Lesson Plan Framework

Student Name: Ashten LeVanGrade: 1st Grade School: Francis Reh Academy Host: Mrs. Camille Langenburg Date: April 1st, 2019

Common Core State Standards: CCSS. Literacy.RL.1.10- With prompting and support, read prose and poetry of appropriate complexity for grade 1. CCSS. Literacy- W.1.2- Write informative/explanatory texts in which they name a topic, supply some facts about the

topic, and provide some sense of closure.

Lesson Objective(s): As a group, students will report information from the text to build a poem about the main character. When provided a handout with sentence stems, students will construct their own poem and develop a picture that

connects to their poem.

Prerequisite Knowledge and Skills: Students have encountered poetry items before this introduction, but might not know that it was categorized as poetry.

Students will make the connection between their own experiences and the information provided in this lesson to provide examples that they encounter poetry more than they think. Additionally, the information for their own poem will be about themselves. The students can describe and illustrate themselves, which will be useful in this lesson. Lastly, the students have had may opportunities to illustrate a picture that connects to the text. This is a skill needed, as it will enhance their poem. Their prerequisite knowledge and skills will provide a foundation for the information they will learn about poetry throughout the lesson.

Vocabulary: Poetry- type of literature, or artistic writing, that attempts to gather a reader’s imagination or emotion. Poem-collection of words that that express an emotion or idea, sometimes with a rhythm. Poet-person who writes poems. Bio-Poem/ Selfie-Poem- poem that describes self.

The vocabulary will be on cards and placed on the board for visual leaners. The teacher will read and repeat the vocabulary words to the class for auditory learners and have visual pictures assigned with the vocabulary cards for ELL learners and visual learners. As a class, we will work together to build a definition and write it on the card.

Materials, Equipment, Technology:Teacher materials: expo marker, vocabulary cards, PowerPoint to show images of poetry, poets, poems, book, Pie chart, example

of poem for Ms. LeVan, blank example of poem for main character, and handout for each student. Student materials: pencil, colored pencils or crayons, and individual handout to create their own poem. Technology: document camera will be used to show examples of selfie-poems and to show a PowerPoint about poetry they encounter daily.

Handouts:

Vocabualry cards:

Selfie-Poem handouts:

Handout for each student. They will be provided an option as to what side they feel more comfortable doing. The front side provides the sentence stem for students, while the other expects them to write it themselves.

Legal/Ethical Issues: Students names will not be used in any of the data that will be collected and names will not be used in the reflection of this lesson.

If students need to be named, they will be changed for confidentiality purposes. If work is used as an example, all student's names and scores will be blocked out. Photographs/videos will not be taken of the students and public domain materials are cited in the sources section.

Sources: Arnold, T. (1999). Parts. New York: Scholastic.

Apple. (2018, March 27). IPad- Homework (Full Version)- Apple. Retrieved March 22, 2019, from https://www.youtube.com/watch?v=IprmiOa2zH8.

Chiasson, D., & Chiasson, D. (2018, December 05). The Best Poetry of 2018. Retrieved 25 March, 2019 from https://www.newyorker.com/culture/2018-in-review/the-poetry-i-was-grateful-for-in-2018.

Crimmins, T. (2012, August 17). Nike: Find Your Greatness. Retrieved March 22, 2019, from https://www.youtube.com/watch?v=WYP9AGtLvRg

Facebook. (2004). Retrieved March 22, 2019, from https://www.facebook.com/

Moving, G.(2018, September 27). U Can’t Touch This- NTV. GoNoodle. Retrieved March 22, 2019, from https://www.youtube.com/watch?v=RbzcLzMPyIg .

Short, K. (2019, February 09). Studying Female Poets to Understand History. Retrieved March 25, 2019, from

https://www.edutopia.org/article/studying-female-poets-understand-history.

Studios, W.D. (2013, December 06). Disney’s Frozen “Let it Go” Sequence Performed by Idina Menzel. Retrieved March 22, 2109, from https://www.youtube.com/watch?v=moSFlvxnbgk.

TEDxYouth. (2013, October 04). Pause: Lincoln High Slam Poets at TEDxYouth@ Lincoln. Retrieved March 25, 2019, from https://www.youtube.com/watch?v=QOfkmluOtYs.

Your Dictionary. (n.d.). Retrieved March 22, 2019, from https://www.yourdictionary.com/

Youth Poetry Slam. (2018, May 23). Retrieved March 25, 2019, from https://www.miamitodaynews.com/event/youth-poetry-slam/.

Anticipatory Set/Launch: The purpose of the lesson is to introduce students to poetry. The lesson aims at providing students with opportunities to have exposure to poetry and being a poet. The students will create their own poem to illustrate that anyone can be a poet. Students will be asked what they know about poetry, while providing ample wait time, the teacher will call on students and write down what the students say in the thought bubble. The teacher will explain that poetry surrounds them every day and will show a PowerPoint with images that show poetry that they might encounter daily. This will help students make connections to poetry. The teacher will ask the students if they want to add any more details to their thought bubbles on what poetry is. The teacher will keep an informal checklist of students and mark the students that are providing ideas to the thought bubble. If students are unsure what poetry is, the teacher may ask them to point out aspects of the pictures that will help the students make connections. The teacher will introduce the vocabulary words for the lesson by showing the vocabulary cards made. The teacher will show the words, “poetry, poems, poets, bio-poems/selfie poems”, and together as a class, we will work together to determine what each vocabulary word means. The teacher will place the vocabulary cards and accompanying pictures on the board and write next to it what the class definition is.

The teacher will introduce the topic of having students be a poet, to build a poem, and ultimately engage in poetry. The teacher will introduce the poetry text, Parts by Tedd Arnold, and remind the students that they will need to be listening very carefully because as a class, we are going to build a poem based on the main character. The teacher will remind students of the rules of a read-aloud as they are placed on the board in front of them.

Body of the Lesson:

Direct Instruction and Modeling/ Body of the Lesson (ACEI 3.1).The teacher will remind the students of the rules of a read aloud and what is expected of them as listeners. The teacher will introduce the text, Parts by Tedd Arnold. The teacher will explain that some poems rhyme and some do not, but this text will. Reminders will be provided to motivate the students to listen because they will be working together to build a poem based off the text. The teacher will start to read the text and stop periodically to point out elements of poetry and aspects of the main character that will be beneficial to the poem. The teacher will provide wait time and call on students to recall information that was read from the text. Once the book is complete, review what happened in the book with the students. Provide wait time and call on students to explain different parts of the book.

If students are having difficulty providing information from the book, the teacher will prompt the students to gather details that were read during the read-aloud. The teacher can help students recall information by flipping through the pages, prompting them to look at specific pictures for visual learners, and read parts of the text for auditory and oral learners. The teacher can have students look to a partner and share what they remember from the text to help the recall action. The teacher will monitor how students recall the information and answer questions to provide information from the text.

Guided Practice/Check for Understanding (ACEI 3.3, 3.5)Based off the text and information that students retold when asked, the class will build a bio-poem/selfie-poem for the main character. I will demonstrate a bio-poem/selfie-poem based on myself. I will show the class my own selfie-poem on the document camera. The teacher will walk the class through building a selfie-poem based on the main character. The teacher will provide a blank selfie-poem and explain that we will work as a class to be poets. The students will be prompted by the teacher, “I am feeling…….”. The teacher will ask the students, “based off the book we just read together, what do you think the main character is feeling? How should we fill in this poem and why do you think that way?” The class will go through the poem with the teacher prompting them to complete it based on the main character of the book. The teacher will introduce the chart on the board that may help them gather ideas. The teacher will read some of the suggested words to help students create the selfie-poem. The teacher will take an informal assessment of students who are participating.

Independent PracticeThe teacher will explain to the students that they will create their own selfie-poem of themselves. The teacher will explain that they need to write their poem based on themselves and to try their best because they will be posted around the room for all their classmates to see. The teacher will ask for volunteers to share ideas that they are going to put in

their selfie-poem. The teacher will read a line, “I need…” and provide the students with think time. The teacher will ask for three students to share with the class what they need. This will help student brainstorm ideas for their own selfie-poem. The teacher will repeat this process with “I dream..” and “I feel..” The teacher will remind the students that the vocabulary cards are still on the board, the example is on the document camera, and the can look at their word wall/ sound board for help on how to form some of the words they will need to complete the poem. Additionally, the pie chart on the board will help them spell words and form ideas, but they do not have to use this.

The teacher will explain their next steps, “When I call the color of your shirt, you are going to get up, walk quietly back to your seat, where your paper is waiting for you, and get started. You are going to need a pencil and your crayons out to draw your selfie. The first thing you should do is put your name on it then write your poem and then you should draw the pictures of yourself.” The teacher will start dismissing students based on the color of their shirt. Once all students are back at their seats, the teacher will walk around and monitor progress and help students.

The student's selfie-poems will be collected and assessed based on how they completed the poem, and the amount of effort each poet put into their poem. The students work will be graded based off a rubric that will be used for each student’s poem. The scores will be placed onto a class roster and an average of the class will be taken. The teacher will take notes of the students that struggled and work with them on building their own selfie-poem in a small group the following day. The teacher will work with the struggling students and provide more one-on-one instruction to help them build a selfie-poem that they are proud of and that accomplishes the requirements of the assignment. Once all students complete the poem, the teacher will move on to the next lesson that introduces a new type of poem.

Closure / Next Steps: The teacher will use the call back, “Hands on top…” to get the students attention. The teacher will ask the students to

leave the poems on their desk and when they are called to push in their chairs and come quietly back to the carpet. Once all students are at the carpet, the teacher will ask, “Did you guys have fun being poets?” and allow for the students to answer. The teacher will point the student's attention back to the thought bubble. The teacher will read some of the words / phrases that they provided in the beginning of the lesson. The teacher will ask students to raise their hand and explain if they still think the same after creating their own poem. The teacher will provide wait time and call on students provide an answer as to what they think poetry is now. The teacher will thank you for students for being such great poets and ask them to quietly line up for lunch.

Evaluation Plan: An informal checklist will be used with a class roster. Throughout the lesson the teacher will give students a + if

they are participating in the introduction, body, and closure of the lesson. The student will be provided a – if they are not participating in the lesson. When students are engaged in the read-aloud and provide answers to the prompts by the teacher, it shows that they are engaged in reading poetry with an adult's support. A rubric will be used to assess the student's selfie-poems. The teacher will collect the students work and assess the students by giving them score out of 12. The score will be recorded in a class roster and assessed for future lessons.

Informal Checklist:

Name +/- and any notes Loron A. Zaniyah B.Zaria B.Jomer B.Autumn C.Ter'Darius D.Farrah F. Christopher G.Deja G.Carmelo G.Stephen H.Ta'Mirah H.Telvon M.Jaiden O.Zy'Aire O.Mar'Quavoine R.Lo'Vena S.Quentavion S.Mark S.ShaMilah T.Isabella T.Jozlyn V.Serenity V.

Tarvarionna W.Jersey W.Juelz W.Makayla Y.

Selfie-Poem Rubric:3 Points 2 Points 1 Points Selfie-Poem is complete. Selfie-Poem is not

complete. Student follows the structure of the poem instructed.

Student does not follow the correct structure of the poem.

Student finished all sentence stems.

Student completed half or more of sentences stem.

Student completed four or less sentence stems.

Student drew a picture of themselves.

Student did not draw a picture in the provided space.

Diversity / Differentiation:

Leveled Questions (Concrete, Inferential, Evaluative)- Students will be asked to think of answer for all different leveled questions. During the introduction, students will be asked to use their evaluative questioning skills and describe what they think poetry is. The students will be asked concrete questions during the read- aloud to help them during the recall session. The teacher will ask the students about the how the character is feeling (inferential) and ask them if they have ever felt that way before? The students will be asked to use concrete and inferential question to create a selfie-poem of the main character.

Multimodal Learning (Visual, Oral, Aural, Kinesthetic, Tactile)- Visual learners can use the images on the vocabulary cards, the PowerPoint photos, and images from the book to gather information to use during the lesson. The students will use the visuals of the example of Ms. LeVan selfie-poem, guided practice, and a picture of the sentence stems will be on the board for them to look at. The students will color a picture of themselves that will attend to their visual learning style. Additionally, students will use the pie chart to form ideas or help them spell words for their poem. Oral and aural learners will be successful in the lesson because of the many opportunities to listen and speak during the lesson. The students will listen to the vocabulary words and work together to build their own definition of the words. The students will use the videos from the PowerPoint and the discussion for the thought bubble to build a background of poetry. They will benefit from the read-aloud, prompting questions, and discussion throughout the book. The teacher will facilitate a discussion that students will need to speak and listen to build the selfie-poem as a class. Students can say their poems out loud before writing or can have an adult help them form their thoughts on paper. Kinesthetic learners will have the opportunities to act out what happened in the book, rather than tell during the recall time. The students can use individual work time to work with an adult to form their ideas on paper. They can walk around the room or stand up, rather than sit if needed. Tactile learners have multiple opportunities throughout the lesson to draw themselves in the poems. Having the hands on approach will allow them to form their ideas for their selfie-poem.

Exceptional Needs- Students will be able to listen to the book the day before or can sit at their chair if they are more comfortable during the read aloud. These students will be provided handouts that have more of the sentence stems and will be provided help from a teacher to form their thoughts onto paper. The student can tell the teacher what they are feeling and they can transfer it onto paper for the student. Additionally, students can use voice to text to compose their selfie-poem. The student will draw their own picture. The student will be given more time to work on the project, so it can be posted with their peers.

ELL-There are no ELL students in the classroom, but if there were proper measures would be taken to assess the student fairly. The student will be provided vocabulary cards that in his/her native language. The PowerPoint has pictures, so they would not need to be translated. The student could be with their peers during this part of lesson. The student would have listened to the poetry book the day before in his native language and then stayed with the class and listened to it in English. The student would work with a partner to help them recall information or the guided reading part of the lesson. Lastly, the student would be provided sentence stems in their native language and allowed to write their selfie-poem in the language or their choice.

Home/School Connection: Student can discuss poetry, poems, and what being a poet is like to their caregivers. Students can find elements in their community that are related to poetry and notice there is no exact description of a poet, anyone can be a poet.

Note: This lesson plan, and any teaching materials used, need to demonstrate exemplary use of English language arts. The plan will be evaluated on your ability to demonstrate understanding of concepts from reading, writing, listening and speaking. You will earn a 0 on this lesson if any part of the lesson is copied, plagiarized, borrowed from a friend / previous peer and/or teacher. There are no exceptions to this rule even if 0 on this lessons means a failure in the class. (ACEI 2.1)

PowerPoint Slides, I can statement, Thought Bubble, Morning Message, Chart examples :

Poetry Thought Bubble with expected children’s answers:

Morning Message:

“Good Morning First Graders. Today is Monday, April 1st, 2019. Happy April Fools day! April is National Poetry Month and we are going to explore what poetry is. You are going to be a poet and will create your own poem. Let’s take a minute to think about what we know about poetry. Let’s make it a great day!

Love, Ms.LeVan”

Chart placed on board for spelling and sentences ideas:

Lesson Plan Rubric

TE 310 Methods of Teaching Reading K-8

Name: __________________________________________________________________

*You are required to upload your finished assignment to Canvas/Tk20

CAEP

InTASC

NETS-T SPA State Incomplete:

EmergingComplete: Developing Complete: Effective

Planning based on knowledge of learnersLearner Motivation Designed with

external motivations such as rewards; unrelated to the learning outcomes of the lesson; designed so that students are passive recipients of instruction

Designed to capture students’ interests through presenting familiar age-appropriate contexts

Designed to support students’ self-motivation for learning that allows choices for students to contribute to learning opportunities in the lesson

1.1 1.b (N/A) ACEI 1.0.a

CSET 2.4

Developmentally Appropriate Applies strategies for differentiating instruction that rely solely on giving more work, or providing assistance (e.g., working with a partner) or re-teaching; is designed so that all students receive the same learning opportunities in the same way

Applies limited strategies (1 or 2) for differentiating instruction based on knowledge of students’ development so that instructional activities are achievable and appropriately challenging for all students in the classroom

Integrates a variety of strategies for differentiating instruction based on knowledge of students’ physical, social, emotional, cognitive, and linguistic development so that instructional activities facilitate individual student learning

1.1 7.j (N/A) ACEI 1.0.b

CSET 2.3

Students’ Cultural and Linguistic Diversity Uses materials and language that are insensitive to students’ cultural or linguistic diversity, or not connected to students’ experiences, or insufficient information to determine support for cultural or linguistic diversity

Uses materials and language that are culturally relevant to build on students’ cultural and linguistic competencies (i.e., ELLs) that support learners in the classroom

Uses materials and language that are culturally relevant to build on students’ cultural experiences and linguistic competencies (i.e., ELLs) so that all learners are empowered to contribute meaningfully to the learning community

1.1 4.m (N/A) ACEI 3.2.a

CSET 2.3

Students’ Exceptional Needs Uses or identifies Identifies appropriate Describes specific

Lesson Plan Rubric

TE 310 Methods of Teaching Reading K-8

Name: __________________________________________________________________

*You are required to upload your finished assignment to Canvas/Tk20

CAEP

InTASC

NETS-T SPA State Incomplete:

EmergingComplete: Developing Complete: Effective

materials and strategies that are insensitive to students’ exceptional needs through inappropriate supports; or insufficient information to determine strategies for addressing exceptional needs

supports for students with special (exceptional) needs so that they are able to engage in learning or demonstrate their learning

and appropriate supports for students with special (exceptional) needs that provide opportunities for them to demonstrate their learning through multiple modes of representation in such a way that maintains high expectations for all students

1.1 2.a (N/A) ACEI 3.2.b

CSET 2.3

Planning based on knowledge of content and curriculumLiteracy across the curriculum: Vocabulary

Treats vocabulary instruction as an “add on” or terms are defined without connecting meanings to students’ experiences

Applies content area vocabulary instruction using appropriate strategies that connect to students’ experiences

Integrates content area vocabulary instruction effectively using strategies that allow students multiple opportunities to use and apply the vocabulary connecting to students’ prior knowledge

1.1 4.h (N/A) ACEI 2.1.a

CSET 1.1.6

Literacy across the curriculum: Comprehension

Treats strategies for building students’ comprehension of the content they are learning as an “add on” that is not sustained through the lesson, or uses strategies that focus on rote or memory instead of comprehension

Uses strategies to aid students in comprehending information presented in diverse media and formats, including visually, quantitatively, and orally

Integrates comprehension building strategies that engage students in making sense of their learning through diverse media and formats, including visually, quantitatively, and orally throughout the lesson

1.1 4.d (N/A) ACEI 2.1.b

CSET 1.1.7

Curriculum Standards Not aligned to Aligned to Aligned to curricular

Lesson Plan Rubric

TE 310 Methods of Teaching Reading K-8

Name: __________________________________________________________________

*You are required to upload your finished assignment to Canvas/Tk20

CAEP

InTASC

NETS-T SPA State Incomplete:

EmergingComplete: Developing Complete: Effective

appropriate curricular expectations/standards or based on little or no knowledge of students’ developmental levels or experiences and readiness for this learning

appropriate grade-level curricular expectations/standards relevant to these students

expectations/standards related to students’ developmental levels based on determining knowledge/skill prerequisites regarding students’ experiences in the community of the school

1.4 7.a (N/A) ACEI 3.1.a

CSET 2.2

Content Knowledge: Reading Inaccurate or inappropriate use of representations or explanations of concepts or procedures or lacking evidence of reading practices or inaccurate or inappropriate reading language, symbols, representations, models, or tools, or insufficient information

Accurate use of representations and explanations that capture concepts with at least one reading practice that exhibits grade-level appropriate reading language, symbols, representations, models, or tools

Effective and accurate use of multiple representations and explanations that capture key concepts through the reading practices, exhibiting fluency with grade-level appropriate reading language, symbols, representations, models, and tools

1.1 4 (N/A) ACEI2.3

CSET1.3

Planning Learning OpportunitiesTechnology and Back-up Plan Applies digital

technologies in ways that do not support students’ learning, or indicates inappropriate use of digital technologies for learning the content of this lesson, or insufficient information (i.e., missing digital tools and/or missing backup plan)

Applies appropriate digital technologies for instruction that support students’ learning through use of these technologies, with an alternate plan in place if technology is not working

Integrates appropriate digital technologies throughout the lesson that support students’ competent and confident use of these technologies for achievement of curricular expectations, with an alternative plan in place if technology is not working

1.5 7.k 2.a ACEI 3.1.b

CSET 3.3

Cognitive Demand / Problem Solving Focuses on lower-level thinking (i.e., lower cognitive demand) through

Applies critical thinking (i.e., higher-level thinking, higher cognitive demand)

Integrates critical thinking (i.e., higher-level thinking) throughout the plan

1.1 5.f (N/A) ACEI 3.3

CSET 3.4

Lesson Plan Rubric

TE 310 Methods of Teaching Reading K-8

Name: __________________________________________________________________

*You are required to upload your finished assignment to Canvas/Tk20

CAEP

InTASC

NETS-T SPA State Incomplete:

EmergingComplete: Developing Complete: Effective

practice, drill, or following directions to solve a problem that limits the thinking or reasoning of students

with questions/ tasks/ activities that engage students in reasoning through at least one strategy or perspective

with questions/ tasks/ activities that require students to generate and evaluate solutions through monitoring their progress in problem solving using reasoning from multiple perspectives or strategies

Planning the Learning EnvironmentLearning Environment Provides for a

learning environment that has limited opportunities for positive social interactions with decision-making, or focuses only on independent learning, or is lacking evidence of appropriate classroom management strategies

Supports a positive learning environment where students engage in collaborative (whole class, small group) and independent learning with appropriate classroom management strategies

Purposefully creates a positive learning environment where students engage in decision-making through collaborative (whole class, small group) and independent learning applying appropriate classroom management strategies

1.1 3.b (N/A) ACEI 3.4

CSET 2.4

Communication for Collaboration in Learning

Has limited modes of communication to communicate the ideas of the lesson, or severely limits learners’ opportunities to communicate their thinking, or insufficient information (e.g., limited or lacking questions and talk moves to stimulate discussion, probe understandings)

Applies multiple modes of communication (e.g., speaking, reading, writing, viewing, kinesthetic) by learners with description of using the talk moves for discussion, checking for learners’ understanding

Integrates multiple modes of communication (e.g., speaking, reading, writing, viewing, kinesthetic) by learners that support them in articulating their ideas and thinking processes through application of the talk moves that stimulate discussion, probe learners’ understandings, and stimulate curiosity

1.1 8.h (N/A) ACEI 3.5

CSET 3.2

Planning for AssessmentAssessment Lacks formative or Applies assessment Integrates informal

Lesson Plan Rubric

TE 310 Methods of Teaching Reading K-8

Name: __________________________________________________________________

*You are required to upload your finished assignment to Canvas/Tk20

CAEP

InTASC

NETS-T SPA State Incomplete:

EmergingComplete: Developing Complete: Effective

summative assessment techniques, focuses on participation or completion or has limited potential to inform the teacher’s knowledge of individual students related to the curriculum objectives

techniques for formative and/or summative assessment that inform the teacher’s knowledge of individual students’ progress toward the curriculum objectives

and/or formal assessment techniques throughout the lesson for formative and summative assessment that inform the teacher’s knowledge of individual students’ progress toward the curriculum objectives

1.2 6.a (N/A) ACEI 4.0

CSET 4.3

Professional ResponsibilitiesLegal/Ethical Issues and Sources Do not conform to

guidelines for use of public domain materials, or insufficient information

Conform to guidelines for use of public domain materials and identify copyrighted resources used

Conform to guidelines for use of public domain materials (e.g., website url must link directly to source of material used) with complete references (e.g., for reading textbook used in field)

1.1 9.f (N/A) ACEI 5.1

CSET 5.4.2

Home/School Connection and Communication

Uses inappropriate communication strategies or is unclear about sharing what students learned, or unrelated to the lesson, or insufficient information

Describes communication strategies that share what students have learned in the lesson with parents/caregivers through engaging in an extension of the learning task or practice of the learning

Applies communication strategies that involve students sharing what they learned in the lesson with parents/caregivers through engaging in further exploration through out-of-school or home connections (e.g., communication is ready to send home)

1.1 10.d (N/A) ACEI 5.2

CSET 5.9

Lesson Plan Rubric

TE 310 Methods of Teaching Reading K-8

Name: __________________________________________________________________

*You are required to upload your finished assignment to Canvas/Tk20

CAEP

InTASC

NETS-T SPA State Incomplete:

EmergingComplete: Developing Complete: Effective

Lesson # 1 Complete = all items rated at Developing or Effective levels of performance (no Emerging ratings)

Incomplete = one or more items rated Emerging*Any items rated at the Incomplete (Emerging) level should be used as a learning opportunity prior to writing the second lesson reflection.

Lesson # 2

50 points = all Effective;

45-49 points = mostly Effective (no Emerging ratings);

38-44 points = mostly Developing (no Emerging ratings);

37 points = all Developing;

35-36 points = one item at Emerging*;

0-34 points = more than one item at Emerging*

*Any ratings at the Emerging level must be revised and resubmitted until achieving at least a Developing rating.

Professional work is expected; check for errors in spelling, grammar, and punctuation. ADJUSTED:

COMMENTS: TOTAL: