Group Number: 1 Group Members: Clarissel V.

Elorde
Christan Jelig
John Patrick Lucero
Jason Dave Lucero
Camille Torrenueva

Project Planning Rubric

Use these descriptions to help you as you create a Unit Plan.

4 3 2 1 SCORE
Targeted Standards
All standards The standards in my The standards seem My Unit Plan does
identified in my unit unit are implied to be addressed in not address the
are a focus of throughout my Unit my Unit Plan, but standards in any 3
instruction and Plan, but some are they are vague. meaningful way.
assessment not specifically shown
throughout my Unit as being part of
Plan. instruction or
assessment.
The duration of my The standards My Unit Plan has too My Unit Plan has too
unit is appropriate for selected are many standards to be many or too few
the quantity and appropriate for the taught thoroughly standards than are
significance of the duration of my unit. within the duration of appropriate for the
standards. Enough the unit. length of the unit. 3
time is available to OR
teach each standard
The amount of time
adequately, and no
my unit takes is more
standard receives
than should be
unwarranted
allotted to the number
emphasis.
and type of standards
addressed in the Unit
Plan.
Objectives
My objectives My objectives My objectives My objectives
describe specific describe specific describe behaviors, describe vague
behaviors, behaviors, knowledge, and/or behaviors,
knowledge, and/or knowledge, and/or products that are knowledge, and/or
products that relate to products that meet rather vague and only products that do not 3
standards and can be standards and reflect require superficial require
assessed and understanding of understanding of unit understanding of unit
understood at a deep relevant unit concepts. concepts.
level, where relevant concepts.
unit concepts are
applied.
Curriculum-Framing Questions: Essential Question
My Essential My Essential My Essential My Essential
Question centers on Question centers on Question addresses Question does not
a philosophical, a topic that is either students’ interest or address either
moral, or thought- interesting or concerns, but not students’ interests or
provoking theme that important to students both, and may be concerns and is
is interesting and and is written so they written in language written in language
important to students will understand it. that is difficult for they do not
and requires them to them to understand. understand.
think deeply about
the concepts across

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countries.
*Other names and brands may be claimed as the property of others.
 units as they make
their learning
personally
meaningful.
Curriculum-Framing Questions: Unit Questions
My Unit Questions My Unit Questions My Unit Questions My Unit Questions
address the address the are related to are only tangentially
standards identified standards identified standards addressed related to the
in the unit by asking in the Unit Plan that in the Unit Plan. They standards. Their
students to analyze, describe higher-order only target lower-level support of the
theorize, and thinking as well as elements of the targeted standards in
contemplate the content knowledge standards. the unit is unclear.
implications, and skills.
connections, and
reasons behind and
in support of the
content within the
standards.
My Unit Questions My Unit Questions My Unit Questions My Unit Questions
directly target what is are important are somewhat are not key questions
desired for students questions for the unit. important questions for the unit. They only
to learn in this They cover most of for the unit. They only cover a few topics
specific unit and are the topics within the cover some of the within the unit.
broad enough to unit. topics within the unit.
cover most of the
topics within the unit.
Curriculum-Framing Questions: Content Questions
My Curriculum My Curriculum Some of my My Curriculum
Questions support Questions support Curriculum Questions Questions only
and provide the Essential and support the Essential tangentially relate to
understanding for the Unit Questions and and Unit Questions the Essential and
Essential and Unit address the and address the Unit Questions,
Questions and standards and standards and standards, and
directly address the objectives. objectives, but some objectives.
objectives and are only tangentially
standards in related.
meaningful ways.
Assessment Plan
My assessment plan My assessment plan My assessment plan My assessment plan
matches and matches and matches and does not match or
addresses all of the addresses most of addresses some of address the targeted
targeted standards the targeted the targeted standards and
and objectives. standards and standards and objectives.
objectives. objectives.
Assessment Plan: Formative Assessments
Both formal and A variety of formative A few formative Assessment in my
informal and peer- assessments are assessments are unit is only done at
and self-assessments used throughout my used in my unit and the end of the unit
are used throughout unit. address some of the and/or is only used
my unit. assessment for grading purposes.
purposes.
Assessment Plan: Summative Assessments
My final product or My final product or My final product or My final product or
performance performance performance performance
assessment assessment generally assessment slightly assessment
appropriately emphasizes content emphasizes design emphasizes
emphasizes content and higher-order over content and organization,

Copyright © 2012 Intel Corporation. All rights reserved. Intel, the Intel logo, the Intel Education Initiative, and the Intel Teach Program are trademarks of Intel Corporation or its subsidiaries in the U.S. and other
countries.
*Other names and brands may be claimed as the property of others.
 over organization, thinking over design higher-order thinking. structure, and graphic
structure, and graphic features of the elements more than
elements. project. content and
higher-order thinking.
Procedures: Student Work
The work my The work my The work my The work my
students complete in students complete in students do in this students complete in
this unit is authentic, this unit is meaningful unit has a few this unit does not
meaningful, and and has elements elements that resemble authentic
resembles the kinds that resemble the resemble the kinds of work in a discipline in
of work people do in kinds of work people work people do in any way.
real life. do in real life. real life.

Araw 3: 3 ang binigay

namin dahil makikita
naman ang mga
kaugnayan sa tunay
na buhay sa mga
gawain ng mag-aaral
ngunit naka limitado
lang sa iisang setting
ng karanasan at mas
maganda kung
pahalagahan ang
mismong paksa na
bakit mahalaga pag-
aralan ang
karunungang bayan.
My unit takes diverse My unit provides My unit supports My unit does not
learners into some some learning styles provide any
consideration and accommodations to but does little to accommodations to
provides well-defined support a diversity of support any special support multiple
and thoughtful learners. needs. types of learners.
accommodations.
Araw 3: 3 ang binigay
namin dahil hindi
makikitaan ang mga
ibang kinakailangan
na gawain o mga
ibang gawain ng mga
mag-aaral na may
special needs.
Mahusay naman ang
paglalapat na
ipinakita ng guro
tungkol sa kaignayan
nito sa buong buhay
kung pagbabasehan
lang ang classroom
na walang special
needs dahil
makukuha nila agad
ito.
Procedures: Technology Integration
The technology in my The technology in my The technology in my My Unit Plan could
Unit Plan deepens Unit Plan helps my Unit Plan seems to be taught more
my students' students understand be added without effectively without the
understanding of concepts and much thought to how current use of

Copyright © 2012 Intel Corporation. All rights reserved. Intel, the Intel logo, the Intel Education Initiative, and the Intel Teach Program are trademarks of Intel Corporation or its subsidiaries in the U.S. and other
countries.
*Other names and brands may be claimed as the property of others.
 important concepts, develop skills. The it supports and technology as it is
supports higher-order technology enhances deepens student described in my Unit
thinking skills, and student learning, skills and Plan.
develops students' increases understanding.
lifelong skills. The productivity, or
technology enhances promotes creativity.
student learning,
increases
productivity, and
promotes creativity.
The use of The use of The use of My Unit Plan does
technology enhances technology enhances technology in my Unit not take advantage of
my Unit Plan by my Unit Plan by Plan is limited to research, publishing,
creatively supporting supporting and supporting students' collaboration, or
and developing developing students' research, publishing, communication
students' research, research, publishing, collaboration, or capabilities.
publishing, collaboration, and communication skills.
collaboration, and communication skills.
communication skills.

Overall Procedures
My Unit Plan has well My Unit Plan has My Unit Plan has My Unit Plan lacks
thought-out, detailed instructions and instructions and clarity and is not an
instructions and procedures that serve procedures, but some effective guide for
procedures that make as an effective guide areas are unclear, implementation.
the unit easy to for implementation. making
implement. implementation
difficult.
___ /60
TOTAL

Copyright © 2012 Intel Corporation. All rights reserved. Intel, the Intel logo, the Intel Education Initiative, and the Intel Teach Program are trademarks of Intel Corporation or its subsidiaries in the U.S. and other
countries.
*Other names and brands may be claimed as the property of others.