| Course Code | Class Code | Assignment Title | Total Points |
| SEC-580 | SEC-580-O500 | Benchmark - Instructional Unit Plan | 300.0 |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned |
| Criteria | 100.0% |
| Adaption of Current Curriculum Map [COE 2.2; InTASC 4(f)] | 15.0% | No submission. | The instructional unit vaguely or scarcely adapts to the current curriculum map in the classroom. The unit plan does not represent the grade level and content area of the field experience placement. | The instructional unit considers the current curriculum map in the classroom. The unit plan inadequately represents the grade level and content area of the field experience placement. | The instructional unit clearly adapts to the current curriculum map in the classroom. The unit plan clearly represents the grade level and content area of the field experience placement. | The instructional unit skillfully adapts to the current curriculum map in the classroom. The unit plan skillfully and concisely represents the grade level and content area of the field experience placement. |
| Selected Learning Experiences and assessments [COE 3.4; InTASC 7(a), 6(b)] | 15.0% | No submission. | The instructional unit vaguely or scarcely selects and creates learning experiences and assessments that are appropriate for curriculum goals and content standards. | The instructional unit inadequately selects and creates learning experiences and assessments that are appropriate for curriculum goals and content standards. | The instructional unit clearly selects and creates learning experiences and assessments that are appropriate for curriculum goals and content standards. | The instructional unit skillfully and concisely selects and creates learning experiences and assessments that are appropriate for curriculum goals and content standards. |
| Unique Learning Needs [COE 3.5; InTASC 7(c), 8(a)] | 15.0% | No submission. | The instructional unit does not use appropriate strategies while considering unique learning needs. The unit plan does not provide multiple opportunities to develop knowledge and skills. | The instructional unit inadequately uses appropriate strategies while considering unique learning needs. The unit plan inadequately provides multiple opportunities to develop knowledge and skills. | The instructional unit clearly uses appropriate strategies while considering unique learning needs. The unit plan clearly provides multiple opportunities to develop knowledge and skills. | The instructional unit skillfully uses appropriate strategies while considering unique learning needs. The unit plan skillfully provides multiple opportunities to develop knowledge and skills. |
| Reflection and Deeper Understanding [COE 4.1; InTASC 9(a), 9(e)] | 15.0% | No submission. | The instructional unit is deficient on considerations regarding cultural, ethnic, gender, or learning differences. The reflection provides a vague explanation of how understanding learner differences allows for relevant learning experiences and promotes ethical practice. | The instructional unit provides basic considerations for cultural, ethnic, gender, or learning differences, as they relate to the learning experiences. The reflection provides limited reasoning on the significance of understanding learner differences and teaching practice. Some supporting details are present. | The instructional unit exhibits a consideration of cultural, ethnic, gender, and learning differences. The reflection provides an explanation of how understanding learner differences allows for relevant learning experiences and affects teaching practice. Supporting details are sufficient. | The instructional unit provides evidence of consideration of cultural, ethnic, gender, and learning differences, relevant to the learning experiences. The reflection provides an explanation of how understanding learner differences allows for relevant learning experiences and promotes ethical practice. Supporting details are sufficient and pertinent. |
| Layout | 10.0% | No submission. | The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small font sizes, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident. | The layout shows some structure but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult because of lengthy paragraphs, too many different fonts, dark or busy backgrounds, overuse of bold, or lack of appropriate indentations of text. | The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text. | The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text. |
| Language Use and Audience Awareness (includes sentence construction, word choice, etc.) | 10.0% | No submission. | Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. | Some distracting inconsistencies in language and/or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately. | The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly. | The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope. |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 10.0% | No submission. | Slide errors are pervasive enough that they impede communication of meaning. | Frequent and repetitive mechanical errors distract the reader. | Slides are largely free of mechanical errors, although a few may be present. | Writer is clearly in control of standard, written, academic English. |
| Research (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | 10.0% | No submission. | Sources provided do not support the claims of the presentation or are not credible. Citations may include several formatting errors or not follow APA conventions at all. | Submission includes only 1-2 sources, sources do not fully support claims, or sources are not all credible. Citations may include several formatting errors. | Research is timely and relevant, and generally supports the information presented. All of the criteria stated in the assignment are addressed. Citations may include minor errors in format. | Research is supportive of the information presented. Sources are distinctive and clearly address all of the criteria stated in the assignment. Citations are error free. |
| Total Weightage | 100% |
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