Distinguished - Thoroughly explains the benefits of a thematic curriculum to teachers, children, and to the program.

Proficient - Explains the benefits of a thematic curriculum to teachers, children, and to the program. Minor details are missing.

Basic - Partially explains the benefits of a thematic curriculum to teachers, children and to the program. Relevant details are missing.

Below Expectations - Attempts to explain the benefits of a thematic curriculum to teachers, children, and to the program; however, significant details are missing.

Non-Performance - The explanation of the benefits of a thematic curriculum to teachers, children, and to the program is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly describes the explicit connection between the principles of effective thematic teaching and developmentally appropriate practice. The description is well-supported by scholarly and credible sources.

Proficient - Describes the explicit connection between the principles of effective thematic teaching and developmentally appropriate practice. The description is supported by scholarly and credible sources but is slightly underdeveloped.

Basic - Briefly describes the explicit connection between the principles of effective thematic teaching and developmentally appropriate practice. The description is partially supported by scholarly and credible sources and/or is underdeveloped.

Below Expectations - Attempts to describe the explicit connection between the principles of effective thematic teaching and developmentally appropriate practice; however, the description is not supported by scholarly or credible sources and is significantly underdeveloped.

Non-Performance - The description of the explicit connection between the principles of effective thematic teaching and developmentally appropriate practice.is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly describes how thematic curriculum and instruction aligns with your philosophy of education.

Proficient - Describes how thematic curriculum and instruction aligns with your philosophy of education. The description is slightly underdeveloped.

Basic - Briefly describes how thematic curriculum and instruction aligns with your philosophy of education. The description is underdeveloped.

Below Expectations - Attempts to describe how thematic curriculum and instruction aligns with your philosophy of education; however, the description is significantly underdeveloped.

Non-Performance - The description of how thematic curriculum and instruction aligns with your philosophy of education is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Develops a lesson using a self-regulation focused lesson plan that clearly incorporates all aspects of the lesson plan All aspects of the lesson plan are complete and contain great detail which align with the unit theme.

Proficient - Develops a lesson using a self-regulation focused lesson plan that incorporates most aspects of the lesson plan., Most aspects of the lesson plan are complete and contain detail which align with the unit theme.

Basic - Partially develops a lesson using a self-regulation focused lesson plan that incorporates some aspects of the lesson plan. Some aspects of the lesson plan are complete, contain some detail, which align with the unit theme.

Below Expectations - Attempts to develop a lesson using a self-regulation focused lesson plan that incorporates at least some aspects of the lesson plan; however, few or none of the aspects of the lesson plan are complete or contain detail which should align with the unit theme.

Non-Performance - The development of a lesson using a self-regulation focused lesson plan that is connected to your unit theme that Incorporates all aspects of the lesson plan is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly revises a social-emotional aesthetic and affective focused lesson plan that clearly incorporates all aspects of the lesson plan. All aspects of the lesson plan are complete and contain great detail which align with the unit theme.

Proficient - Revises a social-emotional aesthetic and affective focused lesson plan that incorporates most aspects of the lesson plan. Most aspects of the lesson plan are complete and contain detail which align with the unit theme.

Basic - Partially revises a social-emotional aesthetic and affective focused lesson plan that incorporates some aspects of the lesson plan. Some aspects of the lesson plan are complete and contain some detail which align with the unit theme.

Below Expectations - Attempts to revise social-emotional aesthetic and affective focused less plan that Incorporates at least some aspects of the lesson plan; however, few or none of the aspects of the lesson plan are complete, are missing relevant details and/or do not align with the unit theme.

Non-Performance - The revision of a social-emotional aesthetic and affective focused lesson plan that is connected to your unit theme that incorporates all aspects of the lesson plan is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Comprehensively develops a cognitive and physical development focused lesson plan that clearly incorporates all aspects of the lesson plan. All aspects of the lesson plan are complete and contain great detail which align with the unit theme.

Proficient - Develops a cognitive and physical development focused lesson plan that incorporates most aspects of the lesson plan. Most aspects of the lesson plan are complete and contain detail which align with the unit theme.

Basic - Develops a cognitive and physical development focused lesson plan that incorporates most aspects of the lesson plan. Some aspects of the lesson plan are complete or contain some detail which align with the unit theme.

Below Expectations - Attempts to develop cognitive and physical development focused lesson plan that Incorporates at least some aspects of the lesson plan; however, few or none of the aspects of the lesson plan are complete and missing relevant details do not align with the unit theme.

Non-Performance - The development of cognitive and physical development focused lesson plan is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly develops a language development literacy based lesson plan that clearly incorporates all aspects of the lesson plan. All aspects of the lesson plan are complete and contain great detail and align with the unit theme.

Proficient - Develops a language development literacy based lesson plan that incorporates most aspects of the lesson plan. Most aspects of the lesson plan are complete and contain detail and align with the unit theme.

Basic - Develops  a language development literacy based lesson plan that incorporates some aspects of the lesson plan. Some aspects of the lesson plan are complete, contain some detail, and mostly align with the unit theme.

Below Expectations - Attempts to develop a language development literacy based less plan that Incorporates at least some aspects of the lesson plan. The included aspects of the lesson plan are complete but are missing relevant details and/or do not align with the unit theme.

Non-Performance - The inclusion of a language development literacy based plan is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly evaluates the thematic unit using the Activity Plan Self-Check and thoroughly discusses how the unit is aligned. Specific examples from the self-check are used to support the evaluation and discussion.

Proficient - Evaluates the thematic unit using the Activity Plan Self-Check and discusses how the unit is aligned. Examples from the self-check are used to support the evaluation and discussion but minor details are missing.

Basic - Briefly evaluates the thematic unit using the Activity Plan Self-Check and briefly discusses how the unit is aligned. Partial examples from the self-check are used to support the evaluation and discussion and relevant details are missing.

Below Expectations - Attempts to evaluate the thematic unit using the Activity Plan Self-Check and discusses how the unit is aligned; however, the examples from the self-check that are used to support the evaluation are missing significant details.

Non-Performance - The evaluation of the thematic unit using the Activity Plan Self-Check and discussion of how your unit is aligned is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly describes how the unit you developed was based on intentional planning.

Proficient - Describes how the unit you developed was based on intentional planning. The description is slightly underdeveloped.

Basic - Briefly describes how the unit you developed was based on intentional planning. The description is underdeveloped.

Below Expectations - Attempts to describe how how the unit you developed was based on intentional planning; however, the description is significantly underdeveloped.

Non-Performance - The description of how the unit you developed was based on intentional planning is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly explains how you will engage families in the thematic unit you have planned.

Proficient - Explains how you will engage families in the thematic unit you have planned. Minor details are missing.

Basic - Partially explains how you will engage families in the thematic unit you have planned. Relevant details are missing.

Below Expectations - Attempts to explain how you will engage families in the thematic unit you have planned; however, significant details are missing.

Non-Performance - The explanation of how you will engage families in the thematic unit you have planned is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Written work contains exceptional language that is appropriate in diction, tone, and point of view (third person vs. first person), according to the assignment guidelines and academic writing standards. Key subject matter and academic vocabulary is integrated in a meaningful way throughout the assignment.

Proficient - Written work contains language that is appropriate in diction, tone, and point of view (third person vs. first person), according to the assignment guidelines and academic writing standards. Key subject matter and academic vocabulary is mostly integrated in a meaningful way throughout the assignment.

Basic - Written work contains language that is somewhat appropriate in diction, tone, and point of view (third person vs. first person), according to the assignment guidelines. Key subject matter and academic vocabulary is somewhat integrated throughout the assignment.

Below Expectations - Written work does not contain language that is appropriate in diction, tone, and point of view (third person vs. first person), according to the assignment guidelines and academic writing standards. Key subject matter and academic vocabulary is minimally integrated throughout the assignment.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - Demonstrates methodical application of organization and presentation of content. The purpose of the writing is evident and easy to understand. Summaries, quotes, and/or paraphrases fit naturally into the sentences and paragraphs. Paper flows smoothly.

Proficient - Demonstrates sufficient application of organization and presentation of content. The purpose of the writing is, for the most part, clear and easy to understand. There are some problems with the blending of summaries, paraphrases, and quotes. Paper flows somewhat smoothly.

Basic - Demonstrates a limited understanding of organization and presentation of content in written work. The purpose of the writing is somewhat evident but may not be integrated throughout the assignment. There are many problems with the blending of summaries, paraphrases, and quotes. Paper does not flow smoothly in all sections.

Below Expectations - Organization and presentation of content are extremely limited. The purpose of the writing is unclear. There is little or no blending of summaries, paraphrases, and quotes. Paper does not flow smoothly when read.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand.

Proficient - Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors and is mostly easy to understand.

Basic - Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors which may slightly distract the reader.

Below Expectations - Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors which distract the reader.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - Accurately uses APA formatting consistently throughout the paper, title page, and reference page.

Proficient - Exhibits APA formatting throughout the paper. However, layout contains a few minor errors. 

Basic - Exhibits limited knowledge of APA formatting throughout the paper. However, layout does not meet all APA requirements. 

Below Expectations - Fails to exhibit basic knowledge of APA formatting. There are frequent errors, making the layout difficult to distinguish as APA.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - The length of the paper is equivalent to the required number of correctly formatted pages. 

Proficient - The length of the paper is nearly equivalent to the required number of correctly formatted pages. 

Basic - The length of the paper is equivalent to at least three quarters of the required number of correctly formatted pages.

Below Expectations - The length of the paper is equivalent to at least one half of the required number of correctly formatted pages.   

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.

Proficient - Uses the required number of scholarly sources to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.

Basic - Uses less than the required number of sources to support ideas. Some sources may not be scholarly. Most sources on the reference page are used within the body of the assignment. Citations may not be formatted correctly.

Below Expectations - Uses an inadequate number of sources that provide little or no support for ideas. Sources used may not be scholarly. Most sources on the reference page are not used within the body of the assignment. Citations are not formatted correctly.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.