|
Criteria
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Levels of Achievement
|
|
Content
|
Advanced
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Proficient
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Developing
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Not present
|
|
Subject, Grade, and Topic
|
10 points
Plan subject, topic, and grade are age appropriate.
|
8 to 9 points
Plan subject and topic are age appropriate, but grade is missing.
|
1 to 7 points
Plan is age appropriate but is missing either grade or topic.
|
0 points
Plan is not age appropriate.
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State and National Standards
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10 points
Reflects National and State standards using InTASC Standards and SOLs.
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8 to 9 points
Reflects National and State standards but does not address either the InTASC Standards or SOLs.
|
1 to 7 points
Reflects National and State standards, but is missing InTASC Standards and SOLs
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0 points
No standards are mentioned in the plan.
|
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General Goals
|
10 points
The plan has identified goals for the unit of instruction that appropriately build toward the identified SOLs/InTASC Standards and subject.
|
8 to 9 points
The plan has identified goals for the unit of instruction that somewhat build toward the identified SOLs/InTASC Standards and subject.
|
1 to 7 points
The plan has identified goals for the unit of instruction that somewhat build toward the identified SOLs/InTASC Standards or subject.
|
0 points
The plan does not identify goals for the unit of instruction.
|
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Specific Objectives
|
10 points
The plan has an objective with an audience, behavior, criterion, and demonstration of performance.
|
8 to 9 points
The objectives are measurable
or
it is observable.
|
1 to 7 points
The objectives are
neither
measurable
nor
observable.
|
0 points
No objectives are present.
|
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Key Concepts
|
10 points
The plan identifies key concepts to be covered by the unit that appropriately correspond and build toward both the goals and objectives.
|
8 to 9 points
The plan identifies key concepts to be covered by the unit and they correspond to either the goals or objectives.
|
1 to 7 points
The plan identifies key concepts to be covered by the unit but does not correspond to the goals and objectives.
|
0 points
The plan fails to identify key concepts.
|
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Course Map
|
11 to 12 points
The plan includes a detailed map of concepts and topics connecting the unit’s central theme to the context of the course.
|
10 points
The plan includes a map of concepts that connect to the unit’s central theme to the context of the course.
|
1 to 9 points
The plan includes a map of concepts that partially connect to the unit’s central theme to the context of the course.
|
0 points
The plan does not effectively connect the central theme to the context of the course.
|
|
Unit Map
|
11 to 12 points
The plan includes a detailed map of concepts and topics as connected to the central theme of the unit.
|
10 points
The plan includes a map of concepts and topics as connected to the central theme of the unit.
|
1 to 9 points
The plan includes a map of some concepts and topics as connected to the central theme of the unit.
|
0 points
The plan does not include a map of concepts and topics connected to the central theme of the unit.
|
|
Unit Duration
|
10 points
The unit schedule is included and details a generic schedule for implementation (no dates, but duration).
|
8 to 9 points
The unit schedule is included and provides most details for implementation.
|
1 to 7 points
The unit schedule does not reflect the component of unit durations.
|
0 points
The unit schedule is not present.
|
|
Unit Activating Activities
|
10 points
Provides a beneficial way to begin the unit that is both creative and engaging. Corresponds to identified goals and objectives.
|
8 to 9 points
Provides a beneficial way to begin the unit that is both creative and engaging.
Corresponds either identified goals or objectives.
|
1 to 7 points
Provides an activity to begin the unit that is not creative or engaging. Corresponds either identified goals or objectives.
|
0 points
No activity to begin the unit if provided.
|
|
Learning Activities
|
11 to 12 points
The plan identifies creative and engaging learning activities that build toward the general goals
and
the specific objectives.
|
10 points
The plan identifies creative and engaging learning activities that build toward the general goals
or
the specific objectives.
|
1 to 9 points
The plan identifies learning activities that build toward the general goals or the specific objects, but they are not creative or engaging.
|
0 points
The plan identifies learning activities that do not build toward the general goals and specific objectives.
|
|
Resources and Materials
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10 points
Materials, equipment and resources are for hands-on learning.
|
8 to 9 points
Materials, equipment, and resources listed, but they are not hands-on.
|
1 to 7 points
Hands-on learning is evident, but materials, equipment, and resources are not listed.
|
0 points
Materials are not listed and learning is not hands-on.
|
|
Diagnostic, Formative and Summative Assessments
|
11 to 12 points
Provides evaluation techniques for summative, formative, and diagnostics assessments that matches the objective and attaches to tool.
|
10 points
Provides evaluation techniques for 2 of the following: summative, formative, and diagnostics assessments that matches the objective and attaches to tool.
|
1 to 9 points
Provides evaluation techniques for 1 of the following: summative, formative, and diagnostics assessments that matches the objective and attaches to tool.
|
0 points
No evaluation tools are provided.
|
|
Curricular Connections
|
10 points
Identifies bridges to a minimum of 3 other curricular areas so as to highlight multidisciplinary instructional opportunities.
|
8 to 9 points
Identifies bridges to 2 other curricular areas so as to highlight multidisciplinary instructional opportunities.
|
1 to 7 points
Identifies bridges to 1 other curricular area so as to highlight multidisciplinary instructional opportunities.
|
0 points
No cross-curricular connections are made.
|
|
Classroom Diversity and Differentiation
|
10 points
Clearly states classroom diversity. Notes considerations for modalities of learning, gender, exceptional students, and students with special needs.
|
8 to 9 points
Clearly states classroom diversity. Notes considerations for 2 of the following: modalities of learning, gender, exceptional students, and students with special needs.
|
1 to 7 points
Clearly states classroom diversity. Notes considerations for 1 of the following: modalities of learning, gender, exceptional students, and students with special needs.
|
0 points
Does not state classroom diversity considerations.
|
|
Character Principle
|
10 points
Has a character education principle applied to the unit and relates the principle to Scripture.
|
8 to 9 points
Has a character education principle or guiding Scripture.
|
1 to 7 points
Has a character education principle or relates a principle to Scripture but is not applied in the lesson.
|
0 points
No character education principle or scripture is present.
|
|
Structure
|
Advanced
|
Proficient
|
Developing
|
Not present
|
|
Sources
|
21 to 23 points
Citations and references are documented in current APA format with no errors.
|
19 to 20 points
Citations and references are documented in current APA format with 1–2 style errors.
|
1 to 18 points
Citations and references are documented in current APA format with 3–4 styles errors.
|
0 points
Citations and or references are missing. More than 4 style errors.
|
|
Assignment Completion
|
20 to 22 points
All plan required plan components are present.
|
18 to 19 points
Plan is missing 1–2 required components.
|
1 to 17 points
Plan is missing 3–4 required components.
|
0 points
Plan is missing more than 4 required components.
|
|
Mechanics
|
20 to 22 points
No grammar, spelling, or punctuation errors are present.
|
18 to 19 points
A total of 1–2 grammar, spelling, or punctuation errors are present.
|
1 to 17 points
A total of 3–4 grammar, spelling, or punctuation errors are present.
|
0 points
More than 4 grammatical, spelling, or punctuation errors are present.
|
kk908247
UnitPortfolioGradingRubric.docx
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