| Course Code | Class Code | Assignment Title | Total Points |
| ECE-640 | ECE-640-O500 | Benchmark – Weekly 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% |
| Unit Plan: Theme, Standards, Objectives, and Academic Language | 10.0% | Not addressed. | Ineffectively incorporates a selected theme into science, and social studies instruction, clearly including standards-based objectives and appropriate academic language. | Minimally incorporates a selected theme into science and social studies instruction, unclearly including standards-based objectives and appropriate academic language. | Effectively incorporates a selected theme into science and social studies instruction, clearly including standards-based objectives and appropriate academic language. | Proficiently incorporates a selected theme into science and social studies instruction, specifically including standards-based objectives and appropriate academic language. |
| Unit Plan: Content Knowledge and Learning Resources [NAEYC 5a, 5b; InTASC 4(b), 4(c), 4(f), 4(j), 4(r), 5(c), 5(h), 5(i), 5(j), 5(l), 5(n), 5(p); MC1, MC2; ISTE-T 1b; COE 2.1] | 10.0% | Not addressed. | Inappropriately applies in-depth content knowledge and learning resources in the academic disciplines to create opportunities for students to learn, practice, and master content. | Ambiguously applies in-depth content knowledge and learning resources in the academic disciplines to create meaningful and engaging opportunities for students to learn, practice, and master content. | Appropriately applies in-depth content knowledge and learning resources in the academic disciplines to create meaningful and engaging opportunities for students to learn, practice, and master content. | Substantially applies in-depth content knowledge and learning resources in the academic disciplines to create meaningful and engaging opportunities for students to learn, practice, and master content. |
| Unit Plan: Curriculum-Based Learning Activities [NAEYC 5c; InTASC 4(a), 4(f), 4(h), 4(l), 4(n), 5(f), 5(k), 7(a), 7(g); COE 2.2] | 10.0% | Not addressed. | Inadequately applies appropriate curriculum, aligned to state social studies or science content standards and early learning standards to plan, implement, and evaluate developmentally meaningful and challenging learning opportunities. | Unclearly applies appropriate curriculum, aligned to state social studies or science content standards and early learning standards to plan, implement, and evaluate developmentally meaningful and challenging learning opportunities. | Clearly applies appropriate curriculum, aligned to state social studies or science content standards and early learning standards to plan, implement, and evaluate developmentally meaningful and challenging learning opportunities. | Expertly applies appropriate curriculum, aligned to state social studies or science content standards and early learning standards to plan, implement, and evaluate developmentally meaningful and challenging learning opportunities. |
| Unit Plan: Assessments and Accommodations [NAEYC 3c; InTASC 6(h), 6(p), 6(u); ISTE-T 2c; COE 4.6] | 10.0% | Not addressed. | Includes flawed assessments and accommodations, including the use of assistive technology to meet individual student needs. | Includes inconsistent assessments and accommodations, including the use of assistive technology to meet individual student needs. | Includes suitable assessments and appropriate accommodations, including the use of assistive technology to meet individual student needs. | Includes well crafted assessments and extensive accommodations, including the use of assistive technology to meet individual student needs. |
| Rationale: Reasoning | 10.0% | Not addressed. | Unrealistically describes the reasoning behind the chosen instructional strategies. | Vaguely describes the reasoning behind the chosen instructional strategies. | Descriptively describes the reasoning behind the chosen instructional strategies. | Insightfully describes the reasoning behind the chosen instructional strategies. |
| Rationale: Modifications [NAEYC 4d; InTASC 7(f), 7(p), 8(j), 9(c), 9(h), 9(g); MC1; COE 3.4] | 10.0% | Not addressed. | Poorly reflects upon and evaluates how instruction was modified to meet each child’s learning needs and promote positive outcomes. | Superficially reflects upon and evaluates how instruction was appropriately modified to meet each child’s learning needs and promote positive outcomes. | Soundly reflects upon and evaluates how instruction was appropriately modified to meet each child’s learning needs and promote positive outcomes. | Thoughtfully reflects upon and evaluates how instruction was appropriately modified to meet each child’s learning needs and promote positive outcomes. |
| Rationale: Assessment Data and Student Feedback [NAEYC 6c, 6d, 7a, 7b; InTASC 6(q), 6(p), 6(v), 9(g), 9(l)] | 10.0% | Not addressed. | Inaccurately explains how the assessment data and student feedback from previous lesson implementations inform the planning of this unit. | Marginally explains how the assessment data and student feedback from previous lesson implementations inform the planning of this unit. | Accurately explains how the assessment data and student feedback from previous lesson implementations inform the planning of this unit. | Comprehensively explains how the assessment data and student feedback from previous lesson implementations inform the planning of this unit. |
| Template Format (use of appropriate template and format) | 10.0% | Not addressed. | Template is missing key elements or includes formatting errors that inhibit understanding. | Template is completed minimally, but formatting includes several minor errors. | Template is fully and neatly completed. There are very few errors in formatting style. | Template is proficiently completed and format elements are expertly correct. |
| 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; or the summary is widely outside of the required word count. | The content is not adequately organized even though it provides the audience with a sense of the main idea. The summary may not be within a reasonable range of the required word count. | 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 summary is within a reasonable range of the required word count. | The content is well-organized and logical. There is a sequential progression of ideas related to each other. The content is presented as a cohesive unit. Provides the audience with a clear sense of the main idea. The summary is within the required word count. |
| Mechanics of Writing (includes spelling, punctuation, grammar, and 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. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. | Submission includes some mechanical errors, but they do not hinder comprehension. A variety of effective sentence structures are used, as well as some practice and content-related language. | Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. |
| Total Weightage | 100% |
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