the performing and the visual arts as primary media for communication, inquiry, and engagement among elementary students. | Effectively describes formative and summative assessments that the content, functions, and achievements of the performing and the visual arts as primary media for communication, inquiry, and engagement among elementary students. | Substantially describes formative and summative assessments that the content, functions, and achievements of the performing and the visual arts as primary media for communication, inquiry, and engagement among elementary students. |
| Differentiation | 10.0% | Not addressed. | Incompletely describes accommodations in assessments or testing conditions that meet the needs of students with disabilities or English language learners. | Plausibly describes accommodations in assessments or testing conditions that meet the needs of students with disabilities or English language learners. | Directly describes accommodations in assessments or testing conditions that meet the needs of students with disabilities or English language learners. | Professionally describes accommodations in assessments or testing conditions that meet the needs of students with disabilities or English language learners. |
| Resources, Materials, Equipment, and Technology | 10.0% | Not addressed. | Resources selected are inappropriate for the designed unit plan. | Resources selected are somewhat appropriate for the designed unit plan. | Resources selected are clearly appropriate for the designed unit plan. | Resources selected are expertly chosen for the unit plan. |
| Organization | 10.0% | Not addressed. | An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized and may not relate to each other. | The content is adequately organized, generally providing the audience with a sense of the main idea. | The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea. | The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea. |
| Mechanics (includes spelling, punctuation, grammar, language use) | 10.0% | Not addressed. | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. | Submission includes mechanical errors, but they do not hinder comprehension. Includes some appropriate practice and content-related language. | Submission is largely free of mechanical errors, although a few are present. Includes appropriate practice and content-related language. | Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. |
| Total Weightage | 100% |
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