ED 338 Unit Plan Rubric

Name: Tuyet Nuygen Theme: Growing House

Extensive Evidence Sufficient Evidence Minimal Evidence

Content Key terms, facts, and concepts are Key terms, facts, and concepts are Some of the key terms, facts, & concepts
developmentally appropriate and support the developmentally appropriate and support that are listed are developmentally
development of understanding of the unit the introduction of unit topic. appropriate.
topic at different levels.
Goals Unit goals are developmentally appropriate Unit goals are linked to content or skill Unit goals are linked to content
and include both content and skill development and are developmentally or skill development.
development. appropriate.
(Content- life cycle, grow plants, examine of real
plant, etc.) (Skills- listen, make connections,
make connections, etc.)
Content- Learning experiences offer multiple and Learning experiences offer multiple and Learning experiences offer limited
learning varied opportunities for children to varied opportunities for children to opportunities for children to experience
experiences experience every term, fact, and concept. experience some of the terms, facts, and some of the terms, facts, and concepts.
connection Centers, planting, field trip, reading etc. concepts.
Domains Clear indication of how all domains are All domains are incorporated across Some of the domains are incorporated
incorporated across thematic unit thematic unit across thematic unit
An outline and a chart were provided.
Types of Extensive variation in types of instruction Variation in types of instruction, e.g. Few types of instruction.
instruction e.g. Sensory engagement
Sensory engagement Guided discovery
Questions Large and small groups
Guided discovery Play
Large and small groups Others
Play
Modeling
Scaffolding
Reflections
Explaining
Others
Diversity Explicit reference to diversity/anti-bias with General reference to diversity/anti-bias in Attention to diversity/anti-bias is inferred in
multiple examples in unit and paper. unit and paper. unit and paper.
Map, outline, Detailed map, web, or outline of thematic Map, web, or outline of thematic unit. Partial map, web, or outline of thematic
or web unit. unit.
 Very detailed

Modes of Multiple modes of assessment are listed, Multiple modes of assessment are listed. Assessments are limited to one or two
assessment with details. modes.
Assessment- Each learning experience is assessed in a Those assessments that are listed are Assessments are generally connected to
content way that makes a clear connection to terms, directly connected to terms, facts, concepts. unit terms, facts, concepts.
connection facts, or concepts.
Work samples Assessments include work samples or Assessments include work samples Assessments include work samples that
constructions that illustrate level of or constructions that illustrate relate to unit content.
understanding of unit content and understanding of unit content.
independence.
Letter Letter to parents is professionally written, Letter to parents is professionally written, Letter to parents is professionally written,
describes unit theme and encourages family describes unit theme and encourages family states unit theme.
support for learning by including thoughtful support for learning.
questions.

Paper Clearly and explicitly states rationale for
theme selection, how learning experiences
develop content and skills, relate to
standards and are developmentally
appropriate. Your beliefs about teaching and
learning are clearly described.
Diversity/anti-bias is addressed
States rationale for theme selection, how More than one requirement is not
learning experiences develop content and addressed.
skills, relate to standards and are
developmentally appropriate. Your beliefs
about teaching and learning are described.
One component is not addressed.

Additional comments:

The unit plan you developed is very well conceptualized integrating your advanced understanding of developmentally appropriate
practices with your knowledge of the content (Growing Plants) to create a very effective unit of study for K5 students. Your terms
facts and principals are age appropriate for K5 students. The topic is socially and culturally appropriate for all students because
there are plants in their neighborhoods, something you help them understand with the field trip around the school neighborhood. As
you describe in your paper, your centers allow you to support students individual needs, preferences and learning style by providing
varied approaches to learning about plants (sensory center, reading and library, computer, music ad movement with songs. In the
family communication you provided information on the upcoming unit, provided some ways they might connect with the topic at hoe
and invited them to join you and your students on the field trip. In the paper you thoroughly and thoughtfully describe the integrative
focus of the unit, how it supported the whole child, addressed diversity by allowing for students choices and voices, how it related to
your philosophy of learning as well as how the unit relates to standards. I hope this is a unit you can use when you return to Vietnam
to teach. I think you could modify a few activities and use this unit with older students as well.