unitplan rubric by KyJg7XE

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									                                   Guidelines to Develop Unit Plans
You will teach mini units in Math and Science. In addition you will teach two lessons of Social Studies during the
semester. The Science Unit will be used for completing the Teacher Work Sample (TWS) developed by the
Renaissance Partnership for Improving Teacher Quality. You, with the assistance of your cooperating teacher,
will decide on an appropriate topic for mathematics, science, and social studies lessons, major objectives and/or
skills to be taught, and appropriate activities.

The Unit Plan for Math will contain at least 4 lessons whereas the Science Unit Plan will contain at least 5 lessons
excluding the post assessment. The Social Studies lessons can be taught anytime during the field experience. Use
a word processor to develop your rough draft and final copy. Ideas for the units of study may be obtained from
texts, the internet, the IM Center in Kent Library, and/or the cooperating teachers in the schools. The format of
each lesson is open to discussion; however, you can select any format. You will also write reflections every day
following your teaching. The format for these reflections is available on the web.
The Science unit will be taught second and will be used to complete the TWS document. Samples of the Teacher
Work Sample can be found at http://cstl-coe.semo.edu/khalid . Once you are at the site, under the “Course
Material” click on the “New TWS Document” to see an example of TWS. There are two other examples of the
TWS on that page.
Note: You will submit 4 or 5 lessons for math, and 5 lessons for the TWS unit, the science unit.
Each Unit will contain the following parts:
Title Page will contain:
Title of Unit                            Name of School
Name of Cooperating Teacher              Grade Level
Author’s name

Unit Overview: You will include a one page overview with both units describing briefly what topics will be
discussed in class each day.
At the end of each unit, provide the following:
National or State or Local Standards (use GLEs) met in the Unit.
Explanation of specific requirements identified on each Unit Rubric.
Each Daily Lesson Plan will contain the following parts:
Lesson Objectives with alignment to National, State or Local Standards, (use GLEs) (if not given at the end for
the whole unit)

Introduction

Instructional Processes: Include the material, procedure/sequence of the lesson etc. These can be embedded in
any lesson format you prefer to use.

Closure

Assessment tools/Techniques used in the lesson. Include verbal questions that you will ask your students in class
to assess your students.

Technology used. You may not use technology in all lessons; however, you should offer ideas of what you would
use if technology were available. Include this information in each lesson.

References: Give people/sources credit for their work and ideas. Use APA format. Include the references at the
end of the unit only.
Reflections: Daily Reflections (All units and lessons): You will complete daily reflections about your teaching.
Use format for reflections available on the web.
                     Block III - Mathematics (At least 4 lessons)
   Score yourself and include the rubric when you submit the final draft of the unit.

                                                         NAME ___________________________________


  CRITERION            Indicator Not Met               Indicator Partially Met                     Indicator Met                 PTS
General
                                                                                          Title Page contains all parts:
                                                                                              Title of Unit
                     Title Page missing or
                                                                                              Name of School
                     Organization unclear with      Title Page Incomplete or Unit
                                                                                              Name of Cooperating
    Title Page       parts of the Unit Plan hard    Plan not clear
                                                                                               Teacher
                     to find.                                     (1-2)
                                  (0)                                                         Grade Level
                                                                                              Author’s name
                                                                                                          (3)
                                                    Unit overview briefly describes       Unit overview briefly describes
                     No unit overview is
                                                    the concepts and/or activities        the concepts and/or activities for
  Unit Overview      provided in the unit.
                                                    but not for every day/lesson.         each day/lesson.
                                (0-1)
                                                                  (2-3)                                  (4-5)
                     Some spelling or               Few minor spelling or
  Presentation:                                                                           No spelling or grammatical errors
                     grammatical errors             grammatical errors
Grammar/Spelling                                                                                          (4)
                                (1)                               (2-3)
Lesson requirements (Each lesson contains the following)
    Lesson                                          Some objectives are vague;            Objectives are written clearly;
                   Objectives are vague; reflect
  Objectives:                                       although reflect several types of     reflect several types or levels of
                   only one type or level of
 Significance,                                      levels of learning but lack           learning and are significant and
                   learning.
 Challenge and                                      significance or challenge.            challenging.
                               (0-1)
    Variety                                                        (2-3)                                   (4-5)
                   Objectives are not aligned       Objectives are not fully aligned      Objectives are fully aligned with
Alignment of the   with national, state or local    with national, state or local         national, state, or local standards
   Objectives      standards                        standards (GLEs)                      (GLEs)
                                (0-1)                              (2-3)                                   (4-5)
                      The introductions in the                                             All introductions in the lessons
                                                    The introductions in the lessons
                       lessons are missing or                                              are engaging and motivating for
                                                      are not motivating or do not
  Introductions    inappropriate for the lessons.                                                    the students.
                                                    engage the students in learning.
                                (0-1)
                                                                 (2-3)                                   (4-5)
                                                                                          All lessons within the unit are:
                   The lessons within the unit      Some of the lessons within the
                                                                                          - logically organized
                   are not logically organized;     unit are organized and seem to
                                                                                          - moving students toward
Lesson and Unit    they are written vaguely and     work toward achieving the
                                                                                          achieving the learning objectives
   Structure       have no connection with the      objectives. Only some topics
                                                                                          - Each topic is clearly discussed in
                   objectives.                      are clearly discussed in lessons.
                                                                                          the lessons.
                                (0-1)                              (2-3)
                                                                                                          (4-5)
                                                      Closure in the lessons do not        All lesson closures provide an
                    Closure in the lessons is
                                                    always provide an inappropriate       appropriate ending to the lesson
                   missing or inappropriate for
                                                         ending or do not provide         and provide informal assessment
 Lesson Closure            the lessons.
                                                           informal assessment              information for the teacher.
                               (0-1)
                                                       information for the teacher.
                                                                   (2-3)                                (4-5)
                   Little evidence that             Some evidence that Assessment         Assessment is an integral part of
                   Assessment is an integral        is an integral part of instruction.   instruction; assesses student
                   part of instruction. Multiple    Usually multiple modes of             performance throughout the
   Assessment
                   modes of assessment are not      assessment are used. Each             instruction. Multiple modes of
                   used. Lesson objectives are      lesson objective is not clearly       assessment are used. All
                   not clearly assessed.            assessed.                             objectives are clearly assessed.
                                 (0-1)                             (2-3)                                  (4-5)
                                                            Lessons include a variety of          Lessons include a variety of
                                                            suggestions for a wide range of       suggestions for a wide range of
                         Few or no explanations are
                                                            diverse learners. (This may           diverse learners. (This may
                         provided demonstrating that
                                                            include learners with special         include learners with special
                         instruction & activities are
     Adaptations for                                        needs based on language,              needs based on language, gender,
                         appropriate for the needs of
     Diverse Learners                                       gender, social class, culture,        social class, culture, family,
                         K-6 students who are
                                                            family, community values,             community values, individual
                         culturally diverse OR have
                                                            individual experiences and            experiences and talents and
                         exceptional needs.
                                                            talents and students with             students with learning
                                      (0-3)
                                                            learning disabilities).               disabilities).
                                                                           (4-7)                                 (8-10)
                                                               Some use of technology or             Effective use of technology is
                            Little or no technology is
                                                             descriptions of the possible use         included or descriptions are
        Technology        incorporated or described in
                                                              of technology is included in a      provided of how technology might
                                    the lessons.
                                                                    few of the lessons.           be included in most of the lessons.
                                       (0-1)
                                                                           (2-3)                                  (4-5)

                    Indicator Not Met or
 CRITERION                                     Indicator Partially Met           Indicator Met          PTS
                       Minimally Met
Unit - Mathematics Content for K-6 Students—Write a paragraph to explain what you plan to do for each row of
this section
                                                         K-6 students appropriately use
                                                                                                 K-6 students appropriately use
                     K-6 students use patterns,          patterns, quantities, and spatial
                                                                                                  patterns, quantities, or spatial
                        quantities, or spatial              relationships by the use of
    Math                                                                                         relationships by consistent in-
                  relationships in the lessons but         problem solving, reasoning,
  Concepts&                                                                                      depth use of problem solving,
                   Do Not use problem solving,          communication, connection, and
  Processes                                                                                        reasoning, communication,
                    reasoning, communication,            representation of mathematical
(ACEI 2.3-22A)                                                                                   connection, and representation
                  connection or representation of          ideas. This is present in the
                                                                                                 of mathematical ideas. This is
                        mathematical ideas.               lesson, but may not be clearly
                                                                                                        clearly explained.
                                (0-3)                               explained.
                                                                                                              (8-10)
                                                                       (4-7)
                  K-6 students occasionally use                                                 K-6 students regularly use
                                                     K-6 students frequently use
                  appropriate problem solving                                                   appropriate problem solving
                                                     appropriate problem solving tools
                  tools which may include:                                                      tools which may include: mental
                                                     which may include: mental
                  mental arithmetic, pencil-and-                                                arithmetic, pencil-and-paper
                                                     arithmetic, pencil-and-paper
                  paper computation, some                                                       computation, variety of
Problem Solving                                      computation, variety of
                  manipulative and visual                                                       manipulative and visual
     Tools                                           manipulative and visual materials,
                  materials, calculators,                                                       materials, calculators,
(ACEI 2.3-22A)                                       calculators, computers, electronic
                  computers, electronic                                                         computers, electronic
                                                     information resources, and other
                  information resources, and                                                    information resources, and other
                                                     technologies pertinent to
                  other technologies pertinent to                                               technologies pertinent to
                                                     mathematics.
                  mathematics.                                                                  mathematics.
                                                                    (4-7)
                                (0-3)                                                                         (8-10)
                  No evidence is provided that       Evidence is provided that the K-6
                                                                                                Some evidence is provided that
                  the K-6 students understand the    students understand the history of
  History of                                                                                    the K-6 students understand the
                  history of mathematics and the     mathematics OR the contributions
 Mathematics                                                                                    history of mathematics and the
                  contributions of diverse           of diverse cultures as they apply
(ACEI 2.3-22A)                                                                                  contributions of diverse cultures
                  cultures as they apply to this     to this unit.
(ACEI 3.2-40C)                                                                                  as they apply to this unit.
                  unit.                                             (1-2)
                                                                                                                (3)
                                 (0)
                       Evidence is occasionally         Evidence is frequently provided          Evidence is regularly provided
 Mathematical      provided demonstrating that K-       demonstrating that K-6 students         demonstrating that K-6 students
Communication      6 students communicate about         communicate about and through           communicate about and through
(ACEI 2.3-22A)    and through mathematics. This           mathematics. This may be                mathematics. This may be
                   may be through writing or oral           through writing or oral                 through writing or oral
                   communication using everyday         communication using everyday            communication using everyday
                     language and mathematical            language and mathematical               language and mathematical
                              language.                            language.                               language.
                                (0-1)                                 (2-3)                                   (4-5)
                      Little evidence is provided        Evidence is provided indicating        Evidence is provided indicating
                   indicating that the K-6 students’    that you analyze the K-6 students’       that opportunities are provided
                     mathematical preconceptions,          mathematical preconceptions,         for K-6 students to analyze their
                     misconceptions and/or error           misconceptions and/or error                 own mathematical
 Mathematical       patterns are analyzed. Ways to        patterns. Ways to correct these       preconceptions, misconceptions
   Errors           correct these errors are offered.            errors are offered.            and/or error patterns. Ways for
(ACEI 2.3-22A)                    (0-1)                                 (2-3)                   the K-6 students to correct their
                                                                                                    own learning are offered.
                                                                                                              (4-5)
Unit – Miscellaneous— Write a paragraph to explain what you plan to do for each row of this section.
                                                         A few different approaches are         A variety of approaches are used
                   Mainly one approach is used to
                                                          used to adapt curriculum and          to adapt curriculum and teaching
   Variety of      adapt curriculum and teaching
                                                             teaching to differentiate             to differentiate instruction to
  Approaches        to differentiate instruction to
                                                           instruction to facilitate and             facilitate and support K-6
  (ACEI 1-1B)       facilitate and support student
                                                          support student learning and                  student learning and
                     learning and development.
                                                                  development.                              development.
                                 (0-1)
                                                                      (2-3)                                      (4-5)
                   Little evidence that connections                                                  Connections are made by
                         are made by Teacher            Connections are made by Teacher             Teacher Candidates among
  Connections
                     Candidates among concepts,           Candidates among concepts,                 concepts, procedures and
Among Content
                     procedures OR applications           procedures OR applications             applications among the content
 Areas in Math
                      among the content areas in        among the content areas in math.         areas in K-6 classroom teaching
(ACEI 3.1-34A)
                                  math.                              (2-3)                                     in math.
                                  (0-1)                                                                          (4-5)
                    Instructional plans show little
                                                          Instructional plans show some         Instructional plans are developed
                      or no evidence of effective
   Effective                                               evidence of effective teaching        that center on effective teaching
                    teaching strategies, including
  Teaching                                                 strategies, including problem           strategies, including problem
                       problem finding, critical
  Strategies                                            finding, critical thinking, and self-      finding, critical thinking, and
                      thinking, and self-directed
(ACEI 3.1-35D)                                            directed learning that builds on      self-directed learning that builds
                     learning that builds on skills
                                                             skills previously acquired.          on skills previously acquired.
                          previously acquired.
                                                                         (2-3)                                   (4-5)
                                  (0-1)
                    Little or no evidence that K-6
                                                        Some evidence that K-6 students         K-6 students appreciate and are
                      students appreciate and are
                                                          appreciate and are engaged in            engaged in subject matter
Appreciation of     engaged in subject matter and
                                                          subject matter content and are        content and are competent and
   Content           are competent and confident
                                                        competent and confident users of         confident users of technology
(ACEI 3.1-36A)      users of technology and other
                                                         technology and other resources.             and other resources.
                               resources.
                                                                      (2-3)                                  (4-5)
                                  (0-1)
                       K-6 students rarely apply
                                                          K-6 students minimally apply          K-6 students apply knowledge,
Content Are &        knowledge, skills, and ideas
                                                           knowledge, skills, and ideas         skills, and ideas across content
  Real World         across content areas, to their
                                                        across content areas, to their lives    areas, to their lives and to other
 Connections         lives and to other real world
                                                        and to other real world situations.           real world situations.
(ACEI 3.1-37A)                 situations.
                                                                       (2-3)                                   (4-5)
                                  (0-1)
                                                                                                  K-6 students consistently use
                   K-6 students seldom use active         K-6 students occasionally use
Active Inquiry &                                                                                       active inquiry and
                    inquiry and communication           active inquiry and communication
Communication                                                                                   communication strategies in the
                    strategies in the classroom.            strategies in the classroom.
 (ACEI 3.5-48A)                                                                                            classroom.
                                (0-1)                                   (2-3)
                                                                                                               (4-5)
                     Very few examples that K-6                                                    Multiple examples that K-6
                                                        Some examples that K-6 students
                   students initiate oral and written                                           students initiate oral and written
                                                        initiate oral and written discourse
   Student            discourse and demonstrate                                                    discourse and demonstrate
                                                         and demonstrate proficiency in
Communication          proficiency in classroom                                                     proficiency in classroom
                                                           classroom collaboration and
(ACEI 3.5-49A)       collaboration and supportive                                                 collaboration and supportive
                                                              supportive interaction.
                              interaction.                                                                 interaction.
                                                                        (2-3)
                                  (0-1)                                                                        (4-5)
                                                          Total:

								
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