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RDG 323 Rubric for Unit Plan

As your final project for this course, you’ll be creating a unit plan which includes a performance based assessment for
your future students to complete. The goal of this performance based assessment is to blend literacy, technology, and
your content area together into an applicable project for your future teaching. You’ll be writing instructions for your
students, providing them with resources, developing a rubric to guide their projects, and creating a student sample to
share as a presentation. In addition to the performance task, text dependent questions, literacy strategies, and the use
of multiple texts should be included. Your unit plan should reflect significant learning from the course.

Unit Plan Rubric


Not Acceptable(0) Developing (3) Proficient (4) Exemplary (5)
Rationale X2 =10/10 Alignment and Alignment to content The unit plan The unit plan establishes
discussion on what area is provided with establishes a basic a complex and challenging
students will know a brief explanation of topic or issue that topic or issue that reflects
and be able to do is what students will reflects an aspect of an essential aspect of the
unclear. There is no know and be able to the learner’s learner’s content area. An
discussion do. Some explanation content. An elaborate explanation of
explaining how the on how this unit is explanation of what what students will know
unit is connected to connected to ELA is students will know and be able to do is
ELA. provided and do is established. A detailed
established. An explanation of how this
explanation of how unit connects to ELA is
this unit connects to provided.
ELA is provided.

Essential Questions The unit plan is Essential questions Essential questions Essential questions are
x1=5/5 missing essential are presented but are broad and broad and universal
questions. may not be broad universal reflecting reflecting the key inquires
and universal or the key inquires of of the discipline.
reflect key inquires of the discipline. Questions help students
the discipline. Questions may help
students make make sense of abstract
sense of abstract ideas.
ideas.
Standards and Learning The objectives and The unit plan The unit plan The unit plan includes
Objectives x1=5/5 lesson activities do contains content includes content specific content and
not align with the standards, but and literacy literacy standards that
standards presented. literacy standards standards that align demonstrate the learner’s
are either missing or with a subject strong understanding of
Objectives are not appropriately matter within the the content.
missing or not aligned with the learner’s content
written in content. area. Standards are
measurable terms. grade/content appropriate
Some standards are Standards are and intend to challenge
grade/content grade/content students at different
appropriate appropriate levels.

Some objectives are Most objectives are Objectives are strongly


linked to national linked to national linked to national and/or
and/or state and/or state state standards for both
standards; or clear standards. content and literacy.
objectives are
missing Most objectives are Objectives are written in
written in clear, measurable terms
Some objectives are measurable terms that precisely indicate
written in that indicate what a what students will know
measurable terms. student will know and be able to do at the
and be able to do at end of the unit.
the end of the unit.
Materials/Resources Few materials or Some materials are Significant and detailed
x1=0/5 missing resources are listed present that include Resources are resources are present
and may/may not be some texts and present that include including information on
November 29: 5/5 appropriate for the content resources. information on text sets, text complexity,
unit plan. May not reflect texts, specific graphic organizers, close
resources presented materials, and other reading/questioning, and
in class. content resources. other content resources.
Some inclusion of Significant inclusion of
class materials is class materials is present.
evident. References References class materials
class materials appropriately.
appropriately.
Instructional Plans x2 Lessons are not At least two literacy At least two literacy At least three literacy
=0/10 none provided in included or do not events are included in events are included in events are included in lesson
the template demonstrate an each lesson. each lesson. outline.
understanding of how
to incorporate literacy The lessons identify The lesson outlines The lesson outlines identify a
November 29: 10/10
strategies in the some teaching identify a range of range of teaching strategies
You provide multiple content area. strategies that teaching strategies that shows a sophisticated
literacy events across
integrate literacy into that shows understanding of how to
the entire unit plan. encourage student’s
the content area; some understanding of how
understanding of how to encourage student’s development in reading,
to encourage reading, development in writing, speaking, viewing,
writing, speaking, reading, writing, listening, critical thinking,
viewing, listening, speaking, viewing, and technology.
critical thinking, and listening, critical
technology is evident. thinking, and
technology is evident.

Performance Task and Performance task is The unit plan has The unit plan includes The unit plan includes
Other Assessments x2 = missing or does not some assessment several assessment sophisticated assessment
0/10 missing; template require students to methods that are more methods based on methods based on
is blank summative than knowledge of Common knowledge of Common Core
formative. There is Core expectations that expectations that are
write about their alignment with learning are aligned with strongly aligned to learning
November 29: 10/10 thinking. objectives. learning objectives. objectives.

Assessments do not Some of the The The assessments clearly


demonstrate an assessments assessments demonstrate students’
understanding of the demonstrate students’ demonstrate students’ understanding as a result of
importance of formative understanding as a understanding as a the lesson.
assessment in content result of the lesson. result of the lesson.
literacy Performance task Performance task requires
requires students to Performance students to think critically
think critically about task requires students about multiple sources and
multiple sources and to think critically write in response.
write in response. about multiple
sources and write in
response
Integration of Course The unit plan does not The unit plan The unit plan The unit plan demonstrates
Materials into Plan reflect an demonstrates the demonstrates the the learner’s sophisticated
x2=0/10 understanding of the learner’s learner’s understanding of the course
course content, or understanding of the understanding of the content by including text
several components are course but may not course content by sets, close
November 29: 10/10
missing. include all components including text sets, reading/questioning guides,
that reflect current close specific strategies,
practices in adolescent reading/questioning performance tasks, and
literacy. guides, specific formative assessment that
strategies, reflect current practices in
performance tasks, adolescent literacy.
and formative
assessment that
reflect current
practices in adolescent
literacy.
Language Use and Significant errors in Some errors in Minor errors in No errors in grammar,
Conventions x1=5/5 ok grammar, punctuation, grammar, punctuation, grammar, punctuation, spelling, or
in the sections provided and spelling interfere spelling, and APA punctuation, spelling, APA format are present.
with comprehension of format are present. and APA are present. References are included to
the material. APA References may not be References are support assignment.
format is missing. present, or are cited included to support
incorrectly. assignment.
25/60 the unit is
incomplete with many
sections and elements
left unaccomplished

November 29: 60/60

Selection and Evaluation Unsuccessful at Locates needed Locates quality Locates reliable, discipline-
of Print and Digital locating information on a topic information on a topic specific information from a
Resources – Required information on the from a variety of from a variety of variety of sources that
Elements x2 topic or meets none of sources and meets sources. exceed the required criteria.
the criteria. required criteria.
Evaluate resources of Shows no evidence of Analyzes information Analyzes quality
information and source evaluation from information from Analyzes quality,
sources critically x1 various sources to various discipline-specific
assess sources to assess information from various
accuracy, authority, accuracy, sources to assess accuracy,
bias, and authority, bias, and bias,
timeliness timeliness authority and
timeliness
Rationale for relevance, Little or no relevance to Adequate explanation Thoroughly explains An
connection to objectives, unit topic and little or of relevance and relevance to in-depth and thoughtful
and integration of no connection to integration with topic and advanced analysis of
resources x1 planned objectives. planned objectives for integration with relevance to topic and
each resource planned objectives for demonstrates sophisticated
identified each resource integration to planned
identified objectives for each resource
identified
Use resources represents Lacks knowledge of Follows laws, Follows laws, Follows laws, regulations,
ethical and legal use laws, regulations, regulations, and institutional policies
X1 regulations, and and institutional and institutional regarding access to and use
institutional policies policies policies of information resources
regarding access to and regarding access to and regarding access to and demonstrates an
use use and use understanding of
of information of information of information plagiarism
resources resources resources
and shows evidence of and demonstrates an and demonstrates an
willful plagiarism. understanding of understanding of
plagiarism plagiarism

Presentation Does not include all Basic explanation of Explanation of topic, Detailed and specific
X3 information in components without rationale, enduring explanation of topic,
presentation. All elaboration from some understandings, rationale, enduring
members of the group group members. essential questions, understandings, essential
do not participate. performance task, questions, performance task,
essay, and each essay, and each content
content areas major areas major assignments. All
assignments. information is clearly
aligned.

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