Rubic_Print_FormatCourse_CodeClass_CodeAssignment_TitleTotal

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Course Code	Class Code	Assignment Title	Total Points
ELM-580	ELM-580-O500	Benchmark – English Language Arts 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
Content	100.0%
ELA Unit Plan	10.0%	Not addressed.	Unit Plan is includes poor and unrelated information for the lesson title, ELA standards, learning objectives, instructional strategies, summary of instruction, differentiation, materials, resources, and technology, and formative and summative assessments.	Unit Plan is complete and includes minimal information for the lesson title, ELA standards, learning objectives, instructional strategies, summary of instruction, differentiation, materials, resources, and technology, and formative and summative assessments.	Unit Plan is complete and appropriately includes lesson title, ELA standards, learning objectives, instructional strategies, summary of instruction, differentiation, materials, resources, and technology, and formative and summative assessments.	Unit Plan is thoroughly complete and proficiently includes lesson title, ELA standards, learning objectives, instructional strategies, summary of instruction, differentiation, materials, resources, and technology, and formative and summative assessments.
ELA Learning Activities COE 2.1	20.0%	Not addressed.	Unit plan missing components of learning activities and there is an underdeveloped and poor focus on reading, writing, speaking, viewing, listening, and thinking skills that inadequately help students apply skills to various situations, materials, and ideas.	Unit plan includes beginning-level and underdeveloped learning activities that are marginally focused on reading, writing, speaking, listening, and thinking skills that marginally help students apply skills to various situations, materials, and ideas.	Unit plan includes credible and relevant learning activities directly incorporates English language arts concepts focused on reading, writing, speaking, listening, and thinking skills that clearly help students apply skills to various situations, materials, and ideas.	Unit plan includes well-developed and proficient learning activities expertly incorporates English language arts concepts focused on reading, writing, speaking, listening, and thinking skills that thoroughly help students apply skills to various situations, materials, and ideas.
Differentiation to Meeting the Varied Learning Needs of Students	15.0%	Not addressed.	Unit plan is missing components of differentiated instruction and lacks support of students' learning needs as identified on the Class Profile.	Unit plan minimally addresses differentiated instructional and vaguely addresses the students' learning needs as identified in the Class Profile.	Unit plan directly and appropriately includes differentiated instruction that meets the needs of students represented on the Class Profile.	Unit plan creatively and proficiently integrates differentiated instruction designed to meet the needs of specific individuals or groups with similar needs, consistent with the Class Profile.
Digital Tools and Resources	15.0%	Not addressed.	Unit plan is missing or includes weak and poor examples of the various communication resources, including digital tools and resources that are student-centered, provide equitable access, and develop cultural understanding and global awareness.	Unit plan includes general and vague examples of the practical use of various communication resources, including digital tools and resources that are student-centered, provide equitable access, and develop cultural understanding and global awareness.	Unit plan includes various competent and well thought-out examples of various communication resources, including digital tools and resources that are student-centered, provide equitable access, and develop cultural understanding and global awareness.	Unit plan includes various creative and well-researched examples of various communication resources, including digital tools and resources that are student-centered, provide equitable access, and develop cultural understanding and global awareness.
Assessments	15.0%	Not addressed.	Unit plan is missing or includes weak examples of formative and summative assessments that strengthen, modify, and adjust instruction to promote the continuous intellectual, social, emotional, and physical development of students.	Unit plan includes underdeveloped examples of formative and summative assessments that strengthen, modify, and adjust instruction to promote the continuous intellectual, social, emotional, and physical development of students.	Unit plan includes various clear and direct examples of formative and summative assessments that strengthen, modify, and adjust instruction to promote the continuous intellectual, social, emotional, and physical development of students.	Unit plan includes various proficient and creative examples of formative and summative assessments that strengthen, modify, and adjust instruction to promote the continuous intellectual, social, emotional, and physical development of students.
Reflection	5.0%	Not addressed.	Reflection has many gaps in the summary of creating an ELA unit plan, with an inadequate explanation of how this helps students apply developing skills to various situations, challenges when meeting the developmental needs of all students, and how family and community support the developmental needs of all students.	Reflection includes an inconsistent and minimal summary of creating an ELA unit plan, with a relevant explanation of how this helps students apply developing skills to various situations, challenges when meeting the developmental needs of all students, and how family and community support the developmental needs of all students.	Reflection includes a logical and concise summary of creating an ELA unit plan, with a relevant explanation of how this helps students apply developing skills to various situations, challenges when meeting the developmental needs of all students, and how family and community support the developmental needs of all students.	Reflection includes a comprehensive and proficient summary of creating an ELA unit plan, with an in-depth explanation of how this helps students apply developing skills to various situations, challenges when meeting the developmental needs of all students, and how family and community support the developmental needs of all students.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)	20.0%	Not addressed.	The unit plan contains inappropriate, incoherent language and/or sentence structures.	The unit plan contains mechanical and conventional errors or non-relevant language that affects meaning and clarity.	The unit plan has a few mechanical and conventional errors present that do not significantly affect meaning or clarity. Word choice reflects basic, consistent, appropriate use of practice and topic-related language.	The unit plan is free of mechanical and conventional errors. Word choice reflects well-developed use of practice and topic-related language.
Total Weightage	100%

ELA Mini-Lesson Plan

LaMarcus Streeter

Part 1: Mini-Lesson Plan

Grade Level: 4th

ELA Standards: 4.RI.KID.2

Learning Objectives: To determine the meaning of phrases and words as they are utilized in a text, which involves an analysis of the key elements in the story.

Description of the Unit, the class, is currently learning:

In this Unit, the scholars are learning how to summarize a text, where they are aimed to be able to determine the main concept of a text and explaining it how it is supported by key details. In the Unit, the scholars are expected to be detectives and searching in the texts for keywords. Then, they will highlight using their highlighters. At the end of the unit, the scholars will be required to develop a story map, which I found to be very significant in improving the comprehension of the students and assists in developing various ability levels in organizing the information effectively and efficiently.

The book that can be used to create ELA learning activity:

The book, which can be utilized in creating the ELA learning activity is the “Because of Winn-Dixie

The novel” by Kate DiCamillo and Earth by Jeffrey Zuehlke. The book “Because of Winn-Dixie

The novel” by Kate DiCamillo will help in having a clear understanding of the story as the teacher, while the book Earth by Jeffrey Zuehlke, will assist in helping the students as it contains writing accomplishments, terminologies, and many reading commands.

Instructional Strategies:

The Unit will involve applications of various instructional strategies.

i. Proficient improvement - This system will include taking part in standard expert advancement projects to help in upgrading learning and educating in the classroom.

ii. Behavior management- This strategy will aim to ensure the implementation of effective behavior. This will be crucial in ensuring that the scholars have an equal chance of reaching their full potentials.

iii. Differentiation- This strategy will involve the allocation of tasks based on the abilities of the scholars, to ensure none is left behind. (How to summarize video) (Act out the book) (Accountable Talk)

iv. Cooperative learning- This strategy will encourage scholars of mixed abilities to work together. This will help in promoting small groups or class as a whole. This strategy is very effective, considering that the class will have to perform a group discussion. (Group work) (Think-Pair-Share)

ELA Learning Activity Description:

For the ELA learning activity, the scholars are to learn about sequencing and summarizing. This is to be achieved where the students will be able to create a story map for the story “Because of the Winn-Dixie”. The scholars will gain an appreciation and understanding of what experiences brings various people together in the creation of a story map of the story “Because of Winn-Dixie”. The story “Because of Winn-Dixie” involves a story of a girl (Opal) who was lonely and new to town but somehow made new friends everywhere she went. This story involves Opal meeting a stray dog, which names Winn-Dixie.

The decent variety from the outset implies contrasts, where the scholars will begin in finishing the concept map for "Assorted variety". In planning the concept map, the scholars will pose an inquiry on what are a portion of the spots, circumstances, or things, which bring individuals from various foundations together?

(The Possible responses comprise public events, disasters, entertainments, sports, jobs, hobbies, animals, friendship, culture, neighborhoods, vacations, funerals, weddings, church, and schools, among others).

The Unit will also involve an independent practice and group discussion.

The group discussion activity will involve discussion on the text-based vocabulary words and the text-based questions. This will involve using accountable talk practices while citing evidence from the text in their responses as we continue reading the story of the Because of Winn-Dixie.

For the independent practice, the scholars will be required to use the information from the group discussion in completing the story map graphics.

Assessment (to be created and administered in Clinical Field Experience D):

The scholars will be required to complete a slip in response to the following questions.

i. List four words learned from the story of “Because of Winn-Dixie.”

ii. What could the question which you would have asked Opal if given a chance?

iii. What are three things learned from reading the story of “Because of Winn-Dixie?”

Part 2: Reflection

Based on the mentor teacher feedback, the lesson plan was effective, and considered that it has the essential elements of a lesson plan. These essential elements involve the objectives and the body, as well as reframed and engaging plan to the scholars. More significant for the lesson plan delivery, the reflection has various significant aspects based on the mentor teacher’s feedback. This included a well built lesson that drew upon the prior knowledge of the scholars, involved motivating activities, described expectations and activities, and a lesson plan with components that ensured everyone was paying the attention.

In identifying the success of my lesson plan, first, an effective lesson plan should get the student to think and allow them to interact and ask questions. This aspect is effectively-identified in my lesson plan, where the students will be given a chance to ask any question while working on the story map. The other aspect, an effective lesson plan should be able to investigate various possibilities. For my lesson, it involves an assessment, which will be utilized in understanding the possibilities of the students, and on the areas they did not well understand.

One of the potential areas of growth is the creation of space for students’ discussion and thinking. The major significance of a discussion is helping the scholars in processing the information rather than just receive it. In addition, the leading of the discussions requires skills, where the major strategic objective of the discussion is getting the scholars in practicing critical thinking. The other area for potential growth is being prepared to push the students to think further. This particular involves taking the scholars to another level or giving them a chance in applying their thinking independently.

In meeting the diverse needs of various students during testing, it will involve the implementation of a major strategy. This methodology will include booking the facilities or changes on the permissible length of testing time. This is one of the significant strategies, where the scholars will be offered different time for completing the testing based on their abilities. The findings collected will be preserved to help future researchers on the processes which can benefit the children.

Class Profile

Student Name	English Language Learner	Socioeconomic Status	Ethnicity	Gender	IEP/504	Other	Age	Reading Performance Level	Math Performance Level	Parental Involvement	Internet Available at Home
Arturo	Yes	Low SES	Hispanic	Male	No	Tier 2 RTI for Reading	Grade level	One year below grade level	At grade level	Med	No
Bertie	No	Low SES	Asian	Female	No	None	Grade level	One year above grade level	At grade level	Low	Yes
Beryl	No	Mid SES	White	Female	No	NOTE: School does not have gifted program	Grade level	Two years above grade level	At grade level	Med	Yes
Brandie	No	Low SES	White	Female	No	Tier 2 RTI for Math	Grade level	At grade level	One year below grade level	Low	No
Dessie	No	Mid SES	White	Female	No	Tier 2 RTI for Math	Grade level	Grade level	One year below grade level	Med	Yes
Diana	Yes	Low SES	White	Female	No	Tier 2 RTI for Reading	Grade level	One year below grade level	At grade level	Low	No
Donnie	No	Mid SES	African American	Female	No	Hearing Aids	Grade level	At grade level	At grade level	Med	Yes
Eduardo	Yes	Low SES	Hispanic	Male	No	Tier 2 RTI for Reading	Grade level	One year below grade level	At grade level	Low	No
Emma	No	Mid SES	White	Female	No	None	Grade level	At grade level	At grade level	Low	Yes
Enrique	No	Low SES	Hispanic	Male	No	Tier 2 RTI for Reading	One year above grade level	One year below grade level	At grade level	Low	No
Fatma	Yes	Low SES	White	Female	No	Tier 2 RTI for Reading	Grade level	One year below grade level	One year above grade level	Low	Yes
Frances	No	Mid SES	White	Female	No	Diabetic	Grade level	At grade level	At grade level	Med	Yes
Francesca	No	Low SES	White	Female	No	None	Grade level	At grade level	At grade level	High	No
Fredrick	No	Low SES	White	Male	Learning Disabled	Tier 3 RTI for Reading and Math	One year above grade level	Two years below grade level	Two years below grade level	Very High	No
Ines	No	Low SES	Hispanic	Female	Learning Disabled	Tier 2 RTI for Math	Grade level	One year below grade level	One year below grade level	Low	No
Jade	No	Mid SES	African American	Female	No	None	Grade level	At grade level	One year above grade level	High	Yes
Kent	No	High SES	White	Male	Emotion-ally Disabled	None	Grade level	At grade level	One year above grade level	Med	Yes
Lolita	No	Mid SES	Native American/ Pacific Islander	Female	No	None	Grade level	At grade level	At grade level	Med	Yes
Maria	No	Mid SES	Hispanic	Female	No	NOTE: School does not have gifted program	Grade level	At grade level	Two years above grade level	Low	Yes
Mason	No	Low SES	White	Male	No	None	Grade level	At grade level	At grade level	Med	Yes
Nick	No	Low SES	White	Male	No	None	Grade level	One year above grade level	At grade level	Med	No
Noah	No	Low SES	White	Male	No	None	Grade level	At grade level	At grade level	Med	Yes
Sharlene	No	Mid SES	White	Female	No	None	Grade level	One year above grade level	At grade level	Med	Med
Sophia	No	Mid SES	White	Female	No	None	Grade level	At grade level	At grade level	Med	Yes
Stuart	No	Mid SES	White	Male	No	Allergic to peanuts	Grade level	One year above grade level	At grade level	Med	Yes
Terrence	No	Mid SES	White	Male	No	None	Grade level	At grade level	At grade level	Med	Yes
Wade	No	Mid SES	White	Male	No	None	Grade level	At grade level	One year above grade level	Med	Yes
Wayne	No	High SES	White	Male	Learning Disabled	Tier 3 RTI for Math	Grade level	One year below grade level	Two years below grade level	High	Yes
Wendell	No	Mid SES	African American	Male	Learning Disabled	Tier 3 RTI for Math	Grade level	One year below grade level	Two years below grade level	Med	Yes
Yung	No	Mid SES	Asian	Male	No	NOTE: School does not have gifted program	One year below grade level	Two years above grade level	Two years above grade level	Low	Yes

ELA Unit Plan

Part 1: Unit Plan

Grade:

Week 1	Monday	Tuesday	Wednesday	Thursday	Friday
Lesson Title
State ELA Standards
Learning Objectives
Instructional Strategies
Summary of Instruction
Differentiation
Materials, Resources, and Technology
Formative Assessment
Summative Assessment (a short description of the summative assessment)

Part 2: Reflection

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