Benchmark – Cross-Curricular Unit Plan – Rubric Total 240 points
Criterion 1. No Submission 2. Insufficient 3. Approaching 4. Acceptable 5. Target
Section 1: Grade Level,
Content Area, Unit and
Lesson Titles and
Summaries, and Factors
Section 1: Grade Level,
Content Area, Unit Title,
Lesson Titles and
Summaries, and Classroom
and Student
Factors/Grouping
0 points
Not addressed.
16.56 points
Grade level, content areas,
unit title, lesson titles and
summaries, and classroom
and student factors/grouping
are incomplete and/or
insufficient.
17.76 points
Grade level, content areas,
unit title, lesson titles and
summaries, and classroom
and student factors/grouping
are vague.
20.88 points
Grade level, content areas,
unit title, lesson titles and
summaries, and classroom
and student factors/grouping
are clear.
24 points
Grade level, content areas,
unit title, lesson titles and
summaries, and classroom
and student factors/grouping
are thorough.
Section 1: State Literacy and
Cross-Curricular Standards
and Learning Objectives
Section 1: State Literacy and
Cross-Curricular Standards
and Learning Objectives
0 points
Not addressed.
16.56 points
State literacy and cross-
curricular standards are
unfitting for the specified
grade level and unit of study.
Learning objectives are
unrelated or inappropriate.
17.76 points
State literacy and cross-
curricular standards make
few connections to the
specified grade level and unit
of study. Learning objectives
lack precision.
20.88 points
State literacy and cross-
curricular standards are
relevant for the specified
grade level and unit of study.
Learning objectives are
precise.
24 points
State literacy and cross-
curricular standards make
complex connections for the
specified grade level and unit
of study. Learning objectives
are expertly crafted.
Section 1: Academic
Language and Unit
Resources, Materials,
Equipment, and Technology
Section 1: Academic
Language and Unit
Resources, Materials,
Equipment, and Technology
0 points
Not addressed.
8.28 points
Academic language is
inappropriate. The list of
resources, materials,
equipment, and technology
to be used in the unit is
incomplete and/or incorrect.
8.88 points
Academic language is
minimal. The list of
resources, materials,
equipment, and technology
to be used in the unit is
partially complete and
correct.
10.44 points
Academic language is
appropriate. The list of
resources, materials,
equipment, and technology
to be used in the unit is
mostly complete and correct.
12 points
Academic language is in-
depth. The list of resources,
materials, equipment, and
technology to be used in the
unit is complete and correct.
Section 2: Anticipatory Set
Section 2: Anticipatory Set
0 points
Not addressed.
8.28 points
The anticipatory set is
ineffective for activating prior
knowledge and generating
student interest in the
content.
8.88 points
The anticipatory set is
minimally effective for
activating prior knowledge
and generating student
interest in the content.
10.44 points
The anticipatory set is
effective for activating prior
knowledge and generating
student interest in the
content.
12 points
The anticipatory set is
extremely effective for
activating prior knowledge
and generating student
interest in the content.
Section 2: Multiple Means of
Representation and
Differentiation (B)
C5.1
0 points
Not addressed.
16.56 points
Description of how content
will be presented and
differentiated to meet the
needs of various learners
including ELLs, student with
exceptionalities, and early
finishers is unrealistic and/or
inappropriate for students.
Discussion of how individual
student’s abilities, interests,
preferred learning
environments, and cultural
and linguistic factors will be
considered is unconvincing.
17.76 points
Description of how content
will be presented and
differentiated to meet the
needs of various learners
including ELLs, student with
exceptionalities, and early
finishers is underdeveloped
and does not demonstrate
best practices. Discussion of
how individual student’s
abilities, interests, preferred
learning environments, and
cultural and linguistic factors
will be considered is weak.
20.88 points
Description of how content
will be presented and
differentiated to meet the
needs of various learners
including ELLs, student with
exceptionalities, and early
finishers is logical and
appropriate for students.
Discussion of how individual
student’s abilities, interests,
preferred learning
environments, and cultural
and linguistic factors will be
considered is suitable.
24 points
Description of how content
will be presented and
differentiated to meet the
needs of various learners
including ELLs, student with
exceptionalities, and early
finishers is realistic and
demonstrates best practices.
Discussion of how individual
student’s abilities, interests,
preferred learning
environments, and cultural
and linguistic factors will be
considered is meaningful.
Section 2: Multiple Means of
Engagement and
Differentiation (B)
C5.4
0 points
Not addressed.
16.56 points
Description of how students
will explore, practice, and
apply the content and how
these activities will be
differentiated to meet the
needs of various learners
including ELLs, students with
exceptionalities, and early
finishers is unrealistic and/or
is inappropriate for students.
Strategies to enhance the
language development and
17.76 points
Description of how students
will explore, practice, and
apply the content and how
these activities will be
differentiated to meet the
needs of various learners
including ELLs, students with
exceptionalities, and early
finishers is underdeveloped
and does not demonstrate
best practices. Strategies to
enhance the language
20.88 points
Description of how students
will explore, practice, and
apply the content and how
these activities will be
differentiated to meet the
needs of various learners
including ELLs, students with
exceptionalities, and early
finishers is logical and
appropriate for students.
Strategies to enhance the
language development and
24 points
Description of how students
will explore, practice, and
apply the content and how
these activities will be
differentiated to meet the
needs of various learners
including ELLs, students with
exceptionalities, and early
finishers is realistic and
demonstrates best practices.
Strategies to enhance the
language development and
Criterion 1. No Submission 2. Insufficient 3. Approaching 4. Acceptable 5. Target communication skills of
individual students are
unfitting.
development and
communication skills of
individual students are
unfocused.
communication skills of
individual students are
significant.
communication skills of
individual students are
innovative.
Section 2: Multiple Means of
Expression and
Differentiation (B)
C4.1
0 points
Not addressed.
16.56 points
Description of how progress
will be monitored using
formative and summative
assessments and how
assessments will be
differentiated to meet the
needs of various learners
including ELLs, students with
exceptionalities, and early
finishers is unrealistic and/or
inappropriate for students.
Discussion of how bias will
be minimized in the
assessments is unrealistic.
17.76 points
Description of how progress
will be monitored using
formative and summative
assessments and how
assessments will be
differentiated to meet the
needs of various learners
including ELLs, students with
exceptionalities, and early
finishers is underdeveloped
and does not demonstrate
best practices. Discussion of
how bias will be minimized in
the assessments is overly
simplistic.
20.88 points
Description of how progress
will be monitored using
formative and summative
assessments and how
assessments will be
differentiated to meet the
needs of various learners
including ELLs, students with
exceptionalities, and early
finishers is logical and
appropriate for students.
Discussion of how bias will
be minimized in the
assessments is logical.
24 points
Description of how progress
will be monitored using
formative and summative
assessments and how
assessments will be
differentiated to meet the
needs of various learners
including ELLs, students with
exceptionalities, and early
finishers is realistic and
demonstrates best practices.
Discussion of how bias will
be minimized in the
assessments is realistic.
Section 3: Performance Data
Section 3: Performance Data
0 points
Not addressed.
16.56 points
Description of how
performance data from the
class profile was analyzed to
develop the unit plan is poor.
Explanation of how the unit
is developmentally
meaningful and provides
learning opportunities to
meet the unique needs of
the students in the class is
unconvincing.
17.76 points
Description of how
performance data from the
class profile was analyzed to
develop the unit plan is
weak. Explanation of how the
unit is developmentally
meaningful and provides
learning opportunities to
meet the unique needs of
the students in the class is
missing key details.
20.88 points
Description of how
performance data from the
class profile was analyzed to
develop the unit plan is solid.
Explanation of how the unit
is developmentally
meaningful and provides
learning opportunities to
meet the unique needs of
the students in the class is
detailed.
24 points
Description of how
performance data from the
class profile was analyzed to
develop the unit plan is
insightful. Explanation of
how the unit is
developmentally meaningful
and provides learning
opportunities to meet the
unique needs of the students
in the class is convincing.
Section 3: Critical Thinking
and Problem-Solving Skills (B)
C5.7
0 points
Not addressed.
16.56 points
Description of how the unit
teaches cross-disciplinary
knowledge and critical
thinking and problem-solving
skills to students with
exceptionalities is irrelevant.
17.76 points
Description of how the unit
teaches cross-disciplinary
knowledge and critical
thinking and problem-solving
skills to students with
exceptionalities is superficial.
20.88 points
Description of how the unit
teaches cross-disciplinary
knowledge and critical
thinking and problem-solving
skills to students with
exceptionalities is relevant.
24 points
Description of how the unit
teaches cross-disciplinary
knowledge and critical
thinking and problem-solving
skills to students with
exceptionalities is insightful.
Section 3: Strengthening
Literacy Skills and Extension
Section 3: Strengthening
Literacy Skills and Extension
0 points
Not addressed.
16.56 points
Description of three ways the
content of the cross-
curricular unit strengthens
student literacy skills is
insufficient. Discussion of
one strategy that could be
recommended to families to
extend the cross-curricular
unit at home is inadequate.
17.76 points
Description of three ways the
content of the cross-
curricular unit strengthens
student literacy skills is
surface level. Discussion of
one strategy that could be
recommended to families to
extend the cross-curricular
unit at home is overly
simplistic.
20.88 points
Description of three ways the
content of the cross-
curricular unit strengthens
student literacy skills is
beyond surface application.
Discussion of one strategy
that could be recommended
to families to extend the
cross-curricular unit at home
is noteworthy.
24 points
Description of three ways the
content of the cross-
curricular unit strengthens
student literacy skills is
persuasive. Discussion of one
strategy that could be
recommended to families to
extend the cross-curricular
unit at home is novel.
Organization
Organization
0 points
Not addressed.
8.28 points
An attempt is made to
organize the content, but the
sequence is indiscernible.
The ideas presented are
compartmentalized and may
not relate to each other.
8.88 points
The content is not well
organized even though it
provides the audience with a
sense of the main idea.
10.44 points
The content is logically
organized. The ideas
presented relate to each
other. The content provides
the audience with a clear
sense of the main idea.
12 points
The content is well-organized
and logical. There is a
sequential progression of
ideas that relate to each
other. The content is
presented as a cohesive unit
and provides the audience
with a clear sense of the
main idea.
Criterion 1. No Submission 2. Insufficient 3. Approaching 4. Acceptable 5. Target
Mechanics of Writing
Includes spelling,
capitalization, punctuation,
grammar, language use,
sentence structure, etc.
0 points
Not addressed.
8.28 points
Errors in grammar or syntax
are pervasive and impede
meaning. Incorrect language
choice or sentence structure
errors are found throughout.
8.88 points
Frequent and repetitive
mechanical errors are
present. Inconsistencies in
language choice or sentence
structure are recurrent.
10.44 points
Few mechanical errors are
present. Suitable language
choice and sentence
structure are used.
12 points
No mechanical errors are
present. Skilled control of
language choice and
sentence structure are used
throughout.
