| Course Code | Class Code | Assignment Title | Total Points |
| ELM-570 | ELM-570-O500 | Planning a Science Unit Plan | 80.0 |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned |
| Content | 100.0% |
| Lesson Plan Title, Brief Summary, and Rationale | 30.0% | Not addressed. | Science Unit Plan includes poor and unrelated summary and rationale and lessons do overlap to include multiple areas of science in one lesson. | Science Unit Plan includes a vague and overly simplistic summary and rationale as to how lessons can overlap and vaguely includes multiple areas of science in one lesson. | Science Unit Plan includes a relevant and accurate summary and rationale as to how lesson can overlap and appropriately includes multiple areas of science in one lesson. | Science Unit Plan includes a proficient and thorough summary and rationale as to how lesson can skillfully overlap to successfully include multiple areas of science in one lesson. |
| State-Specific Standards, Learning Objectives, and Vocabulary | 30.0% | Not addressed. | Science Unit Plan includes unrelated state-specific, grade-level standards that inadequately teach and assess multiple science content areas. Learning objectives are poorly aligned to state standards and lesson, with irrelevant academic language and vocabulary. | Science Unit Plan includes state-specific, grade-level standards that vaguely and marginally teach and assess multiple science content areas. Learning objectives minimally align to state standards and lesson, with beginning-level academic language and vocabulary. | Science Unit Plan includes relevant state-specific, grade-level standards that competently teach and assess multiple science content areas. Learning objectives are aligned to state standards and lesson, with appropriate academic language and vocabulary. | Science Unit Plan includes specific state-specific, grade-level standards that comprehensively and creatively teach and assess multiple science content areas. Learning objectives are directly aligned to state standards and lesson, with sufficiently appropriate academic language and vocabulary. |
| Reflection | 10.0% | Not addressed. | Reflection includes a poor summary on the planning process of a unit plan with the limited or no inclusion of multiple content areas of science in one lesson. Applications to future practice are weak and do not reflect growth and development as a professional. | Reflection includes a beginning-level summary on the planning process of a unit plan with the limited inclusion of multiple content areas of science in one lesson. Applications to future practice are rudimentary level and minimally reflect growth and development as a professional. | Reflection includes a basic summary on the planning process of a unit plan with the broad inclusion of multiple content areas of science in one lesson. Applications to future practice are solid and reflect growth and development as a professional. | Reflection includes a comprehensive and well-researched summary on the planning process of a unit plan with the successful inclusion of multiple content areas of science in one lesson. Applications to future practice are insightful and clearly reflect growth and development as a professional. |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 25.0% | 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. Inconsistent language or word choice is present. Sentence structure is lacking. | 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. |
| Paper Format (use of appropriate style for the major and assignment) | 5.0% | Not addressed. | Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. | Appropriate template is used. Formatting is correct, although some minor errors may be present. | Appropriate template is fully used. There are virtually no errors in formatting style. | All format elements are correct. |
| Total Weightage | 100% |
Royce0615
Rubric_Print_Format6.xlsx
