Wellness Week

Order Description

ECH-235 Wellness Week Benchmark Assignment and Rubric
Assignment Instructions:
For this benchmark, you will design a four-lesson curriculum unit and an end-of-unit event plan for wellness week that comprehensively covers health, safety, nutrition, and fitness for the Birth to Age 8/Grade 3 age group that you hope to teach in the future, or the age group in which you spent the most practicum hours.
My age group was Birth to Age 8
Use the format of one of the “Lesson Plan Templates” as a resource and include the following for each of the four lesson plans:
1.    Clear, measurable learning objectives that align to early learning standards (ELS) as well as your state’s subject standards;
2.    Anticipatory set;
3.    Vocabulary;
4.    Relevant materials and resources including visual or audio resources;
5.    Differentiation of instruction to address the diverse needs of students; and
6.    Assessments.
Next, design a 100-250-word culminating end-of-unit eventplan for families.Include information about the following:
1.    Health and safety issues to be addressed;
2.    Nutritional food that will be served;
3.    Physical activities that will take place; and
4.    Ways families canshare multiple perspectives on health, safety, nutrition, or physical activitiesrelevant to their child, their family, their community, or their culture.  Include a unique way to incorporate these perspectives into the event.
GCU style is not required, but solid academic writing is expected.
YCOE Program Competencies:
1.4:    Utilize multiple perspectives relevant to learners’ personal, family, and community experiences and cultural diversity to promote student outcomes. (NAEYC 2a; InTASC 2d)
1.5:    Support and engage families and communities through respectful, reciprocal relationships (NAEYC 2b)
1.6:    Plan for children’s development and learning as a collaborative activity with the input of learners, colleagues, families, and the larger community. (NAEYC 2c; InTASC 7o)
Scoring Rubric
Criteria    % Value    1: Unsatisfactory    2: Less Than Satisfactory    3: Satisfactory    4: Good    5: Excellent
% Scaling        0%    65%    75%    80%    100%
Content – 85%
Health LessonPlan    10%    No evidence.    Lesson plan is not clearly aligned to applicable content and early childhood standards.Lesson plan does not have a specific learning objective and does not incorporate activities for diverse backgrounds, developmental levels, or special needs of students.
Lesson does not have clear assessments to determine learning.    Lesson planis not clearly aligned to applicable content or early childhood standards.Lesson plan has a specific learning objective,but does not incorporate activities for diverse backgrounds, developmental levels, or special needs of students.
Lesson has assessments to determine learning.    Lesson plan is aligned to applicable content and early childhood standards.Lesson plan has a specific learning objective and incorporates activities for diverse backgrounds, developmental levels, and special needs of students.
Lesson has detailed assessments to determine learning.    Lesson plan is clearly aligned to applicable content and early childhood standards.Lesson plan has a specific learning objective and incorporates activities for diverse backgrounds, developmental levels, and special needs of students.
Lesson has well thought out, detailed assessments to determine learning.
Safety LessonPlan     10%    No evidence.    Lesson plan is not clearly aligned to applicable content and early childhood standards. Lesson plan does not have a specific learning objective and does not incorporate activities for diverse backgrounds, developmental levels, or special needs of students.
Lesson does not have clear assessments to determine learning.    Lesson plan is not clearly aligned to applicable content or early childhood standards. Lesson plan has a specific learning objective but does not incorporate activities for diverse backgrounds, developmental levels, or special needs of students.
Lesson has assessments to determine learning.    Lesson plan is aligned to applicable content and early childhood standards. Lesson plan has a specific learning objective and incorporate activities for diverse backgrounds, developmental levels, and special needs of students.
Lesson has detailed assessments to determine learning.    Lesson plan is clearly aligned to applicable content and early childhood standards. Lesson plan has a specific learning objective and incorporate activities for diverse backgrounds, developmental levels, and special needs of students.
Lesson has well thought out, detailed assessments to determine learning.
Nutrition LessonPlan     10%    No evidence.    Lesson plan is not clearly aligned to applicable content and early childhood standards. Lesson plan does not have a specific learning objective and does not incorporate activities for diverse backgrounds, developmental levels, or special needs of students.
Lesson does not have clear assessments to determine learning.    Lesson plan is not clearly aligned to applicable content or early childhood standards. Lesson plan has a specific learning objective but does not incorporate activities for diverse backgrounds, developmental levels, or special needs of students.
Lesson has assessments to determine learning.    Lesson plan is aligned to applicable content and early childhood standards. Lesson plan has a specific learning objective and incorporate activities for diverse backgrounds, developmental levels, and special needs of students.
Lesson has detailed assessments to determine learning.    Lesson plan is clearly aligned to applicable content and early childhood standards. Lesson plan has a specific learning objective and incorporate activities for diverse backgrounds, developmental levels, and special needs of students.
Lesson has well thought out, detailed assessments to determine learning.
Fitness LessonPlan     10%    No evidence.    Lesson plan is not clearly aligned to applicable content and early childhood standards. Lesson plan does not have a specific learning objective and does not incorporate activities for diverse backgrounds, developmental levels, or special needs of students.
Lesson does not have clear assessments to determine learning.    Lesson plan is not clearly aligned to applicable content or early childhood standards. Lesson plan has a specific learning objective but does not incorporate activities for diverse backgrounds, developmental levels, or special needs of students.
Lesson has assessments to determine learning.    Lesson plan is aligned to applicable content and early childhood standards. Lesson plan has a specific learning objective and incorporate activities for diverse backgrounds, developmental levels, and special needs of students.
Lesson has detailed assessments to determine learning.    Lesson plan is clearly aligned to applicable content and early childhood standards. Lesson plan has a specific learning objective and incorporate activities for diverse backgrounds, developmental levels, and special needs of students.
Lesson has well thought out, detailed assessments to determine learning.
End-of-Unit  Event Plan

NAEYC: 2b, 2c
InTASC: 7o
COE: 1.5, 1.6     20%    No evidence.    End-of-unit event plan does not include all of the assignment criteria.    End-of-unit event plan includes all of the assignment criteria: however, the invitation is unclear.    End-of-unit event plan includes all of the assignment criteria.    End-of-unit event plan includes all of the assignment criteria in a detailed and entertaining way.
Family  Involvement

NAEYC: 2a
InTASC: 2d
COE: 1.4     25%    No evidence.    Families are not provideda clear way to share their multiple perspectives on health, safety, nutrition, or physical activities relevant to their child, their family, their community, or their culture.
Families are not clearly informed on how this information will be incorporated into the event.    Families are provideda way to share their multiple perspectives on health, safety, nutrition, or physical activities relevant to their child, their family, their community, or their culture.
Families are not clearly informed on how this information will be incorporated into theevent.    Families are provideda way to share their multiple perspectives on health, safety, nutrition, or physical activities relevant to their child, their family, their community, or their culture.
Families are informed on how this information will be incorporated into the event.    Families are provided a clear and easy to follow way to share their multiple perspectives on health, safety, nutrition, or physical activities relevant to their child, their family, their community, or their culture.
Families are clearly informed on how this information will be incorporated into the event.
Organization, Effectiveness, and Format – 15%
Lesson Plan Formats:
(Use of appropriate style for the major and assignment)    5%    Templates are not used appropriately or documentation format is rarely followed correctly.    Appropriate templates are used, but some elements are missing or mistaken; lack of control with formatting is apparent.
Appropriate templates are used; Formatting is correct, although some minor errors may be present.     Appropriate templates are fully used; There are virtually no errors in formatting style.    All format elements are correct.

End-of-unit Event Plan: Writing structure, paragraph development, and transitions    5%    Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs. Transitions are inappropriate to purpose and scope. Organization is disjointed.    Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident.    Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.    A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are used as appropriate to purpose, discipline, and scope.
There is a sophisticated construction of the essay. Ideas universally progress and relate to each other. The writer has been careful to use paragraph and transition construction to guide the reader.
End-of-unit Event Plan: Mechanics of Writing
(includes spelling, punctuation, grammar, language use)
5%    Surface errors are pervasive enough that they impede communication of meaning.Inappropriate word choice and/or sentence construction are used.    Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register); sentence structure, and/or word choice are present.    Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.     Prose is largely free of mechanical errors, although a few may be present.A variety of sentence structures and effective figures of speech are used.     Writer is clearly in command of standard, written, academic English.

Wellness Week

Order Description

ECH-235 Wellness Week Benchmark Assignment and Rubric
Assignment Instructions:
For this benchmark, you will design a four-lesson curriculum unit and an end-of-unit event plan for wellness week that comprehensively covers health, safety, nutrition, and fitness for the Birth to Age 8/Grade 3 age group that you hope to teach in the future, or the age group in which you spent the most practicum hours.
My age group was Birth to Age 8
Use the format of one of the “Lesson Plan Templates” as a resource and include the following for each of the four lesson plans:
1.    Clear, measurable learning objectives that align to early learning standards (ELS) as well as your state’s subject standards;
2.    Anticipatory set;
3.    Vocabulary;
4.    Relevant materials and resources including visual or audio resources;
5.    Differentiation of instruction to address the diverse needs of students; and
6.    Assessments.
Next, design a 100-250-word culminating end-of-unit eventplan for families.Include information about the following:
1.    Health and safety issues to be addressed;
2.    Nutritional food that will be served;
3.    Physical activities that will take place; and
4.    Ways families canshare multiple perspectives on health, safety, nutrition, or physical activitiesrelevant to their child, their family, their community, or their culture.  Include a unique way to incorporate these perspectives into the event.
GCU style is not required, but solid academic writing is expected.
YCOE Program Competencies:
1.4:    Utilize multiple perspectives relevant to learners’ personal, family, and community experiences and cultural diversity to promote student outcomes. (NAEYC 2a; InTASC 2d)
1.5:    Support and engage families and communities through respectful, reciprocal relationships (NAEYC 2b)
1.6:    Plan for children’s development and learning as a collaborative activity with the input of learners, colleagues, families, and the larger community. (NAEYC 2c; InTASC 7o)
Scoring Rubric
Criteria    % Value    1: Unsatisfactory    2: Less Than Satisfactory    3: Satisfactory    4: Good    5: Excellent
% Scaling        0%    65%    75%    80%    100%
Content – 85%
Health LessonPlan    10%    No evidence.    Lesson plan is not clearly aligned to applicable content and early childhood standards.Lesson plan does not have a specific learning objective and does not incorporate activities for diverse backgrounds, developmental levels, or special needs of students.
Lesson does not have clear assessments to determine learning.    Lesson planis not clearly aligned to applicable content or early childhood standards.Lesson plan has a specific learning objective,but does not incorporate activities for diverse backgrounds, developmental levels, or special needs of students.
Lesson has assessments to determine learning.    Lesson plan is aligned to applicable content and early childhood standards.Lesson plan has a specific learning objective and incorporates activities for diverse backgrounds, developmental levels, and special needs of students.
Lesson has detailed assessments to determine learning.    Lesson plan is clearly aligned to applicable content and early childhood standards.Lesson plan has a specific learning objective and incorporates activities for diverse backgrounds, developmental levels, and special needs of students.
Lesson has well thought out, detailed assessments to determine learning.
Safety LessonPlan     10%    No evidence.    Lesson plan is not clearly aligned to applicable content and early childhood standards. Lesson plan does not have a specific learning objective and does not incorporate activities for diverse backgrounds, developmental levels, or special needs of students.
Lesson does not have clear assessments to determine learning.    Lesson plan is not clearly aligned to applicable content or early childhood standards. Lesson plan has a specific learning objective but does not incorporate activities for diverse backgrounds, developmental levels, or special needs of students.
Lesson has assessments to determine learning.    Lesson plan is aligned to applicable content and early childhood standards. Lesson plan has a specific learning objective and incorporate activities for diverse backgrounds, developmental levels, and special needs of students.
Lesson has detailed assessments to determine learning.    Lesson plan is clearly aligned to applicable content and early childhood standards. Lesson plan has a specific learning objective and incorporate activities for diverse backgrounds, developmental levels, and special needs of students.
Lesson has well thought out, detailed assessments to determine learning.
Nutrition LessonPlan     10%    No evidence.    Lesson plan is not clearly aligned to applicable content and early childhood standards. Lesson plan does not have a specific learning objective and does not incorporate activities for diverse backgrounds, developmental levels, or special needs of students.
Lesson does not have clear assessments to determine learning.    Lesson plan is not clearly aligned to applicable content or early childhood standards. Lesson plan has a specific learning objective but does not incorporate activities for diverse backgrounds, developmental levels, or special needs of students.
Lesson has assessments to determine learning.    Lesson plan is aligned to applicable content and early childhood standards. Lesson plan has a specific learning objective and incorporate activities for diverse backgrounds, developmental levels, and special needs of students.
Lesson has detailed assessments to determine learning.    Lesson plan is clearly aligned to applicable content and early childhood standards. Lesson plan has a specific learning objective and incorporate activities for diverse backgrounds, developmental levels, and special needs of students.
Lesson has well thought out, detailed assessments to determine learning.
Fitness LessonPlan     10%    No evidence.    Lesson plan is not clearly aligned to applicable content and early childhood standards. Lesson plan does not have a specific learning objective and does not incorporate activities for diverse backgrounds, developmental levels, or special needs of students.
Lesson does not have clear assessments to determine learning.    Lesson plan is not clearly aligned to applicable content or early childhood standards. Lesson plan has a specific learning objective but does not incorporate activities for diverse backgrounds, developmental levels, or special needs of students.
Lesson has assessments to determine learning.    Lesson plan is aligned to applicable content and early childhood standards. Lesson plan has a specific learning objective and incorporate activities for diverse backgrounds, developmental levels, and special needs of students.
Lesson has detailed assessments to determine learning.    Lesson plan is clearly aligned to applicable content and early childhood standards. Lesson plan has a specific learning objective and incorporate activities for diverse backgrounds, developmental levels, and special needs of students.
Lesson has well thought out, detailed assessments to determine learning.
End-of-Unit  Event Plan

NAEYC: 2b, 2c
InTASC: 7o
COE: 1.5, 1.6     20%    No evidence.    End-of-unit event plan does not include all of the assignment criteria.    End-of-unit event plan includes all of the assignment criteria: however, the invitation is unclear.    End-of-unit event plan includes all of the assignment criteria.    End-of-unit event plan includes all of the assignment criteria in a detailed and entertaining way.
Family  Involvement

NAEYC: 2a
InTASC: 2d
COE: 1.4     25%    No evidence.    Families are not provideda clear way to share their multiple perspectives on health, safety, nutrition, or physical activities relevant to their child, their family, their community, or their culture.
Families are not clearly informed on how this information will be incorporated into the event.    Families are provideda way to share their multiple perspectives on health, safety, nutrition, or physical activities relevant to their child, their family, their community, or their culture.
Families are not clearly informed on how this information will be incorporated into theevent.    Families are provideda way to share their multiple perspectives on health, safety, nutrition, or physical activities relevant to their child, their family, their community, or their culture.
Families are informed on how this information will be incorporated into the event.    Families are provided a clear and easy to follow way to share their multiple perspectives on health, safety, nutrition, or physical activities relevant to their child, their family, their community, or their culture.
Families are clearly informed on how this information will be incorporated into the event.
Organization, Effectiveness, and Format – 15%
Lesson Plan Formats:
(Use of appropriate style for the major and assignment)    5%    Templates are not used appropriately or documentation format is rarely followed correctly.    Appropriate templates are used, but some elements are missing or mistaken; lack of control with formatting is apparent.
Appropriate templates are used; Formatting is correct, although some minor errors may be present.     Appropriate templates are fully used; There are virtually no errors in formatting style.    All format elements are correct.

End-of-unit Event Plan: Writing structure, paragraph development, and transitions    5%    Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs. Transitions are inappropriate to purpose and scope. Organization is disjointed.    Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident.    Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.    A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are used as appropriate to purpose, discipline, and scope.
There is a sophisticated construction of the essay. Ideas universally progress and relate to each other. The writer has been careful to use paragraph and transition construction to guide the reader.
End-of-unit Event Plan: Mechanics of Writing
(includes spelling, punctuation, grammar, language use)
5%    Surface errors are pervasive enough that they impede communication of meaning.Inappropriate word choice and/or sentence construction are used.    Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register); sentence structure, and/or word choice are present.    Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.     Prose is largely free of mechanical errors, although a few may be present.A variety of sentence structures and effective figures of speech are used.     Writer is clearly in command of standard, written, academic English.

Wellness Week

Order Description

ECH-235 Wellness Week Benchmark Assignment and Rubric
Assignment Instructions:
For this benchmark, you will design a four-lesson curriculum unit and an end-of-unit event plan for wellness week that comprehensively covers health, safety, nutrition, and fitness for the Birth to Age 8/Grade 3 age group that you hope to teach in the future, or the age group in which you spent the most practicum hours.
My age group was Birth to Age 8
Use the format of one of the “Lesson Plan Templates” as a resource and include the following for each of the four lesson plans:
1.    Clear, measurable learning objectives that align to early learning standards (ELS) as well as your state’s subject standards;
2.    Anticipatory set;
3.    Vocabulary;
4.    Relevant materials and resources including visual or audio resources;
5.    Differentiation of instruction to address the diverse needs of students; and
6.    Assessments.
Next, design a 100-250-word culminating end-of-unit eventplan for families.Include information about the following:
1.    Health and safety issues to be addressed;
2.    Nutritional food that will be served;
3.    Physical activities that will take place; and
4.    Ways families canshare multiple perspectives on health, safety, nutrition, or physical activitiesrelevant to their child, their family, their community, or their culture.  Include a unique way to incorporate these perspectives into the event.
GCU style is not required, but solid academic writing is expected.
YCOE Program Competencies:
1.4:    Utilize multiple perspectives relevant to learners’ personal, family, and community experiences and cultural diversity to promote student outcomes. (NAEYC 2a; InTASC 2d)
1.5:    Support and engage families and communities through respectful, reciprocal relationships (NAEYC 2b)
1.6:    Plan for children’s development and learning as a collaborative activity with the input of learners, colleagues, families, and the larger community. (NAEYC 2c; InTASC 7o)
Scoring Rubric
Criteria    % Value    1: Unsatisfactory    2: Less Than Satisfactory    3: Satisfactory    4: Good    5: Excellent
% Scaling        0%    65%    75%    80%    100%
Content – 85%
Health LessonPlan    10%    No evidence.    Lesson plan is not clearly aligned to applicable content and early childhood standards.Lesson plan does not have a specific learning objective and does not incorporate activities for diverse backgrounds, developmental levels, or special needs of students.
Lesson does not have clear assessments to determine learning.    Lesson planis not clearly aligned to applicable content or early childhood standards.Lesson plan has a specific learning objective,but does not incorporate activities for diverse backgrounds, developmental levels, or special needs of students.
Lesson has assessments to determine learning.    Lesson plan is aligned to applicable content and early childhood standards.Lesson plan has a specific learning objective and incorporates activities for diverse backgrounds, developmental levels, and special needs of students.
Lesson has detailed assessments to determine learning.    Lesson plan is clearly aligned to applicable content and early childhood standards.Lesson plan has a specific learning objective and incorporates activities for diverse backgrounds, developmental levels, and special needs of students.
Lesson has well thought out, detailed assessments to determine learning.
Safety LessonPlan     10%    No evidence.    Lesson plan is not clearly aligned to applicable content and early childhood standards. Lesson plan does not have a specific learning objective and does not incorporate activities for diverse backgrounds, developmental levels, or special needs of students.
Lesson does not have clear assessments to determine learning.    Lesson plan is not clearly aligned to applicable content or early childhood standards. Lesson plan has a specific learning objective but does not incorporate activities for diverse backgrounds, developmental levels, or special needs of students.
Lesson has assessments to determine learning.    Lesson plan is aligned to applicable content and early childhood standards. Lesson plan has a specific learning objective and incorporate activities for diverse backgrounds, developmental levels, and special needs of students.
Lesson has detailed assessments to determine learning.    Lesson plan is clearly aligned to applicable content and early childhood standards. Lesson plan has a specific learning objective and incorporate activities for diverse backgrounds, developmental levels, and special needs of students.
Lesson has well thought out, detailed assessments to determine learning.
Nutrition LessonPlan     10%    No evidence.    Lesson plan is not clearly aligned to applicable content and early childhood standards. Lesson plan does not have a specific learning objective and does not incorporate activities for diverse backgrounds, developmental levels, or special needs of students.
Lesson does not have clear assessments to determine learning.    Lesson plan is not clearly aligned to applicable content or early childhood standards. Lesson plan has a specific learning objective but does not incorporate activities for diverse backgrounds, developmental levels, or special needs of students.
Lesson has assessments to determine learning.    Lesson plan is aligned to applicable content and early childhood standards. Lesson plan has a specific learning objective and incorporate activities for diverse backgrounds, developmental levels, and special needs of students.
Lesson has detailed assessments to determine learning.    Lesson plan is clearly aligned to applicable content and early childhood standards. Lesson plan has a specific learning objective and incorporate activities for diverse backgrounds, developmental levels, and special needs of students.
Lesson has well thought out, detailed assessments to determine learning.
Fitness LessonPlan     10%    No evidence.    Lesson plan is not clearly aligned to applicable content and early childhood standards. Lesson plan does not have a specific learning objective and does not incorporate activities for diverse backgrounds, developmental levels, or special needs of students.
Lesson does not have clear assessments to determine learning.    Lesson plan is not clearly aligned to applicable content or early childhood standards. Lesson plan has a specific learning objective but does not incorporate activities for diverse backgrounds, developmental levels, or special needs of students.
Lesson has assessments to determine learning.    Lesson plan is aligned to applicable content and early childhood standards. Lesson plan has a specific learning objective and incorporate activities for diverse backgrounds, developmental levels, and special needs of students.
Lesson has detailed assessments to determine learning.    Lesson plan is clearly aligned to applicable content and early childhood standards. Lesson plan has a specific learning objective and incorporate activities for diverse backgrounds, developmental levels, and special needs of students.
Lesson has well thought out, detailed assessments to determine learning.
End-of-Unit  Event Plan

NAEYC: 2b, 2c
InTASC: 7o
COE: 1.5, 1.6     20%    No evidence.    End-of-unit event plan does not include all of the assignment criteria.    End-of-unit event plan includes all of the assignment criteria: however, the invitation is unclear.    End-of-unit event plan includes all of the assignment criteria.    End-of-unit event plan includes all of the assignment criteria in a detailed and entertaining way.
Family  Involvement

NAEYC: 2a
InTASC: 2d
COE: 1.4     25%    No evidence.    Families are not provideda clear way to share their multiple perspectives on health, safety, nutrition, or physical activities relevant to their child, their family, their community, or their culture.
Families are not clearly informed on how this information will be incorporated into the event.    Families are provideda way to share their multiple perspectives on health, safety, nutrition, or physical activities relevant to their child, their family, their community, or their culture.
Families are not clearly informed on how this information will be incorporated into theevent.    Families are provideda way to share their multiple perspectives on health, safety, nutrition, or physical activities relevant to their child, their family, their community, or their culture.
Families are informed on how this information will be incorporated into the event.    Families are provided a clear and easy to follow way to share their multiple perspectives on health, safety, nutrition, or physical activities relevant to their child, their family, their community, or their culture.
Families are clearly informed on how this information will be incorporated into the event.
Organization, Effectiveness, and Format – 15%
Lesson Plan Formats:
(Use of appropriate style for the major and assignment)    5%    Templates are not used appropriately or documentation format is rarely followed correctly.    Appropriate templates are used, but some elements are missing or mistaken; lack of control with formatting is apparent.
Appropriate templates are used; Formatting is correct, although some minor errors may be present.     Appropriate templates are fully used; There are virtually no errors in formatting style.    All format elements are correct.

End-of-unit Event Plan: Writing structure, paragraph development, and transitions    5%    Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs. Transitions are inappropriate to purpose and scope. Organization is disjointed.    Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident.    Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.    A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are used as appropriate to purpose, discipline, and scope.
There is a sophisticated construction of the essay. Ideas universally progress and relate to each other. The writer has been careful to use paragraph and transition construction to guide the reader.
End-of-unit Event Plan: Mechanics of Writing
(includes spelling, punctuation, grammar, language use)
5%    Surface errors are pervasive enough that they impede communication of meaning.Inappropriate word choice and/or sentence construction are used.    Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register); sentence structure, and/or word choice are present.    Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.     Prose is largely free of mechanical errors, although a few may be present.A variety of sentence structures and effective figures of speech are used.     Writer is clearly in command of standard, written, academic English.