BAEE Program • CDTE
UNIT PLAN RUBRIC
Candidate ____________________________________________ Class/Instructor/Date _________________________________
Exemplary (5)
Theme
Subject(s)
Dates and times
Unit questions
What students
will be familiar
with
What students
will be able to do
Essential
question(s)
Quizzes and tests
Academic
prompts
Performance
Fits within existing curriculum map,
and is relevant to students and teacher
alike
Specification of subject, or subjects, is
detailed and clear.
Proficient (3)
Preliminaries
May be relevant, or may fit within
existing curriculum map, but lacks
both characteristics
Indicates one subject if thematic unit,
two or more subjects if interdisciplinary
Are specified but may not be achievable in planned timeframe
Afford adequate instructional time to
accomplish the unit’s purposes as
spelled out below
Step 1: Identifying desired results
Derive from Navajo Nation standards, Include some but not all aspects of
Common Core, or district standards;
exemplary unit questions.
are posed as questions in student
friendly language
Analyze and spell out appropriately
Include some but not all aspects of
most important facts, ideas, and
exemplary specification of understandconcepts that students will comprehend ings that students will comprehend
Analyze and spell out appropriately
Include some but not all aspects of
most important skills and applications
exemplary specification of understandthat students will be able to apply or
ings that students will apply or perform
perform
Are 1-2 in number, relevant, represent
a Big Idea, and require uncoverage
Step 2: Determining acceptable evidence
Are used with compelling clarity to
Are used to assess students’ familiarassess students’ familiarity with
ity, but are somewhat unclear and can
content understandings
be improved
Are used with compelling clarity to
Are used to assess students’ familiarassess students’ content and skill
ity, but are somewhat unclear and can
understandings
be improved
Are used to assess authentic
Are used to assess students’ applica-
Unsatisfactory (1)
Is vague, does not fit within school’s
existing curriculum map, or is lacking
all together
Specification of subjects is unclear or
lacking all together
Are vague, unrealistic, or lacking all
together
Are inaccurate, incomplete, lacking all
together, and/or not posed as questions
in student friendly language
Is vague, inaccurate, incomplete, or
lacking all together
Is vague, inaccurate, incomplete, or
lacking all together
Are vague, inaccurate, incomplete, or
lacking all together
Do not align to familiarity
understandings or are lacking all
together
Do not align to familiarity
understandings or are lacking all
together
Do not align to application
Fall 2012
based
assessments,
projects, or
portfolios
Observational
assessments
Students’ selfassessments
WHERE-TO
experiences/
lesson plan topics
performance tasks; have clear
measurement criteria (e.g., rubrics);
require extended speaking and/or
writing; indicate how results will
inform future teaching
Provide feedback to students while
working independently or in groups
tion understandings, but are somewhat
unclear and can be improved
understandings, are incomplete (e.g.,
they do not include or call for relevant
rubrics), or are lacking all together
Are used to provide feedback to
If utilized, tools are vague, inaccurate,
students on working independently or
or incomplete
in groups, but are somewhat unclear
and can be improved
Provide opportunities for students to
Are used to promote self-reflection,
If utilized, tools are vague, inaccurate,
self-assess their learning and own
but are somewhat unclear and can be
or incomplete
work
improved
Step 3: Planning learning experiences
Overall plan is effective and engaging; Include some but not all aspects of
Overall plan is vague, inaccurate,
promises that students will know
exemplary overall plan for learning
incoherent, and/or out of sequence
where they are going, be hooked, have experiences
opportunities to explore and
experience Big Ideas, rethink, revise,
evaluate, and reflect; is coherent, with
all three stages in alignment
Target for Sem I-III = proficient; for FTST = proficient plus
Comments
Fall 2012