Three-day Unit Plan
Benchmark - Children’s Informational Text Mini-Unit and Assessment Plan
|
| 1 | 2 | 3 | 4 | 5 | |
| 100.0 %Criteria |
| |||||
| 5.0 %Relevant Details (including grade level, summary, and materials utilized) | Not addressed. | Not enough details regarding grade level, lesson summary, or materials are provided within at least one of the lesson plans. | More details regarding grade level, lesson summary, or materials utilized could be provided within at least one of the lesson plans. | All relevant details including grade level, lesson summary, and materials utilized are provided within each lesson plan. | All relevant details including grade level, lesson summary, and materials utilized are clearly and succinctly provided within each lesson plan. | |
| 20.0 %Lesson Plans as Part of Mini-Unit ACEI 3.1 InTASC 7(a), 7(b), 7(g) COE 3.1 | Not addressed. | Three lesson plans are part of a cohesive mini-unit though many aspects of the lesson plans are not appropriate for the intended grade level of students on the Class Profile; or the alignment between the standards, learning objectives, or learning activities is tenuous; or many of the activities may not realistically be carried out in an educational setting; or other content areas in which the theme could be applied are not identified in the written introduction. | Three lesson plans are part of a cohesive mini-unit though some aspects of the lesson plans may not be completely adequate for the intended grade level of students on the Class Profile; or the alignment between the standards, learning objectives, or learning activities may require further specification; or some of the activities may not realistically be carried out in an educational setting; or other content areas in which the theme could be applied are not identified in the written introduction. | Three lesson plans are part of a cohesive mini-unit. The lesson plans are adequate for the intended grade level of students on the Class Profile, contain identified academic language functions, depict sufficient alignment between the standards, learning objectives, and learning activities, and could realistically be carried out in an educational setting. Other content areas in which the theme could be applied are identified in the written introduction with examples. | Three lesson plans are part of a cohesive mini-unit. The lesson plans are well-suited for the intended grade level of students on the Class Profile, contain well-chosen academic language functions, depict clear and direct alignment between the standards, learning objectives, and learning activities, and could realistically be carried out in an educational setting. Other content areas in which the theme could be applied are clearly provided in the written introduction with specific examples. | |
| 15.0 %Strategies and Technology that Encourage Critical Thinking ACEI 3.3 InTASC 3(g), 7(k), 8(f), 8(g), 8(l) COE 3.3 | Not addressed. | Many of the strategies and technology utilized in the lessons do not adequately facilitate critical thinking and problem solving. Each lesson plan contains at least two of the research-based strategies mentioned. | Some of the strategies and technology utilized in the lessons do not adequately facilitate critical thinking and problem solving. Each lesson plan contains at least two of the research-based strategies mentioned. | The mini-unit includes strategies and technology that facilitate critical thinking and problem solving. Each lesson plan contains at least two of the research-based strategies mentioned. | The mini-unit includes strategies and technology that clearly and effectively facilitate critical thinking and problem solving. Each lesson plan contains at least two of the research-based strategies mentioned that are ideally suited for the learning activities. | |
| 15.0 %Techniques that Encourage Active inquiry, Collaboration, and Supportive Interaction ACEI 3.5 InTASC 3(f), 3(h), 3(m), 8(m) COE 3.5 | Not addressed. | The mini-unit does not provide enough opportunities for active inquiry, collaboration, and supportive interaction among the students. | More opportunities for active inquiry, collaboration, and supportive interaction among the students could be provided within the mini-unit. | The mini-unit provides opportunities for active inquiry, collaboration, and supportive interaction among the students. | The mini-unit provides ample opportunities for active inquiry, collaboration, and supportive interaction among the students within each lesson. | |
| 10.0 %Instructional Differentiation | Not addressed. | Many of the examples of differentiation within the learning activities could be more adequate for the grade level of students in the Class Profile. | Some of the examples of differentiation within the learning activities could be more adequate for the grade level of students in the Class Profile. | Lesson plans include examples of differentiation within the learning activities adequate for the grade level of students in the Class Profile. | Lesson plans include sufficient examples of differentiation within the learning activities that would be appropriate for the grade level of students in the Class Profile. | |
| 15.0 %Assessment Strategies ACEI 4.0 InTASC 6(a), 6(g), 6(j), 6(k), 6(l), 6(o) COE 4.1 | Not addressed. | Only some of the aspects of the formal and informal assessment strategies utilized within the mini-unit sufficiently inform, adequately evaluate, and serve to strengthen the instruction. | Most aspects of the formal and informal assessment strategies utilized within the mini-unit sufficiently inform, adequately evaluate, and serve to strengthen the instruction. | The formal and informal assessment strategies utilized within the mini-unit sufficiently inform, adequately evaluate, and serve to strengthen the instruction. | All aspects of the formal and informal assessment strategies utilized within the mini-unit sufficiently inform, adequately evaluate, and clearly serve to strengthen the instruction. | |
| 10.0 %Organization | 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 could be organized better even though it provides 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. | |
| 10.0 %Mechanics of Writing (includes spelling, punctuation, grammar, and language use) | Not addressed. | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. | Frequent mechanical errors or inconsistent language are present, but are not overly distracting to the reader. | 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 | |
