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Unit Lesson Plan

Grade 2
Rocks and Minerals
By Jennifer Brewster Wood

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Table of Contents
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.

Overview
Lesson 1.. Chapter 6 Class Reading ...
Lesson 2 ..3 Categories of Rocks Graphic Organizer
Lesson 3...Paper Plate Rock Sort ....
Lesson 4...Rock Some Measurements..
Lesson 5...Internet Rock Search..
Lesson 6...Class Rock Book.
Lesson 7...Coal Reading Circle
Lesson 8...Rocking Number Places.
Lesson 9...Important Rocks In the USA
Lesson 10.How Rocks Are Formed Food Model Party! .
Self-Review.

3
4
7
13
17
20
22
24
31
34
38
47

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Overview

My path of study is K-6. I dont have a specialization. The topic I chose is

Rocks for the second grade. I think that the major concept of the unit plan is how
rocks are formed and their characteristics. I planned the unit to flow from an
introductory reading of the chapter in the book, to the characteristics, details about
how we use rocks every day, and finally by building fun food models to end the unit.
I planned this lesson so that the information would flow in a logical way while
ending with a fun creative lesson. Students will be learning the concepts in the unit
by reading, hands on observations, searching different sources for information, and
creating drawings and models. My students will reach their intended goals by taking
one goal at a time and we will work on the concepts together and I will be glad to
help students by giving additional help or extra readings or facts to allow them to
understand the concepts of the unit. I anticipate that my students would enjoy this
unit and they outcome will be a fun week of learning.

Bluefield State College

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Unit Lesson Plan-Lesson 1

Subject: Science
Topic: Rocks made of Chapter 6 Class Reading

Grade: 2nd grade

Teacher: Mrs. Brewster-Wood

Essential Question: What are minerals and how do they relate to rocks?

Goals: The purpose of this lesson is to learn about how rocks are made and some of their uses.
Objectives:
A. General:
S.2.GS.8-use information from several sources to provide evidence that Earth events can
occur quickly or slowly.
S.2.GS.3-make observations to construct an evidence-based account of how an object
made of a small set of pieces can be disassembled and made into a new object.
B. Specific: In graphic organizer form students will list items that have minerals from rocks
in them. A passing score of 70% is required on graphic organizer.
Methods: Group read aloud, question and answer, and graphic organizer
Materials: Textbook Science Grade 2, Science A Closer Look, by Macmillan McGraw-Hill,
graphic organizer
Direct Instruction: I will introduce the unit lesson on rock by explaining that rocks are
important to us and that we use them every day. Then I will ask the students to please take out
their eager reader puff monsters if they want to be called upon to read.

Students who are tracking while others are reading can earn a coin for the treasure chest at the
end of the week. Students who are not tracking can lose a coin. After the chapter has been read I
will then read instructions on the graphic organizer to the students.
Guided Practice: I will ask students to name the items that we use every day that contain rocks
and minerals. Ex. Toothpaste, concrete, pumice, gravel, jewelry, minerals in food.

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Differentiation:
Tier 1: Students below grade level can refer back to the chapter that we read for ideas
on what items we use that contain rocks. Students can draw some items and share with the class.
Students can also draw items on graphic organizer.
Tier 2: Students on grade level can tell what items contain rocks and give details
about what foods or types of rocks make up the product. Students can add more details to
graphic organizer for 5 extra minutes of free time at the end of the week.
Tier 3: Students on grade level can tell what items contain rocks and give details
about what foods or types of rocks make up the product. Students can add more details to
graphic organizer for 5 extra minutes of free time at the end of the week.
Independent Practice: Students will fill out a graphic organizer listing the types of products
containing rocks that we use every day. Students must list at least seven items for a mastery
score of 70%. Students may use chapter in text to find answers. Students may finish this at
home if not completed in class.

Closure: Rocks are made of minerals and some rocks contain several minerals. Rock and
minerals are used by us every day from our food to toothpaste.

Assessment & Evaluation of Lesson: Mastery of 70% on graphic organizer and tracking while
reading.

Time & Resources: 50 minutes

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Name: ______________________________________

Please list 10
objects or
products that
contain rocks and
minerals. Think
about the things

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Bluefield State College

Unit Lesson Plan-Lesson 2

Subject: Science
Topic: 3 Categories of Rocks

Grade: 2nd
Teacher: Mrs. Brewster-Wood

Essential Question:
Rocks and minerals can be so different from one another because of want they are made
of and what happens to them while they are being formed. Today we are going to take a closer
look at rocks and learn how we can understand them better.

Goals:
The purpose of this lesson is to learn about the three classes of rocks, characteristics, and
how they are made.
Objectives:
The students will be able to understand the different understand how to classify the three
different types of rocks by using the vocabulary/spelling list for the week.
I will use lecture to describe the characteristics of rocks, graphic organizer.

A. General:
S.2.GS.1-plan and conduct an investigate
on to describe and classify different kinds of materials by their observable properties.
ELA.2.L.C17.2-demonstrate understanding of figurative language, word relationships
and nuances in word meanings.

identify real-life connections between words and their use (e.g., describe
foods that are spicy or juicy).

distinguish shades of meaning among closely related verbs (e.g., toss,

throw, hurl) and closely related adjectives (e.g., thin, slender, skinny,
scrawny).

B. Specific: Students will create a graphic organizer that will contain the three categories
of rocks and the characteristics/vocabulary words of each with a passing score of 80-100
on point rubric.
Methods: I will use lecture, a graphic organizer, and observation in this lesson.

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Materials: Colored Markers, scissors, glue stick, colored construction paper, and graphic
organizer sheet

Direct Instruction:
On the smartboard put up the chart with this weeks vocabulary words which are sorted
into the correct class of rock. I will give a short lecture explaining the three categories and go
over the spelling and meaning of the vocabulary words. I will then instruct the students that they
will be working within their table group to complete the graphic organizer that will be used all
week to review the types of rocks.
Guided Practice:
I will then hand out the graphic organizer sheets and instruct each table leader to get out
the glue sticks and scissors for each person at the table. I will hand each child a sheet of
construction paper. I will instruct the students on how to cut out the pieces of their chart. I will
show the students where to glue the pieces of their organizer. I will have each table talk about
where each of the vocabulary words fit into the organizer and have them write in their answers in
the columns where they belong. I will walk around the room and help where Im needed.
Differentiation:
Tier 1: Students who have issues with writing will be given the parts of the chart that
have been cut out so that they can glue them to their page.
Tier 2: Students can be a group leader and help decided where each vocabulary word is
to be placed. They can also think of words that are similar to the vocabulary words and fill into
the black spaces on their chart.
Tier 3: Students can be a group leader and help decided where each vocabulary word is to
be placed. They can also think of words that are similar to the vocabulary words and fill into the
black spaces on their chart. These students can help the group by looking up definitions to the
vocabulary words.
Independent Practice:
The class will be working with this graphic organizer for the whole week in different activities.
The students will be asked to use this chart to study while they are transitioning from one activity
to another. Students will use this chart to study for the vocabulary and spelling test at the end of
the week.

Closure:

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As a class the teacher and the students will go over the words to see if they have been
placed in the correct column on their graphic organizer. The teacher will name the category and
the students will name items on their list when the teacher calls their name.
Assessment & Evaluation of Lesson:
The students will be evaluated on participation, neatness of the organizer, words spelled
correctly, words sorted into correct columns as per rubric. Students must pass with an 80%.
Time & Resources:
30 minutes

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Three Types of Rocks

Igneous

Metamorphic

Vocabulary Words to Know:

Fossils

Lava

Volcanic

Heat

Settling

Mud

Hard

Dense

Layered

Minerals

Pressure

Glassy

Sand

Changed

Smart board sheet:

Sedimentary

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Vocabulary and Spelling words for the week:

Igneous

Volcanic
Lava
Hard
Glassy
Dense

Metamorphic
Changed
Pressure
Heat
Sedimentary

Layered
Settling
Sand
Mud
Fossils

Bonus words:

Sedimentary
Metamorphic
Igneous
minerals

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Rubric for graphic organizer:

Points range
Organization

25-20
-Flows nicely.
-All parts
completed.
-Looks like a
finished product.

20-10
-All parts
present but
messy.
-Some evidence
of
refinement

10-5
-No heading, but
sectioned
-Missing parts
-Obvious
refinement
required

Participation

-Student stayed
on task

-Student strayed
from task
slightly needed
to be reminded
to work on
lesson.

-Student didnt
stay on task

Behavior

- All
conversation
was lesson
related.
-Student stayed
at their work
station.
-All information
was listed in the
correct category.

-student was
talking about
non-lesson
topics
-Student stayed
in their work
area
-Two or more
items were listed
in the correct
category.

-Student talked
about non-lesson
related topics
-Student refused
to stay in work
area

-Student talked
and disrupted
the class
-Student refused
to stay in work
area

-Less than two

items were listed
in the correct
category.

-There were no
items listed
correctly in each
category.

Content

Total Points

5-0
-Clutter, no
definitive
sections, all over
the
place
-Not all sections
present
-Student refused
to work on
assignment

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Bluefield State College

Unit Lesson Plan-Lesson 3
Subject: Science
Topic: Paper Plate Rock Sort

Grade: 2nd
Teacher: Mrs. Brewster-Wood

Essential Question: Do you think that we can do an investigation of some rocks to figure out
what category the rocks fall in by looking at their characteristics.
Goals: The goal of this lesson is to have students observe rocks and then them into the three
categories of rocks using their characteristics.
Objectives: Students will observe the rock and write their observations on the observation sheet.
Students will be able sort the sample rocks that are given to each table and sort them into the
three categories.
A. General:
S.2.GS.1 plan and conduct an investigation to describe and classify different kinds
of materials by their observable properties.
B. Specific: Students will examine the 8 sample rocks and write down what they observe
on their observation sheet. Then they will sort the rocks by placing them on the three
plates with the characteristics of rock categories.
Methods: I will have students do pair work to look at the samples with a guide sheet to help
them answer questions to sort out the sample rocks.
Materials: Sample rocks, observation sheet, plates, and a marker.
Direct Instruction: I will review the three categories of rocks with the students. I will then pass
out break the students to pairs and give each pair 3 plates that have one category on each with the
characteristics of the category. I will have the paper passer of the day give each student the
observation sheet and I will give each student the 8 samples of rocks. The rock samples have
been labeled with a sticker 1-8. I will go over the directions on the observation sheet and walk
around the classroom and assist any students with recording their observations. When all
observations have been completed I will give the students instructions on how to sort their rocks
onto the plates. I will be walking around looking to see if the students are grasping the concepts
of the lesson.

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Guided Practice: Students will work in pairs on the written observation forms. Then they will
sort out their samples on to the plates with the correct category. I will assist the students by
walking around and asking them questions then checking their work.
Differentiation:
Tier 1: Additional assistance will be given to students with an IEP. Some students will
receive help filling out their observation forms.
Tier 2: Students who are on grade level who show an interest in seeing more rocks will be
given additional rock samples to classify into groups.
Tier 3: Students who are above grade level will be allowed to look at more samples of
rocks to classify them into groups.
Independent Practice:
Students will observe the rocks and fill out their own observations sheet. I will instruct
the students that though they are in pairs the observation sheet will be their own work. I will
allow the students to discuss the rock samples but give the characteristics of the rock in their own
words.
Closure:
I will review the three categories of rocks as I have the student pairs put away the rocks
in their cases and put away the plates. I will come by to pick up the materials and observations
sheets.
Assessment & Evaluation of Lesson:
Students will be graded by observation sheets. Passing scores for this lesson is 75-100 according
to rubric.
Time & Resources:
30 minutes

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Observation sheet for lesson 2:

Observation Sheet
Look at your rock chart that we made in class. Make
observations using your eyes and hands. In the lines
beside the rock number please write what you observe
about the rock. Then place the rock on correct category.
1. ______________________________________________________
______________________________________________________
__________________________
2. ______________________________________________________
______________________________________________________
__________________________
3. ______________________________________________________
______________________________________________________
__________________________
4. ______________________________________________________
______________________________________________________
__________________________
5. ______________________________________________________
______________________________________________________
__________________________
6. ______________________________________________________
______________________________________________________
__________________________

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7. ______________________________________________________
_____________
______________________________________________________
_____________
8. ______________________________________________________
______________________________________________________
__________________________
Points
Observations

25-20
-Student wrote
several details
about each rock
-Student named
the correct
category.

Participation

-Student stayed
on task.

Organization

-The
observations
were recorded in
complete
organized
sentences.

Spelling

Total points

20-15
-Student wrote
at least three
details about
each sample.
-Student put at
least 5 rocks into
the correct
categories.
-Student stayed
on task thorough
most of the
lesson.

-The
observations
were written in
sentences that
are complete.

15-10
-Students listed
less than three
details about
each sample.
-Student listed
less than 5 rocks
into the correct
categories.
-Student was not
on task
throughout
lesson but
completed
assignment.
-The
observations
were not written
in complete
sentences.

10-0
-Students listed
two or less
details about
each sample.
-Students listed
less than 3 rocks
into the correct
categories.
-Student did not
stay on talk and
did not complete
assignment.

-The
observations
were not
organized and
written in
complete
sentences.
-All vocabulary -Most of the
-At least three of -Fewer than
words are
vocabulary
the vocabulary
three vocabulary
spelled correctly. words were
words were
words were
spelled correctly. spelled correctly, spelled correctly.

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Bluefield State College

Unit Lesson Plan-Lesson 4
Subject: Math

Grade: 2nd

Topic: Rock Some Measurements

Teacher: Mrs. Brewster-Wood

Essential Question: Different units of measurement can be used to measure the same item.
Today we are going to weigh and measure rocks using centimeters, millimeters, grams, and
kilograms.

Goals: The goal of this lesson is to use measurement to compare rocks.

Objectives: The student will be able to use a ruler and a digital scale to measure and weigh
different like size rocks to compare like size items.
A. General:
M.2.MD.1 measure the length of an object by selecting and using appropriate tools such
as rulers, yardsticks, meter sticks and measuring tapes.
M.2.MD.2 measure the length of an object twice, using length units of different lengths
for the two measurements, describe how the two measurements relate to the size of the unit
chosen.
B. Specific:
Students will take two measurements and weights of a small medium and large rock from
our samples.

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Methods/Materials: Rocks, Ruler, Digital Scale, pencil, and record sheet.

Direct Instruction: I will have students come to me and I will give each of them a two rocks
each from the small, medium, and large rock buckets. I will instruct a student at each table go to
the supplies for that table and pass out rulers to everyone at that table. I will have my paper
passer to hand out a record sheet for the students to record the measurement data. I will then
explain that the students are to measure both rocks from the small, medium, and large groups
using centimeters first then millimeters. I will put the Record Sheet up on the smart board
screen. I will instruct the students to start with the small rocks and I will model how to measure
the small rocks with a ruler and how to record them on the record sheet on the smart board.
When the ruler part of the lesson going and I see everyone is on task I will take a digital scale to
each table and I will operate the scale as each student weighs their rocks in both grams and
kilograms. I will instruct students that after all measurements and weights are taken to put their
data into the subtraction problems listed beside each measurement with the largest number on the
top. I will model this by subtracting the measurements that I took on the small rocks I measured.

Guided Practice: I will do a do a visual check of students work to make sure that they are
measuring and recording their rocks using the correct units. I will then be going around to each
students and watching and assisting with measurement.
Differentiation:
Tier 1: Students with an IEP will go to their math workshops to finish the subtraction part
of this lesson. All measurements have to be recorded in class and I will assist the students with
anything they need. I will read the instructions several times during lesson.
Tier 2: Students who are on grade level can write the answers to the subtraction boxes in
two forms one written and then with boxes to represent the answer.
Tier 3: Students in tier three can write the answers in both forms like in tier 2 and they
can write a sentence or two explaining any differences in the rocks that caused the rocks to weigh
more or less than the rock of similar size.
Independent Practice: Students will take home a ruler and measure three items in their home
and measure it using both centimeters and millimeters and record their data on a sheet of paper
and bring it in to share with the class. I will give them instructions and have them write the
assignment in their planner.
Closure: I will repeat that items can be measured by different units for example centimeters and
millimeters or weighing with grams and kilogram.

Assessment & Evaluation of Lesson: Students will be assessed on completion of the data
sheet. A passing score of 70% on the data sheet is needed for mastery.

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Time & Resources:

30 minutes

Record Data
Measurements:
Small Rocks
1.__________cm
__________cm
2. __________mm
__________mm
Medium Rocks
3.__________cm
__________cm
4.__________mm
__________mm
Large Rocks
5.__________cm
__________cm
6.__________mm

Subtraction Problems:

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__________mm

Bluefield State College

Unit Lesson Plan-Lesson 5
Subject: Science
Topic: Internet Rocks Search

Grade: 2nd
Teacher: Mrs. Brewster-Wood

Essential Question: Have you ever wondered what how rocks are made?
Goals: The goal of this lesson is to explain how the three types of rocks are made and how their
formation brings out different characteristics in the rocks.
Objectives: The students will be able to look up information on the websites given and gather
information in how rocks are formed.
A. General:
S.2.GS.8-use information from several sources to provide evidence that Earth events can occur
quickly or slowly.
B. Specific:
By engaging in active inquiries, investigations and hands-on activities throughout the
instructional day, students focus on the major themes of science: systems, changes, and models
in order to develop conceptual understanding and research skills as described in the objectives.

Methods: I will use modeling and lecture to demonstrate how to use the internet to find facts
about rocks.
Materials: http://kidsloverocks.com/html/types_of_rocks.html,
http://www.ducksters.com/science/rocks.php, http://www.rocksforkids.com/2cycle.html

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Direct Instruction:
I will write the websites that the students will be using for this assignment on the board. I will
give the students the instructions for this assignment several times as we complete the
assignment, Write a description of how heating, pressure, cooling, and time effects how rocks are
made. Please include examples for all three categories of rocks we are working on.
I will have students use the computer to look at multiple science websites to find information on
the effects that heating, cooling, pressure, and time have on the formation of rocks. Students will
do research and write that research down in their science journals.

Guided Practice:
I will be working with the class as a whole on the first website. We will review the information
and I will explain what they should be writing in their journals from this site.
Differentiation:
Tier 1: Students with an IEP or below level can just write the detail of what happens to
the rocks during formation, it doesnt have to be in complete sentences. For example
magma cooled quickly- small crystals. I will help these students if they are struggling.
One detail per site will be accepted and the student can draw any details that they can.
Tier 2: Students who are on grade level will need to write in complete sentences and list
at least two details per website.
Tier 3: Students who are about grade level will write complete sentences and list at least
4 details per site.
Independent Practice: Students will be working on this assignment alone and not as a group.
Students who are interested in this topic can earn 5 extra points on next test by finding two
additional websites pertaining to the formation of rocks.

Closure: I will go over the three categories of rocks and we will review the information on the
websites that were provided to the class.

Assessment & Evaluation of Lesson: Lesson will be graded by reading each students journal
and grading it.

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Time & Resources: 45 minutes, computer lab

http://kidsloverocks.com/html/types_of_rocks.html,
http://www.ducksters.com/science/rocks.php, http://www.rocksforkids.com/2cycle.html

Bluefield State College

Unit Lesson Plan-Lesson 6
Subject: ELA

Grade: 2nd

Topic: Class Rock Book

Teacher: Mrs. Brewster-Wood

Essential Question: Rocks come in all shapes and sizes. Today we are going to look at
different types of rocks and make a class book about them.

Goals: The purpose of this lesson is for students will describe different rocks and how they are
formed.
Objectives: Students will be able to navigate a website to find information about rocks and
describe facts about them in a class book form.
A. General:
ELA.2.W.C11.1
participate in shared research and writing projects (e.g., read a
number of books on a single topic to produce a report; record science observations).
ELA.2.SL.C14.3
produce complete sentences when appropriate to task and situation
in order to provide requested detail or clarification.
B. Specific: Use technology to collaborate with others to plan organize, develop and publish
writing appropriate to task and purpose with guidance and support from adults and peers. Each
students rock page should have a picture of the rock on one side and four facts about the rock
they are given on the back of page for a total of 5 items required at 20% each. A passing score of
80 to 100% for mastery.

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Methods: I will read the instructions to the class in the computer lab. I will walk around to each
student and tell them which rock they are to create their page on. Example Billy- coal, Susiesandstone, Tommy- Shale, etc. Students will work independently and then as a group to decide
how to arrange the book.
Materials: Blank letter size paper, Pencil, Crayons, Markers, and computer in the lab. I will
have three binder clips for the class book and a three prong hole punch.

Direct Instruction: I will have students look up one type of rock per student from
http://geology.com/rocks/. Students will write the name of the rock what category the rock is
from and write four facts about the rock they choose. I will assign the rocks to students so that
no two students work on the same rock. I will instruct the students to write at least four facts for
their rocks on the back of the paper and then draw a picture on the front. The book will be put
together and become a class book. I will guide the students in the creation of the book by giving
ideas on how the pages could be arranged.
Guided Practice: As the students have the information about their rock pulled up on the
computer screen I will walk around and see how they are doing on their fact finding. If students
need help I will model what to do by picking out a fact from the information they are given about
their rock. The students can then use the example that I gave them to find three other facts. I
will have the students write their facts on a sheet of loose leaf paper and those and transferred to
the back of the book page. The students will draw a picture of the rock on to their paper. They
will redo the picture on the front of their book.
Differentiation:
Tier 1: Students who have an IEP and have issues with writing will be able to
find facts on their rocks and copy and paste them into a word document. Then cut and paste the
information and picture onto their page in the book. Students who finish their pages early can
work together to create pages about the three categories for 5 points extra credit on next test.
Tier 2: Students who are on grade level can use four facts about their rocks but
can add more facts. Students who finish their pages early can work together to create pages
about the three categories for 5 points extra credit on next test.
Tier 3: Above grade level students can add additional facts to their pages as
well as include information about the three categories of rocks. Students who finish their pages
early can work together to create pages about the three categories for 5 points extra credit on
next test.
Independent Practice:
Students who want to earn up to 5 additional points on the next test of their choosing can
complete can go to a website at home with the help of their parents and find information on a
gemstone of their choosing. To receive credit for this assignment the students must list 5 facts to
receive full credit.

P a g e | 24

Closure: The students will come to our reading rug and have a seat and we will read their class
book as a review on the information they gathered. The book will then be on display for parent
teacher night.

Assessment & Evaluation of Lesson:

This lesson requires a picture and 4 facts about the rock that the student was assigned for a total
of 5 required items. Each item is worth 20 points each. Mastery of this lesson is a score of at
least 80%.
Time & Resources: 45 Minutes. http://geology.com/rocks/

Bluefield State College

Unit Lesson Plan-Lesson 7
Subject: SS, ELA
Topic: Coal Reading Circle

Grade: 2nd
Teacher: Mrs. Brewster-Wood

Essential Question: Does anyone know what kind of rock in our area is very important?
Goals: Students will understand the characteristics of how coal is made and how the coal in our area is used
by completing a task in a reading circle.
Objectives: Students will read the story to find out how a natural resource found in our area is used.
A. General:
SS.2.G.4 classify examples of natural resources and how people use them.
ELA.2.R.C2.5 know and use various informational text features (e.g.,
captions, bold print, subheadings, glossaries, indexes, electronic menus,
icons) to locate key facts or information in a text efficiently.
ELA.2.R.C2.6 identify the main purpose of informational text, including
what the author wants to answer, explain or describe

B. Specific: Students will classify the name of the kind of coal in our area and how the coal is used
by the nation.
Methods: Lecture, small groups, group presentation
Materials: Printouts of the pdf http://www.ei.lehigh.edu/eli/energy/resources/readings/coal.pdf
for each student.

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Direct Instruction: The class will be broken in to 4 groups of students. I will hand each group a job sheet for
the reading group. I will assign each group 2 pages of the story to read in their group one group will have 3
group 1 will receive 3 pages because the first page isnt that long. Each group will read their pages and fill in
`the job sheets they are assigned. When everyone is finished each group will come to the front and go over
their job sheets in order of the story.
Guided Practice: Each group will be giving one another assistance with the roles that they are given. I will
be assisting each group by reading the instructions for each job category and guiding each group to stay on task
as I walk around the room.
Differentiation:
Tier 1: The group will assist students with any help they may need. I will provide additional
assistance by assigning jobs that are more suited to students. Ex. Some roles in the group dont
require writing they can be done with illustrations or charts.
Tier 2: Students that are on grade level reading can be assigned roles that have writing or pictures.
All members of the group can help one another as they complete the assignment.
Tier 3: Students who read on a higher level can assist with reading and help others with their jobs and
step up as leaders in their groups.
Independent Practice: Students will each have a role in the group. They will be filling out their own job
sheet. Ideas may come from the group but each students will be responsible for their own work.
Closure: I will go over the important parts of each member of the group and restate the importance of coal in
our region.
Assessment & Evaluation of Lesson: Each students will be graded on how well they completed the job they
were assigned. A passing score of 75% is required for mastery.
Time & Resources: 45 minutes. http://www.ei.lehigh.edu/eli/energy/resources/readings/coal.pdf

P a g e | 26

Summarizing General
Name:

Group Members:
Reading: Summarize the pages that are given to your group. Write the key points, highlights,
and the main idea of the pages you were assigned.
Summary:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Key Points:
1.
________________________________________________________________
2.

P a g e | 27

________________________________________________________________
3.
________________________________________________________________
4.
________________________________________________________________
5.
________________________________________________________________

Questioner
Name:
Group Members:
Reading:
Questioner:
Please make a list of questions that your group might want to discuss about the article. The
questions should include something from you thoughts, feelings, or questions from the reading.
Possible discussion questions or topics for today:
1.
__________________________________________________________________
2.
__________________________________________________________________
3.
__________________________________________________________________
4.
__________________________________________________________________
5.
__________________________________________________________________

P a g e | 28

Connector
Name:
Group Members:
Reading:
Find connections between the article and you. These connections can be from your past, things
you have seen on the news or in real life.

P a g e | 29

Illustrator
Name:
Group Members:
Reading:
Draw a picture below related to the article pages given to your group. It can be of something
that the article makes you think of or an image from the article. Please write an explanation of
you picture below the picture or on the back of the sheet.

P a g e | 30

Vocabulary Wizard
Name:
Group Members:
Reading:
Please go get a dictionary from the shelf. Look for 8-10 words on the pages of your article that
stand out to you. Words that stand out should be words that are unfamiliar to you or someone in
the group, words that are in bold letters, repeated often, or words you feel are important. Please
use the dictionary and write the definition. Write your words and definitions below or on the
back of the page.

P a g e | 31

Bluefield State College

Unit Lesson Plan-Lesson 8
Subject: Math
Topic: Rockin Number Places

Grade: 2nd
Teacher: Mrs. Brewster-Wood

Essential Question: We have learned that how coal is considered a rock and how it is used.
Today we are going to use rocks to help us understand ones, tens, and hundreds place.
Goals:
Use rock to represent the ones, tens, and hundreds place.
Objectives: Students will understand that the three digit numbers represent hundreds, tens, and ones by using
different size of rocks.
A. General:
M.2.NBT.1 understand that the three digits of a three-digit number represent amounts of hundreds,
tens and ones; e.g. 706 equals 7 hundreds, 0 tens and 6 ones and understand the following as special cases:
a. 100 can be thought of as a bundle of ten tens called a hundred.
b. numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two , three, four, five, six, seven,
eight or nine hundreds (and 0 tens and 0 ones).
B. Specific:
model numbers within 1000 using base-ten blocks or drawings; or manipulatives
This lesson is a review of the concept we have been working on in the text. This will count as a
participation grade and will be graded with a rubric. Passing score of 80% for mastery.
Methods: I will model for students how to use the small, medium, and large rocks to represent the hundreds,
tens, and ones place.
Materials: Each students will get 9 small rocks, 9 medium rocks, and 9 small rocks. Sheet protectors, paper,
and a dry erase marker.
Direct Instruction: I will place a blank sheet in the sheet protector. I will then create a number with three
digits like 682. I will then line up two rocks below the ones, 8 of the medium rocks will be placed under the
tens, and lastly I will line up six larger rocks under the hundreds place. I will then have the students erase the
number from their sheets and give them another number with three places.

P a g e | 32

Guided Practice: As the students doing this assignment I will be walking around and assisting students who
are having difficulty understanding the place value of the numbers.
Differentiation:
Tier 1: Students can use their text book to see an image of the place values. They can also use a sheet
that has columns for ones, tens, and hundreds in the page protector to help reinforce the concept.
Tier 2: Students can make up numbers in addition to the ones I am calling out after I have checked
their page.
Tier 3: Above level students can make additional numbers and place their rocks under them or they
can create a larger numbers and create a way to mark the thousands place.
Independent Practice: The 5 minutes of this lesson I will allow all the students to create their own
combination of numbers.
Closure: I will go over the number places with the students as I collect the rocks and they erase their work
from the pocket page protector.
Assessment & Evaluation of Lesson: There will be a participation grade for this reinforcement of the concept
of number places. Rubric is attached.
Time & Resources:
25 minutes.

P a g e | 33

Rubric for Math Number Placement Lesson.

Points
25
Interruptions
Student have no
interruption to the
lesson. Ex. Talking,
asking non-related
questions.
Attention
Student paid attention to
the instructions and the
activity.

Follows

Completes problems

Total Points:

Student followed the

lesson through and
didnt go off task. Ex.
Playing with the rocks or
doodling.
Student completed each
number placement that
was given and created
their own numbers
during the independent
work period.

Points
10
Student made 1
interruption to lesson
that had nothing to do
with lesson.

Points
10-5
Student made several
non-lesson related
interruptions during
lesson.

Student payed attention

through most of the
assignment and selfcorrected and got back
on track.
Students went off task
for a moment and then
started to do the lesson
as assigned.

Student needed to be
reminded to pay
attention during the
lesson.

Students didnt complete

all numbers that were
given for placement or
didnt create their own
numbers during the
independent practice
part of the lesson.

Student didnt complete

many of the numbers
they were give and/or
didnt create any
numbers for the
independent practice
part of the lesson.

Students went off task

several times and had to
be redirected to continue
working on the lesson.

P a g e | 34

Bluefield State College

Unit Lesson Plan-Lesson 9

Subject: Social Studies

Grade: 2nd grade

Topic: Important rocks in the US

Teacher: Mrs Brewster-Wood

Essential Question: We have learned how and what rocks are made of now lets look at other
ways that rocks are important to the United States.
Goals: The goal of this lesson is to show students important rocks and rock formations in the
United States.
Objectives: Students will recognize important rock formations and rocks that are iconic to the
United States and do an illustration of one of them. Illustrations will be graded according to
rubric. Mastery score of 30 points.
A. General:
SS.2.C.5-give examples of symbols, icons and traditions of the United States, recite the
Pledge of Allegiance, and participate in national celebrations (e.g., Martin Luther King
Day, Presidents Day and Flag Day).
B. Specific: Students will be able to recognize an iconic rock formation and create a
drawing of the famous rock. .

Methods: Lecture, group discussion, and illustrations.

Materials: Images of iconic rocks and rock formations in the US. Blank drawing paper, colored
pencils.
Direct Instruction: I will use this website with information on iconic rocks and rock
formations. http://listosaur.com/travel/top-12-most-famous-rocks-in-the-united-states/ I will

P a g e | 35

allow students who want to read aloud to read the paragraphs below the pictures. Students can
also use my old text Virginia Social Studies Exploring Your World, Past and Present. (Dr.
Michael Berson, Dr. Tyrone Howard, Sara Shoob, Dr. Cinthia Salinas, 2011) to find pictures.

Guided Practice: We will discuss the images that we see on the website and why we think that
each image is important to the United States.
Differentiation:
Tier 1: Students below grade level can have assistance from me
or another students in writing the name of the iconic rocks on the front of the picture.
Tier 2: Students on level can draw and list a detail about the rock on the back of
the picture for an additional point on the lesson.
Tier 3: Student that above grade level can help other students write the name of
the iconic rock on their paper. Student can list a fact about their image for an additional point on
their picture.

Independent Practice: Students will draw a picture of one of the famous rocks that we
discussed and saw in this lesson. Students will write the name of the iconic rock on the front of
their picture.

P a g e | 36

Closure: We will go over how and why a rock can play an important part in history. I will end
using Plymouth Rock as an example of how a rock marked one of our countries most important
times in our history. Students pictures will be hanging outside the classroom for parent teacher
conference.
Assessment & Evaluation of Lesson: Pictures will be graded with a rubric. A mastery of 30
points.
Time & Resources: 45 minutes. http://listosaur.com/travel/top-12-most-famous-rocks-in-theunited-states/ (Dr. Michael Berson, Dr. Tyrone Howard, Sara Shoob, Dr. Cinthia Salinas, 2011)
Dr. Michael Berson, Dr. Tyrone Howard, Sara Shoob, Dr. Cinthia Salinas. (2011).
Virginia Social Studies. Orlando, FL: Houghton Mifflin Harcort Publishing
Company.

P a g e | 37

Rubric for Iconic US Rocks.

Points

5-10

5-10

5-10

5-10

Participation

Student stayed on
task and talked
about the lesson.

Student stayed on
task for most of
the lesson.
Talking was about
the lesson.

Student did not

participate.
Student didnt
stay on task.

Students picture
looks like a
finished project.
The name of the
rock formation or
iconic rock is
written on the
front of the
picture.

Students picture
looks like an
finished project
with few issues.
The name is
written on the
front of picture.

Student did not

stay on task and
had to be
corrected.
Student talking
was a disruption.
Students picture
looks messy. The
name of the
picture is written
on that front of
picture

Finished product

Total points

Student didnt
draw picture or
picture is
unrecognizable.
No name is
written on the
front.

P a g e | 38

Bluefield State College

Unit Lesson Plan-Lesson 10
Subject: Science
Topic: How rocks are formed food model

Grade: 2nd Grade

Teacher: Mrs. Brewster-Wood

Essential Question: Today we are going to make some rocks and then eat them.
Goals: Students are going to learn how rocks are formed. Stu
Objectives:
A. General:
S.2.GS.1-plan and conduct an investigation to describe and classify different kinds of materials
by their observable properties.
S.2.GS.4-construct an argument with evidence that some changes caused by heating or cooling
can be reversed and some cannot.
S.2.GS.8-use information from several sources to provide evidence that Earth events can occur
quickly or slowly.
S.K-2.ETS.2-develop a simple sketch, drawing, or physical model to illustrate how the shape of
an object helps it function as needed to solve a given problem.
B. Specific: Students will build a models of types of rocks. Mastery of this lesson is 80 points.
Methods: Lecture, group project, Recipe, and science journal sheet.
Materials: Rockin Recipe Book See ingredients in recipes in the Rockin Recipe Book, staples
for the book, toaster oven, and microwave.

Direct Instruction: I will demonstrate how to make each of the recipes as students volunteer to
read the directions, ingredients, and rock formation description. I will mix up the chocolate chip
cookies and instruct the students to wash their hands and form balls with the dough and place
them on the toaster oven pan. I will place the cookies in the oven and remove them. I will
instruct the students to notice what happened to the dough balls.

P a g e | 39

I will show each of the students how to construct the smores. Graham cracker bases with
marshmallows and gummies and chocolate chips on top. I will place three students smores into
the microwave at a time. I will place graham crackers on top of the marshmallow goo and have
the students place another plate on top of their smore and mash it down.
I will explain to the students that they can make their sandwich of anything they want. After the
students have their sedimentary layers finished they will mash the layers together.

Guided Practice: Students will be guided through the process of making all of the recipes.

Independent Practice: Students will work on the questions in the back of the book by
themselves. Students will be graded on participation if they participate they get 50 points on the
lesson and if all of the questions are answered they will receive 50 points.

Closure: At the end of the party we will discuss the three types of rocks as we eat the models.

Assessment & Evaluation of Lesson: This will be a participation grade and the questions in the
back of the recipe will be graded with a mastery of 80%.

Time & Resources: 60 minutes to 1:30 minutes. This will be the Fun Friday activity and will be
a class party. My moms chocolate chip cookie recipe.

P a g e | 40

My Rocking Recipe Book

Do not make any of these recipes without help and

permission from an adult.

P a g e | 41

Name______________________________________

Igneous Rock Cookies

Igneous rocks are formed when rocks are broken down through heat to create magma that
is pushed up to the earths surface and cooled to form into a different rock.
This process is recreated in our experiment by forming our cookie dough rocks and heating
them up in a toaster oven. The rocks will melt and take on a different form.

Ingredients:
34 cup white sugar
1 cup brown sugar
1 cup butter, softened
1 tablespoon vanilla
2 large eggs, slightly beaten
3 cups all-purpose flour
34 teaspoon baking soda
34 teaspoon salt
3 cups semi-sweet chocolate chips
Directions:
Preheat oven to 375 F.
Cream sugars and butter. Add vanilla and eggs and mix well. Combine dry ingredients together
and gradually add to creamed mixture.
Stir in chips.
Roll into 1 1/4" balls and place on non-stick cookie sheets, about 2" apart.
Bake for 10 to 12 minutes.

P a g e | 42

Combine dry ingredients together and gradually add to creamed mixture.

Stir in chips. Roll into 1 1/4" balls and place on non-stick cookie sheets, about 2" apart.
Bake for 10 to 12 minutes.

Metamorphic Smores
Metamorphic rocks have been changed over time by extreme pressure and heat.
Metamorphic rocks can be formed by pressure deep under the Earth's surface, from the
extreme heat caused by magma or by the intense collisions and friction of tectonic plates.
Our Metamorphic Smores will take our rock material and use heat and pressure to make a
new yummy rock.

Ingredients
Paper plate
Graham Crackers
Marshmallows
Chocolate Chips
Gummy candy
Directions

Each student will get a paper plate and place their graham crackers for the bottom row
then they will top them with marshmallows, chocolate chips, and gummy candy.
I will place the plates into the microwave until everything is melted.
We will top the melted goo with another cracker and put a plate on top of the plate and
press down on the smores as they cool.

P a g e | 43

Sedimentary Sandwiches

Sedimentary rocks are formed from broken down bits of other rocks or even from the
remains of plants or animals. The little pieces collect in low-lying areas by lakes, oceans,
and deserts. They are then compressed back into rock by the weight of the materials
around them and on top of them.
The layers of our sandwich represent our model of sedimentary rock the different thickness
of our ingredients in our layers are like the different sized layers of our rock.

Ingredients
Two slices whole wheat bread
Turkey thin sliced
Colby cheese thick sliced
Pickles
Cucumbers
Hummus
Lettuce
Directions

P a g e | 44

Students will place a slice of bread on their plate and add the layers of sediment on
top of one another as they choose. Students will describe their rock sandwiches in
the back of their recipe book.

Questions
1.

Describe how each of your model rocks.

2. Which model did you enjoy making the most? Why?

P a g e | 45

3. Describe how one of our rock models changed when heat or pressure was added?

4.

Draw your sedimentary sandwich below. Remember to make the layers different sizes.

P a g e | 46

5. What is a model?

6. Which lesson from our rock unit was your favorite and why?

P a g e | 47

Unit Plan Rubric: K-6 Elementary Education

TOTAL SCORE: 191/200 points
Lesson
Evaluation
(ACEI 1.0)

17 pts

ELA
(ACEI 2.1)
15 points

Science
(ACEI 2.2)

17 pts

Accomplished (17 13 points)

Emerging ( 12 9 points)

Unsatisfactory (8 -0 points)

Candidate knows, understands, and

uses the major concepts,
principles, theories, and research
related to development of children
and young adolescents to construct
learning opportunities that support
individual candidates
development and acquisition of
knowledge, and motivation.

Candidate demonstrates some

knowledge, understanding, and
ability to use the major concepts,
principles, theories, and research
related to development of children
and young adolescents to construct
learning opportunities that support
individual candidates development
and acquisition of knowledge, and
motivation.

Candidate demonstrates a high

level of competence in use of
English language arts and they
know, understand, and use
concepts, from reading, language
and child development, to teach
reading, writing, speaking,
viewing, listening, and thinking
skills and to help candidates
successfully apply their developing
skills to many different situations,
materials, and ideas.

Candidate demonstrates a moderate

level of competence in use of
English language arts and they know,
understand, and use some concepts,
from reading, language and child
development, to teach reading,
writing, speaking, viewing, listening,
and thinking skills and to help
candidates successfully apply their
developing skills to many different
situations, materials, and ideas.

Candidate knows, understands, and

uses fundamental concepts of
physical, life, and earth/space
sciences. The candidate can

Candidate demonstrates some

knowledge, understanding, and use
of fundamental concepts of physical,
life, and earth/space sciences. The

Candidate demonstrates
minimal knowledge,
understanding, and ability
to use the major concepts,
principles, theories, and
research related to
development of children
and young adolescents to
construct learning
opportunities that may or
may not support individual
candidates development
and acquisition of
knowledge, and
motivation.
Candidate demonstrates a
low level of competence in
use of English language
arts and they know,
understand, and use few
concepts, from reading,
language and child
development, to teach
reading, writing, speaking,
viewing, listening, and
thinking skills that may or
may not help candidates
successfully apply their
developing skills to many
different situations,
materials, and ideas.
Candidate demonstrates
little knowledge,
understanding, and use of
fundamental concepts of

P a g e | 48

Mathematics
(ACEI 2.3)
15 pts

Social Studies
(ACEI 2.4)
17 pts

Integrating and
Applying
Knowledge for
Instruction
(ACEI 3.1)
17 pts

design age-appropriate inquiry

lessons to teach science, to build
candidate understanding for
personal and social applications,
and to convey the nature of
science.

candidate did design at least 6 ageappropriate inquiry lessons to teach

science, to build candidate
understanding for personal and social
applications, and to convey the
nature of science.

Candidate knows, understands, and

uses the major concepts and
procedures that define number and
operations, algebra, geometry,
measurement, and data analysis
and probability. In doing so, they
consistently engage problem
solving, reasoning and proof,
communication, connections and
representation.

Candidate demonstrates some

knowledge, understanding, and use
of the major concepts and procedures
that define number and operations,
algebra, geometry, measurement, and
data analysis and probability. In
doing so, they engage problem
solving, reasoning and proof,
communication, connections and
representation.

Candidate knows, understands, and

uses the major concepts and modes
of inquiry from the social studiesthe integrated study of history,
geography, the social sciences, and
other related areas- to promote
elementary candidates abilities to
make informed decisions as
citizens of a culturally diverse
democratic society and
interdependent world.

Candidate demonstrates some

knowledge, understanding, and use
of major concepts and modes of
inquiry from the social studies- the
integrated study of history,
geography, the social sciences, and
other related areas- to promote
elementary candidates abilities to
make informed decisions as citizens
of a culturally diverse democratic
society and interdependent world.

Candidate plans and implements

instruction based on knowledge of
candidates, learning theory,
connections across the curriculum,
curricular goals, and community.

Candidate plans and implements

most instruction based on knowledge
of candidates, learning theory,
connections across the curriculum,
curricular goals, and community.

physical, life, and

earth/space sciences. The
candidate did design at
least 3 age-appropriate
inquiry lessons to teach
science, to build candidate
understanding for personal
and social applications, and
to convey the nature of
science.
Candidate demonstrates
little knowledge,
understanding, and use of
the major concepts and
procedures that define
number and operations,
algebra, geometry,
measurement, and data
analysis and probability. In
doing so, they may or may
not engage problem
solving, reasoning and
proof, communication,
connections and
representation.
Candidate demonstrates
little knowledge,
understanding, and use of
major concepts and modes
of inquiry from the social
studies- the integrated
study of history, geography,
the social sciences, and
other related areas- that
may or may not promote
elementary candidates
abilities to make informed
decisions as citizens of a
culturally diverse
democratic society and
interdependent world.
Candidate plans and
implements some
instruction based on
knowledge of candidates,
learning theory,
connections across the
curriculum, curricular
goals, and community.

P a g e | 49
Adaptation to
Diverse
Candidates
(ACEI 3.2)
17 pts

Development of
Critical Thinking
and Problem
Solving
(ACEI 3.3)
15 pts
Active
Engagement in
Learning
(ACEI 3.4)
16 pts

Communication
to Foster
Collaboration
(ACEI 3.5)
17 pts

Assessment for
Instruction
(ACEI 4.0)
16 pts

Candidate understands how

elementary candidates differ in
their development and approaches
to learning, and creates
instructional opportunities that are
adapted to diverse candidates.

Candidate demonstrates some

understanding of how elementary
candidates differ in their
development and approaches to
learning, and creates instructional
opportunities that are adapted to
diverse candidates.

Candidate understands and uses a

variety of teaching strategies that
encourage elementary candidates
development of critical thinking
and problem solving.

Candidate understands and uses

some variance of teaching strategies
that encourage elementary
candidates development of critical
thinking and problem solving.

Candidate uses their knowledge

and understanding of individual
and group motivation and behavior
among candidates at the K-6 level
to foster active engagement in
learning, self-motivation, and
positive social interaction.

Candidate uses their knowledge and

understanding of individual and
group motivation and behavior
among candidates at the K-6 level to
foster moderate levels of active
engagement in learning, selfmotivation, or positive social
interaction.

Candidate uses their knowledge

and understanding of effective
verbal, nonverbal, and media
communication techniques to
foster activity inquiry,
collaboration, and supportive
interaction in the elementary
classroom.

Candidate uses their knowledge and

understanding of effective verbal,
nonverbal, and media
communication techniques to foster
some opportunities for activity
inquiry, collaboration, and supportive
interaction in the elementary
classroom.

Candidate knows, understands, and

uses formal and informal
assessment strategies to plan,
evaluate, and strengthen
instruction that will promote
continuous intellectual, social,
emotional, and physical
development of each elementary
candidate.

Candidate demonstrates some

knowledge, understanding, and
ability to use formal and informal
assessment strategies to plan,
evaluate, and strengthen instruction
that will promote continuous
intellectual, social, emotional, and
physical development of each
elementary candidate.

Candidate demonstrates
little understanding of how
elementary candidates
differ in their development
and approaches to learning,
and may or may not create
instructional opportunities
that are adapted to diverse
candidates.
Candidate understands and
uses little variance of
teaching strategies that
encourage elementary
candidates development of
critical thinking and
problem solving.
Candidate may or may not
use their knowledge and
understanding of individual
and group motivation and
behavior among candidates
at the K-6 level to foster
minimal levels of active
engagement in learning,
self-motivation, or positive
social interaction.
Candidate may or may not
use their knowledge and
understanding of effective
verbal, nonverbal, and
media communication
techniques to foster few
opportunities for activity
inquiry, collaboration, and
supportive interaction in
the elementary classroom.
Candidate demonstrates
little knowledge,
understanding, and ability
to use formal and informal
assessment strategies to
plan, evaluate, and
strengthen instruction that
will may or may not
promote continuous
intellectual, social,
emotional, and physical
development of each
elementary candidate.

P a g e | 50

Organization/
Clarity
5 pts

Additional
Evaluation
7 pts

Accomplished (6 5 points)

Emerging ( 4 3 points)

Unsatisfactory (2 -0 points)

The plan is very well organized.

There are no
grammatical/mechanical errors.

The plan is well organized. There are

only a few grammatical/mechanical
errors that do not detract from the
plan.

The plan is lacking

organization. There are
several
grammatical/mechanical
errors that do detract from
the plan.

Accomplished (7 6 points)

Emerging ( 5 4 points)

Unsatisfactory (3 -0 points)

The overview contains the

required information and is
included with the plan. The selfevaluation rubric is completed and
included with the plan.

The overview contains most of the

required information and is included
with the plan. The self-evaluation
rubric is completed and included
with the plan.

The overview contains

some of the required
information and is included
with the plan. The selfevaluation rubric is
completed and included
with the plan.