Amber Kingery Unit Plan
Teaching Plan Cover Sheet
Title: Two Sides to Every Story
Creator: Amber Kingery
Grade Level: 5th
Subjects: English Language Arts
Topics: Author bias effects understanding of text
Teaching Plan Calendar/Timeline:
Monday
Identify a fact, opinion, and a bias
within a text.
Explain how an author uses
reasons and evidence to support
particular points in a text,
identifying which reasons and
evidence support which point(s).
CCSS.ELA-LITERACY.RI.5.1
Quote accurately from a text
when explaining what the text
says explicitly and when drawing
inferences from the text.
1
Tuesday Wednesday Thursday Friday
Point of view affects Authors sometimes leave out Bias is in almost all How can we recognize
what an individual information on purpose. Two writing. bias within various
says, writes, and reads. texts on the same topic may texts that we read?
Summative Assessment
have different information.
Compare and contrast Project assigned. Summative
the overall structure Assessment Project.
(e.g., chronology, Explain how an author uses Analyze multiple
comparison, reasons and evidence to accounts of the same Analyze multiple
cause/effect, support particular points in a event or topic, noting accounts of the same
problem/solution) of text, identifying which important similarities event or topic, noting
events, ideas, reasons and evidence support and differences in the important similarities
concepts, or point of view they and differences in the
which point(s).
information in two or represent. point of view they
more texts. represent.
Amber Kingery Unit Plan 2

Big Ideas/Goals:
The authors beliefs effect the information that readers receive.
Final Assessment:
Bloom’s Tic Tac Toe Project Assessment. See Summative Assessment Page.

Standards:

CCSS.ELA-LITERACY.RI.5.5
Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas,
concepts, or information in two or more texts.

CCSS.ELA-LITERACY.RI.5.6
Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they
represent.

CCSS.ELA-LITERACY.RI.5.8
Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence
support which point(s).

CCSS.ELA-LITERACY.RI.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Demographics:
➢ 31 students
❖ 14 girls
❖ 17 boys
➢ Exceptional Learners
❖ 6 tested below grade level expectations (1 boy/5 girls)
Amber Kingery Unit Plan 3

❖ 6 tested above grade level expectations (1boy/5 girls)

❖ 3 students are English Language Learners (3 speak Spanish).
➢ Socio-Economic Status
❖ 25 of the students receive free/reduced lunch. (The school averages 74% receiving free/reduced lunch.)
➢ Racial/Ethnic Demographics
❖ 18 of the students are African-American
❖ 6 of the students are Caucasian
❖ 5 of the students are Hispanic
❖ 2 of the students are Bi-Racial
➢ Family Composition
❖ 20 of the families are single-parent families.
❖ 6 of the students live with someone other than a biological parent
❖ 10 of the households have adults with a college education.

Big Idea: Recognizing that bias exists within some texts.

1. Identifying facts, opinions, and bias in a text helps us better understand a topic.
2. Two texts on the same topic may have different information.
3. Point of view affects what an individual says, writes, and reads.
4. Sometimes author’s leave out information for a purpose.
5. Bias is in almost all writing.

Essential Questions:
How can we recognize bias within various texts that we read?
“Why does an author leave out information on purpose?”
Amber Kingery Unit Plan 4

Summative Assessment:

Choose three projects from each column for your final project.

Match two new articles with Draw a poster of how to identify the
the same author’s viewpoint. Collect samples of bias bias and exaggeration in
books you have read and information for the school and
describe. place it in the hall.

Present two articles on the Diagram key words authors Create a PowerPoint of magazines
same topic and teach us why use to exaggerate or newspaper articles that use bias
they have conflicting information. and exaggeration.
information.

Write two articles with Complete a report about the Create a presentation to present
conflicting information. “Lake Michigan Whales” and teach 3rd graders how to
website and tell whether this identify author’s bias in a book.
information is reliable.
Amber Kingery Unit Plan 5

Student Checklist:
After completion of your Tic-Tac-Toe board, double check your work with this checklist.

Checklist 
I constructed a plan.

I carried out a plan.

All materials are presented according to our

standards of writing.
If I used a resource, I cited my source.

My information is presented with knowledge and

creativity.
-how?
I showed that I mastered my learning target by
completing all projects to the best of my ability.
Amber Kingery Unit Plan 6

Rubric:

Category 1 2 3 4
All items in project are All items in All items in project are All items in project are
appropriate and project are appropriate and relevant. All of appropriate and
relevant. All of the appropriate and the major parts are labeled and relevant. All of the
Project major parts are relevant. All of explained. Resources are cited major parts are labeled
Appearance labeled and explained. the major parts appropriately. and explained.
Resources are cited are labeled and Resources are cited
appropriately explained. appropriately.
Resources are
cited
appropriately
Shows attempt of Shows some Shows understanding of Shows understanding
understanding understanding of understanding of concepts and of concepts and applies
concepts concepts at skill in projects
Skill Mastery

Attempted to Completed one Completed one project from 3 Completed one

Project complete one project project from 2 columns. projects from 3
Completion from 1 column. columns. columns.
Amber Kingery Unit Plan 7

Day 1: Knowledge

Unit: Lesson Title: Grade/Period:

CCSS or State Standards: Two Sides to Every Story 5th Grade
Resources and Materials:
(can be attached)
Objective:
What students will know and be able I can identify a fact, opinion, and a bias within a text.
to do stated in student friendly
language (use Bloom’s and DOK
levels for higher level thinking
objectives)
Essential Question(s):
Over-arching questions of the lesson How can we recognize bias within various texts that we read?
that will indicate student
understanding of concepts/skills
What is it you want the students to
learn/know? Why?
Inclusion Activity: Print Article in Spanish, and varied levels. Include Closed Captions with
Describe an activity that will ensure media presentations.
that all students and their voices are
included at the beginning of the
lesson.

Sequence of Activities: 10-15 minutes-

Provide an overview of the flow of
the lesson. Should also include
estimates of pacing/timing.
 Greet students and explain that they are going to be reading an
article titled “Sixth Grade Boy is a hero!” (Attached below). Let
them read silently. Write the words FACT, OPINION and BIAS
on the board tell them to be thinking of these words.
 Next, read together once.
 Give them each 3 sticky notes, blue, orange, and yellow. Have
them write a definition for FACT, OPINION and BIAS on each
separate note and stick it to the board under the proper word.
Review vocabulary words fact and opinion. The word bias is new
to some students so explain that we are going to speculate and
define what this word means throughout the day.
Amber Kingery Unit Plan 8

 Break students into groups.

 Explain that they are going to highlight facts in blue, opinions in
orange, and bias in yellow within the article. Pass out highlighters.

15 minutes – Group activity – formative assessment

7-15 minutes – Whole group review of fact and opinion and create
definition of bias based on student speculation. Review definitions for fact,
opinion, and bias. Bias is a new term to students so they will discuss and
speculate. Discuss group findings, use Elmo to highlight students finding
on class copy.

5-10 minutes- Reread article

15 minutes – Groups. Pass out a copy of text and 3 different colored
highlighters. Students highlight a fact, opinion, and bias.
7-10 minutes- Presentation/Whole group discussion of chosen highlights.
5-7 minutes – closure/video review

Instructional Strategies: Formative Assessment

Research-based strategies to help Read-aloud
students think critically about the Collaborative learning
concept/skill. Critical reading
Modeling
Assessment: Formative:
List both formative and summative Traffic Light!
assessments that you will use to -Throughout the lesson, students will place a red, green, or yellow circle
assess student understanding. on their desks. Red-HELP! YELLOW-QUESTION! GREEN – GOT IT!.
Formative assessments are given Teacher rotates around class checking for understanding and progress.
during instruction (check for
understanding), summative are after Summative:
completion of instruction (how will See unit summative assessment
you grade – quiz, test, project, paper,
presentation, demonstration, etc.).
Amber Kingery Unit Plan 9

Differentiation:
Describe who will need additional or Collaborative groups, flexible seating, and leveled articles
different support during this lesson,
and how you will support them.
Differentiated instruction could
include testing accommodations,
preferential seating, segmented
assignments, a copy of the teacher’s
notes, assignment notebook, peer
tutors, etc.
Summary, Integration and Presentation/Whole group discussion of chosen highlights.
Reflection: 5-7 minutes – closure/ review
List the way that you will bring
students together to integrate and
reflect on their learning from this
lesson

Day 2: Knowledge, comprehension

Unit: Lesson Title: Grade/Period:

CCSS or State Standards:
Resources and Materials:
See above
Objective:
What students will know and be able
to do stated in student friendly
language (use Bloom’s and DOK
levels for higher level thinking
objectives)
Two Sides to Every Story Continued
5
I can:
I can compare and contrast two texts on the same event.
I can identify that two texts on the same topic may have different
information.
Amber Kingery Unit Plan
Essential Question(s):
Over-arching questions of the lesson
that will indicate student
understanding of concepts/skills
What is it you want the students to
learn/know? Why?
Inclusion Activity:
Describe an activity that will ensure
that all students and their voices are
included at the beginning of the
lesson.
Sequence of Activities:
Provide an overview of the flow of
the lesson. Should also include
estimates of pacing/timing.
10
“Why does an author leave out information on purpose?”
Print Article in Spanish, and varied levels. Include Closed Captions with
media presentations.
10-15 minutes-
 Greet students and Review vocabulary words fact, bias, and
opinion.
 Explain that they are going to be reading “The Real Story” which
is an article that explains a different version of the same event that
they read about yesterday, “Sixth Grade Boy is a hero!” (Attached
below in worksheets). Let them read silently. Write the question
on the board “Why does an author leave out information on
purpose?”
 Next, read article together once. Reread article
 Break students into learning groups.
 Explain that they are going to compare and contrast how “The
Real Story” is different from the article they read yesterday and
they will need a sheet of paper to create a Venn Diagram as a
group. (Have copies of “Sixth Grade Boy is a hero!” to compare
to).
15 minutes – Group activity as just explained– formative assessment
5-10 minutes – Whole group review of the article. Discuss definitions for
fact, opinion, and bias in “The Real Story”. Then discuss groups findings
of differences in the two articles.
Amber Kingery Unit Plan 11

5-10 minutes- Reread article as a whole group with the question in mind,
“Why does an author leave out information on purpose?”.

10 minutes – Think Pair Share. After rereading article, let students think
and share their thoughts with a neighbor.

5-10 minutes- Presentation/Whole group discussion of question, “Why

does an author leave out information on purpose?”.

5-7 minutes – closure/video bonus on reliable information:

https://www.youtube.com/watch?v=AkwWcHekMdo&t=27s

Instructional Strategies:
Research-based strategies to help Critical reading
students think critically about the Collaborative Learning
concept/skill. Formative Assessment
Read-aloud
Collaborative learning
Critical reading
Modeling

Assessment: Formative:
List both formative and summative Venn Diagram
assessments that you will use to
assess student understanding. Summative:
Formative assessments are given See unit summative assessment
during instruction (check for
understanding), summative are after
completion of instruction (how will
you grade – quiz, test, project, paper,
presentation, demonstration, etc.).
Differentiation:
Collaborative groups, flexible seating, and leveled articles
Amber Kingery Unit Plan 12

Summary, Integration and
Reflection:
List the way that you will bring
students together to integrate and
reflect on their learning from this
lesson
5-10 minutes- Presentation/Whole group discussion of question, “Why
does an author leave out information on purpose?”.
5-7 minutes – closure/video bonus on reliable information:
https://www.youtube.com/watch?v=AkwWcHekMdo&t=27s

Day 3: Comprehension, Analysis

Unit: Lesson Title: Grade/Period:

CCSS or State Standards: Two Sides to Every Story Continued
Resources and Materials: 5
(can be attached)
Objective: I can:
What students will know and be able I can explain why authors sometimes leave out information on purpose.
to do stated in student friendly
language (use Bloom’s and DOK
levels for higher level thinking
objectives)
Essential Question(s):
Over-arching questions of the lesson “Why does an author leave out information on purpose?”
that will indicate student
understanding of concepts/skills
What is it you want the students to
learn/know? Why?
Inclusion Activity: Print Article in Spanish, and varied levels. Include Closed Captions with
Describe an activity that will ensure media presentations.
that all students and their voices are
included at the beginning of the
lesson.
Amber Kingery Unit Plan
Sequence of Activities:
Provide an overview of the flow of
the lesson. Should also include
estimates of pacing/timing.
13
5 minutes- Greet Students, hand them a chocolate bar and tell them to put
it on their desk, DO NOT EAT IT
10 minutes- As a whole group, analyze Nutrition label on chocolate,
contemplate health benefits and sugar content.
15 minutes – Pass out article “Chocolate Is Good for You” (Attached
below) to each student and allow to read silently. Once students finish
reading, reread allow for group discussion of article.
15 minutes – Gather as a whole group. Record what the article didn’t tell
you on the board:
What This Article Doesn’t Tell You
While chocolate does have some benefits, it also has some risks:
 Chocolate is high in calories. Eating too much chocolate can
cause weight gain.
 Usually, chocolate contains lots of sugar. Too much sugar is
not good for you.
 The sugar in chocolate can cause mood swings and tooth
decay.
Chocolate does have some good qualities, but it should be eaten only
once in a while and in small amounts.
Allow for new ideas to be written and guide them towards the suggested
answers above.
Amber Kingery Unit Plan 14

5 minutes – Closure. Reintroduce the question ““Why does an author leave

out information on purpose?” from yesterday’s lesson. Eat candy bar and

discuss!

Instructional Strategies:
Research-based strategies to help Activating prior knowledge
students think critically about the Formative Assessment
concept/skill. Read-aloud
Collaborative learning
Critical reading
Modeling
Assessment: Formative:
List both formative and summative Best composite answer/Group answer
assessments that you will use to
assess student understanding. Summative:
Formative assessments are given See unit summative assessment
during instruction (check for
understanding), summative are after
completion of instruction (how will
you grade – quiz, test, project, paper,
presentation, demonstration, etc.).
Differentiation: Collaborative groups, flexible seating, and leveled articles
Describe who will need additional or
different support during this lesson,
and how you will support them.
Differentiated instruction could
include testing accommodations,
preferential seating, segmented
assignments, a copy of the teacher’s
Amber Kingery Unit Plan 15

notes, assignment notebook, peer

tutors, etc.
Summary, Integration and 5 minutes – Closure. Reintroduce the question ““Why does an author leave
Reflection:
List the way that you will bring out information on purpose?” from yesterday’s lesson. Eat candy bar and
students together to integrate and
reflect on their learning from this discuss!
lesson

Day 4: Application

Unit: Lesson Title: Grade/Period:

CCSS or State Standards:
Resources and Materials:
(can be attached)
Objective: I can:
What students will know and be able
to do stated in student friendly
I can identify and recognize bias, facts, opinions in any text.
language (use Bloom’s and DOK
levels for higher level thinking
objectives)
Essential Question(s):
Over-arching questions of the lesson
that will indicate student How can we recognize bias within various texts that we read?
understanding of concepts/skills
What is it you want the students to
learn/know? Why?
Inclusion Activity: Print Article in Spanish, and varied levels. Include Closed Captions with
Describe an activity that will ensure media presentations.
that all students and their voices are
included at the beginning of the
lesson.

Sequence of Activities: Read the two news stories and list the information they left out.
Amber Kingery Unit Plan 16

Provide an overview of the flow of

the lesson. Should also include
estimates of pacing/timing.
5 minutes – Greet students
10-15 minutes – Pass out Tic-Tac-Toe board, checklist, and rubric.
Introduce summative project. Allow students to choose one assignment
from each column. Read Directions together, answer questions, and
approve projects.
Rest of class period – Allow students to work on projects. Place Traffic
Lights at each student’s desk for formative assessment. Please play soft
music while students work.
5 minutes – Allowing finishing thoughts and place projects in a safe place.

Instructional Strategies: Formative Assessment

Research-based strategies to help Read-aloud
students think critically about the Collaborative learning
concept/skill. Critical reading
Modeling
Activating prior knowledge
Assessment: Formative:
List both formative and summative
assessments that you will use to
assess student understanding. Summative:
Formative assessments are given See unit summative assessment
during instruction (check for
understanding), summative are after
completion of instruction (how will
you grade – quiz, test, project, paper,
presentation, demonstration, etc.).
Differentiation: Flexible seating, collaboration, and choices
Describe who will need additional or
different support during this lesson,
and how you will support them.
Differentiated instruction could
include testing accommodations,
preferential seating, segmented
assignments, a copy of the teacher’s
Amber Kingery Unit Plan 17

notes, assignment notebook, peer

tutors, etc.
Summary, Integration and 5 minutes – Allowing finishing thoughts, discussion, and place projects in
Reflection: a safe place.
List the way that you will bring
students together to integrate and
reflect on their learning from this
lesson

Day 5: Adaptation

Unit: Lesson Title: Grade/Period:

CCSS or State Standards:
Resources and Materials:
(can be attached)
Objective: I can:
What students will know and be able I can identify and recognize bias, facts, opinions in any text.
to do stated in student friendly
language (use Bloom’s and DOK
levels for higher level thinking
objectives)
Essential Question(s):
Over-arching questions of the lesson How can we recognize bias within various texts that we read?
that will indicate student
understanding of concepts/skills
What is it you want the students to
learn/know? Why?
Inclusion Activity: Print Article in Spanish, and varied levels. Include Closed Captions with
Describe an activity that will ensure media presentations.
that all students and their voices are
Amber Kingery Unit Plan
included at the beginning of the
lesson.
Sequence of Activities:
Provide an overview of the flow of
the lesson. Should also include
estimates of pacing/timing.
Instructional Strategies:
Research-based strategies to help
students think critically about the
concept/skill.
Assessment:
List both formative and summative
assessments that you will use to
assess student understanding.
Formative assessments are given
during instruction (check for
18
5 minutes – Greet students, congratulate progress on final projects. Allow
for students to discussion project progress with a peer.
30 minutes – Students to work on projects. Place Traffic Lights at each
student’s desk for formative assessment. Please play soft music while
students work.
5 minutes – Allowing finishing thoughts and turn in projects. If a select
group of students needs accommodations to finish project, allow for time
set aside another day.
Accountable talk
Formative Assessment
Read-aloud
Collaborative learning
Modeling
Activating prior knowledge
Formative:
Traffic Light!
-Throughout the lesson, students will place a red, green, or yellow circle
on their desks. Red-HELP! YELLOW-QUESTION! GREEN – GOT IT!.
Teacher rotates around class checking for understanding and progress.
Amber Kingery Unit Plan 19

understanding), summative are after Summative:

completion of instruction (how will See unit summative assessment
you grade – quiz, test, project, paper,
presentation, demonstration, etc.).

Differentiation:
Describe who will need additional or Choices, Collaborative groups, and leveled articles
different support during this lesson,
and how you will support them.
Differentiated instruction could
include testing accommodations,
preferential seating, segmented
assignments, a copy of the teacher’s
notes, assignment notebook, peer
tutors, etc.
Summary, Integration and Allow for students to discussion project progress with a peer.
Reflection:
List the way that you will bring
students together to integrate and
reflect on their learning from this
lesson
Amber Kingery Unit Plan 20

Worksheet Attachments Day 1 & 2 Article

Sixth Grade Boy Is a HERO!!!

On Tuesday, Sam Parks, a sixth grade student at Sunny View Public School, was riding his bike home from

school without a care in the world when he became the hero of the day. Mrs. Linwood’s tabby cat Falco was

stranded at the top of her giant fence. The cat was meowing and screaming like an injured lion. Sam could not

ignore its screams and without a thought for himself, Sam scaled the fence in one leap and carried the cat to

safety. Mrs. Linwood thankfully hugged Sam as the cat gazed up at Sam in awe and appreciation. “That boy is a

true hero,” said Mrs. Linwood. “Without his assistance, my Falco would have been stuck on that fence until

next winter.”
Amber Kingery Unit Plan 21

The Real Story

Sam Parks, sixth grade student at Sunny View School, was riding his bike home from school Tuesday. He heard

a strange noise and discovered that Mrs. Linwood’s tabby cat had gotten stuck on top of her three-foot high

white picket fence. Sam walked over, reached up, and lifted the cat down to the ground. Mrs. Linwood thanked

him for helping the cat, named Falco. “What a helpful boy,” she said to reporters.
Amber Kingery Unit Plan 22

Worksheet Attachments Day 3 Article

Chocolate Is Good for You!

It is official: Chocolate is good for you! People all over the world have been waiting to hear

these five simple words. Chocolate lovers can now enjoy a piece of chocolate without guilt.

Dark chocolate has large amounts of antioxidants. These are chemicals that help your body

stay healthy. This delicious treat also has substances that help keep your cholesterol levels down.

Lowering cholesterol levels helps to keep your blood flowing well.

There is evidence that eating 100 grams of dark chocolate per day can lower your blood

pressure. This will help to reduce your risk of a heart attack or stroke.
Amber Kingery Unit Plan 23

Not only is chocolate good for your body, it makes you feel good. Chemicals in your brain that

are produced when you eat chocolate make you feel happier.

Chocolate lovers can rejoice, knowing that eating chocolate is doing good things for them.

Theory and Techniques Teaching Plan Rubric

The results of this data collection will be used for discussion and analysis of the program goals/outcomes on all campuses.
Candidates are to complete their teaching plans using the Baker College Lesson Plan Template. Elementary candidates are to
complete 5 consecutive lessons that cover 2 or more subjects, including transitions. Secondary candidates are to complete 5
consecutive lessons in their major, and 5 consecutive lessons in their minor. The scoring rubric that follows will be used to
collect data for assessment purposes. Score ranges are based on all lesson plans. Full points are given if all plans meet each
criteria.

Criteria Highly Effective Effective Minimally Effective Not Effective

1-5 points 0
Appropriate Michigan
standards, Common
Core standards or No link to Michigan or
Standards
other content related other standards.
standards are
referenced and support
Amber Kingery Unit Plan 24

teaching plan
objectives.
14-15 11-13 9-10 0-8
All materials, including
handouts, lecture Approximately half of
While the materials
outlines, activity materials are included,
included are error free,
sheets, and error free; or all
there are not sufficient
assessments are materials are included Less than half of
materials and
included and do not with spelling and materials are included
Materials resources described.
have spelling or grammar errors. and/or activities from
and Copies of activities
grammar errors. Copies of activities web and other sources
Resources from web and other
Copies of activities from web and other do not have citations or
sources are included
from web and other sources are included adaptations.
with citations, and
sources are included with citations, with no
adapted by author for
with citations, and adaptation by author
the teaching plan
adapted by author for for the teaching plan.
teaching plan.
Stated as learner Stated as learner Descriptive of activities
Descriptive of activities,
outcomes, using outcomes, using in the teaching plan,
not stated as outcomes.
behavioral verbs. behavioral verbs; but not stated as
Objectives Unclear link with topic,
Linked with topic and not linked with topic or outcomes. Linked with
too narrow or broad for
sufficient for scope of insufficient for scope of topic and sufficient for
lesson.
lesson. lesson. scope of lesson.
Overarching questions
Questions indicate Mismatch between
indicate student
Essential what students will what students will be Questions are non-
understanding of
Question(s) learn, but scope is too learning and the existent.
concepts. Clearly
broad or narrow. questions.
expresses what
Amber Kingery Unit Plan 25

students will be
learning.

Activity is clearly Activity is not clearly

Activity is clearly Neither activity nor
Inclusion described, but not all described, and may or
described, and will inclusion of all learners is
Activity learners may be may not be engaging
engage all learners. mentioned.
engaged. to all.

65-70 56-64 49-55 0-48

Complete details for
activities of each
lesson indicating the
Complete details for
beginning, middle and
activities for most (but Incomplete details for
end of each lesson, Incomplete details for all
not all) of the lessons all lessons are
with connections from lessons are included.
are included. Activities included. Links
previous lesson and to Lesson activities are not
flow smoothly and between activities are
Sequence following lesson linked to each other or to
support the weak. Activities may
of Activities documented. Activities the lesson objectives.
development of student not connected to the
flow smoothly and Timing is not included.
learning linked to lesson objectives.
support the
lesson objectives. Timing may not be
development of
Timing is included with included.
student learning linked
most activities.
to lesson objectives.
Timing is included
with each activity
Amber Kingery Unit Plan 26

28-30 24-27 21-23 0-20

Research-based Research-based
strategies which strategies which Research-based
No description of
Instruction describe how students describe how students strategies are only
research-based
al will think critically will think critically about partially described, or
strategies are included in
Strategies about a concept or a concept or skill are lack connection to
any lesson.
skill are detailed in all detailed in only some critical thinking.
lessons. of the lessons.
Methods for checking Methods for checking Methods for checking Methods for checking for
for understanding are for understanding are for understanding are understanding are
Assessmen thoroughly described, partially described, and partially described. minimally described if at
t: and the tools used to the tools used to The tools used to all. The tools used to
Formative assess are assess are appropriate assess are not assess are not
appropriate for the for the content/grade appropriate for the appropriate for the
content/grade level. level. content/grade level. content/grade level.
Method for evaluating
Method for evaluating
student learning
student learning List of assignments
objectives is
objectives is presented and other evaluation
presented and
Assessmen and discussed. tools is included, but No evaluation strategy
discussed.
t: Assignments and other no link to unit discussed nor
Assignments and
Summative evaluation tools are objectives. Actual assignments listed.
other evaluation tools
included but do not assignments not
are included and
measure unit included.
measure unit
objectives.
objectives.
Teaching Plan Teaching Plan Teaching Plan Teaching Plan
Differentiati
documents who will documents who will document who will documents who will need
on
need differentiation need differentiation need differentiation differentiation and how
Amber Kingery Unit Plan 27

and how support will and how support will and how support will support will be provided
be provided. Lessons be provided. Lessons be provided are are non-existent.
support achievement only partially support incomplete. Lessons
of learning objectives achievement of only partially support Accommodations are not
for all students. learning objectives for achievement of included or may not be
Accommodations are all students. learning objectives for appropriate.
appropriate. Accommodations are all students.
appropriate. Accommodations may
not be appropriate.

14-15 11-13 9-10 0-8

Teaching plan Teaching Plan partially Teaching Plan partially
describes summary of describes summary of describes summary of No summary of lessons
Summary,
the lessons, and the the lessons, and the the lessons, but lack or opportunities for
Integration,
opportunities for opportunities for the opportunities for integration or reflection
Reflection
integration and/or integration and/or integration and/or are included.
reflection. reflection. reflection.
28-30 24-27 21-23 0-20
The lessons show
continuity from one to There are lapses in
Cohesivene
the next. The purpose continuity and/or There are lapses in
ss, Overall
across lessons is purpose. Closure is continuity and purpose. Little to no continuity or
Clarity, and
clear. There is closure present, but there Closure is weak or purpose. No closure.
Flow
included in the last could be improvements missing. Presentation Weak presentation.
among
lesson. Overall in professional is lacking.
lessons
presentation is appearance.
professional.
Amber Kingery Unit Plan 28

Rubric for Reflection Paper (50 Points)

Highly Effective Effective Minimally Not Effective
(37-40 points) (32-36 points) Effective (0-27 points)
(28-31 points)
Reflection Reflection includes well- Reflection includes Reflection on Minimal reflection on
(40 points) described rationale for rationale for choices of choices is not choices. Paper
choosing sequencing and sequence and developed. describes but does
strategies. Strengths and strategies. Strengths Strengths and not discuss. Self-
weaknesses of plan, and weaknesses of the weaknesses are improvement is
including future use are plan are developed. described, but not missing.
thoroughly developed. Self-improvement is discussed. Self-
Self-assessment of areas weak. improvement is
of improvement are weak.
included.
Highly Effective Effective Minimally Not Effective
(9 -10 points) (8 points) Effective (0-6 points)
(7 points)
Grammar and Free from all grammatical Contains minimal Contains Written work is not
Mechanics errors grammatical errors grammatical errors comprehendible
(10 points) which don’t interfere which interfere with because of
with meaning meaning grammatical and
structural errors.
Amber Kingery Unit Plan 29

Rubric for in-class Oral Presentations (50 points)

Highly Effective Effective Minimally Effective Not Effective
(23 – 25 points) (20-22 points) (18-19 points) (0-17 points)
Clarity Presenter makes frequent Some lapses in eye Eye contact and body Eye contact and
(25 points) eye contact with audience contact or body language are not body language are
and body language is language. Few if consistently not consistently
appropriate. Few if any any filler words are appropriate. Filler appropriate. Filler
filler words are used (um, used. Minimal words or grammatical words and
ok, etc.) No grammatical grammatical errors errors distract from grammatical errors
errors noted. noted. the presentation. distract from the
presentation.
Content Lesson was taught, not Lesson was taught, Lesson was mostly Lesson was
(25 points) discussed. Presentation not discussed. taught, but the discussed. No
was organized with Presentation presentation showed evidence of
evidence of preparation showed some lapses in both preparation was
and knowledge of content lapses in organization and seen. Knowledge
or topic. organization or
Amber Kingery Unit Plan 30

knowledge of knowledge of content of content or topic

content or topic. or topic. was lacking.