Unit Planning

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Review the benchmark assignment and the BAR document for reference. Formulate a unit plan to cover a 5 day coordinated lesson for a small group of 5-6 students, based upon the sequence of the curriculum being taught in any grade 7-12 in Texas, for Social Studies.
Using the “COE Lesson Plan Template,” outline pre- and post-assessments that will support the lessons.
Write a 250 word reflection of your discussion and observation to include your plans for teaching small group lessons.
Prepare this assignment according to the guidelines found in the APA Style Guide.
 
 
 
 
Instructional Unit Plan
Benchmark Assignment and Rubric
Assignment Instructions:
When developing an instructional unit plan, an effective teacher will consider the placement within a sequence of events of the model curricula. Multiple perspectives of diverse backgrounds and the use of technology are embedded.
For this assignment, based on the knowledge and skills you have gained in the course:

  1. Develop a 5-day instructional unit plan that could be adapted to the current curriculum map in the classroom.  The unit plan should be in the grade level and content area that matches your field experience placement.
  2. Your field experience of teaching small groups in weeks 3 and 4 will be 2 of the 5-day unit plan. Days 1, 2, and 5 can be built around the small group instructional plans. Use the “COE Lesson Plan Template” for each lesson.  Include details on the resources and materials needed for the unit plan to be effective for all students and adequate for the discipline. If you are using websites or videos, provide a link to those sites in the lesson plan template.
  3. Be sure you are considering the unique learning needs of each student. Create an engaging unit plan that pays special attention to the appropriateness and effectiveness of the learning experiences planned and the opportunities to develop students’ knowledge and skills. In addition, pay close attention to relevant objectives as they support the embedded standards. Create relevant assessments that align to the appropriate learning goals and content standards.
  4. Your unit plan needs a cover sheet that outlines the grade level, subject area, and topic you are covering in the unit. The audience for this lesson would be the classroom you are currently completing your field experience in. Collaborate with your mentor teacher where appropriate.

 
Support your findings with 3-5 scholarly resources.
 
 
Standards/Competencies Assessed:
Standards/Competencies Assessed:
Standards and program competencies assessed in the benchmark assignment:

  • InTASC: 4f, 6b, 7a, 7c, 8a, 9a, 10f
  • COE Program Competencies:

 
2.2:     Teacher candidates evaluate and modify instructional resources and curriculum materials for their comprehensiveness, accuracy for representing particular concepts in the discipline, and appropriateness for his/her learners. (InTASC 4f)
3.4:     Teacher candidates select and create learning experiences and assessments that are appropriate for curriculum goals and content standards, aligned to learning objectives and are relevant to learners. (InTASC 6b, 7a)
3.5:     Teacher candidates use appropriate strategies, develop appropriate sequencing, and provide multiple ways to demonstrate knowledge and skill. (InTASC 7c, 8a)
4.1:     Teacher candidates engage in ongoing learning opportunities to develop knowledge and skills in order to provide all learners with engaging curriculum and learning experiences within the context of local and state standards. (InTASC 9a, 10f)
 
Scoring Guide:
 

CRITERIA %
Value
1: No Submission 2: Insufficient 3: Approaching 4: Acceptable 5: Target
% Scaling   0 ≤69 74 87 100
Adaption of Current Curriculum Map
 
[COE 2.2; InTASC 4(f)]
15% No submission. The instructional unit vaguely or scarcely adapts to the current curriculum map in the classroom. The unit plan does not represent the grade level and content area of the field experience placement. The instructional unit considers the current curriculum map in the classroom. The unit plan inadequately represents the grade level and content area of the field experience placement. The instructional unit clearly adapts to the current curriculum map in the classroom. The unit plan clearly represents the grade level and content area of the field experience placement. The instructional unit skillfully adapts to the current curriculum map in the classroom. The unit plan skillfully and concisely represents the grade level and content area of the field experience placement.
Selected Learning Experiences and assessments
 
[COE 3.4; InTASC  7(a), 6(b)]
15% No submission. The instructional unit vaguely or scarcely selects and creates learning experiences and assessments that are appropriate for curriculum goals and content standards. The instructional unit inadequately selects and creates learning experiences and assessments that are appropriate for curriculum goals and content standards. The instructional unit clearly selects and creates learning experiences and assessments that are appropriate for curriculum goals and content standards. The instructional unit skillfully and concisely selects and creates learning experiences and assessments that are appropriate for curriculum goals and content standards.
Unique Learning Needs
 
[COE 3.5; InTASC 7(c), 8(a)]
15% No submission. The instructional unit does not use appropriate strategies while considering unique learning needs. The unit plan does not provide multiple opportunities to develop knowledge and skills. The instructional unit inadequately uses appropriate strategies while considering unique learning needs. The unit plan inadequately provides multiple opportunities to develop knowledge and skills. The instructional unit clearly uses appropriate strategies while considering unique learning needs. The unit plan clearly provides multiple opportunities to develop knowledge and skills. The instructional unit skillfully uses appropriate strategies while considering unique learning needs. The unit plan skillfully provides multiple opportunities to develop knowledge and skills.
Reflection and Deeper Understanding
 
[COE 4.1; InTASC 9(a), 9(e)]
15% No submission. The instructional unit is deficient on considerations regarding cultural, ethnic, gender, or learning differences. The reflection provides a vague explanation of how understanding learner differences allows for relevant learning experiences and promotes ethical practice. The instructional unit provides basic considerations for cultural, ethnic, gender, or learning differences, as they relate to the learning experiences. The reflection provides limited reasoning on the significance of understanding learner differences and teaching practice. Some supporting details are present. The instructional unit exhibits a consideration of cultural, ethnic, gender, and learning differences.  The reflection provides an explanation of how understanding learner differences allows for relevant learning experiences and affects teaching practice. Supporting details are sufficient. The instructional unit provides evidence of consideration of cultural, ethnic, gender, and learning differences, relevant to the learning experiences. The reflection provides an explanation of how understanding learner differences allows for relevant learning experiences and promotes ethical practice. Supporting details are sufficient and pertinent.
Layout
 
 
10% No submission. The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability.  The text is extremely difficult to read with long blocks of text, small font sizes, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident. The layout shows some structure but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult because of lengthy paragraphs, too many different fonts, dark or busy backgrounds, overuse of bold, or lack of appropriate indentations of text. The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text. The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point.  The background and colors enhance the readability of the text.
Language Use and Audience Awareness (includes sentence construction, word choice, etc.)
 
 
10% No submission. Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Some distracting inconsistencies in language and/or word choice are present.  The writer exhibits some lack of control in using figures of speech appropriately. The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly.
 
The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.
Mechanics of Writing
(includes spelling, punctuation, grammar, language use)
 
 
10% No submission. Slide errors are pervasive enough that they impede communication of meaning. Frequent and repetitive mechanical errors distract the reader. Slides are largely free of mechanical errors, although a few may be present. Writer is clearly in control of standard, written, academic English.
Research
(citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
 
10% No submission. Sources provided do not support the claims of the presentation or are not credible. Citations may include several formatting errors or not follow APA conventions at all. Submission includes only 1-2 sources, sources do not fully support claims, or sources are not all credible. Citations may include several formatting errors. Research is timely and relevant, and generally supports the information presented. All of the criteria stated in the assignment are addressed. Citations may include minor errors in format. Research is supportive of the information presented. Sources are distinctive and clearly address all of the criteria stated in the assignment. Citations are error free.

 
 
 
LESSON PLAN TEMPLATE
03/2014

Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
 
I.  Planning
Lesson summary and focus: In a few sentences, summarize this lesson, identifying the central focus based on the content/skills you are teaching. 
 
Classroom and student factors: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, non-labeled challenged students), and the impact of those factors on planning, teaching and assessing students to facilitate learning for all students.
 
National / State Learning Standards: Identify the relevant grade level standard(s), including the strand, cluster, and standard(s) by number and its text.
Specific learning target(s) / objectives:
Specify exactly what the students will be able to do after the standards-based lesson.
 
Teaching notes:
Clarify where this lesson falls within a unit of study.
Agenda:
Identify the (1) opening of the lesson; (2) learning and teaching activities; and (3) closure that you can post as an agenda for the students that includes the approximate time for each segment.
Formative assessment:
Identify the process and how you will measure the progress toward mastery of learning target(s).
Academic Language: Key vocabulary:
Include the content-specific terms you need to teach and how you will teach students that vocabulary in the lesson.
 
Function:
Clarify the purpose the language is intended to achieve within each subject area.  Functions often consist of the verbs found in the standards and learning goal statements. How will your students demonstrate their understanding?
Form:
Describe the structures or ways of organizing language to serve a particular function within each subject area.  What kinds of structures will you implement so that your students might demonstrate their depth of understanding?
 
 
 
 
 
 
Instructional Materials, Equipment and Technology: List ALL materials, equipment and technology the teacher and students will use during the lesson. Add or attach copies of ALL printed and online materials at the end of this template. Be sure to address how you will teach the students to use the technology in Section II. INSTRUCTION.
Grouping: Identify grouping strategies that will support your students’ learning needs.
 
 

 

II. Instruction
A.  Opening
Prior knowledge connection: Identify how this lesson connects to previous lessons / learning (prior knowledge of students) and students’ lives.
Anticipatory set: Identify how this lesson is meaningful to the students and connects to their lives.
B.  Learning and Teaching Activities (Teaching and Guided Practice):
I Do Students Do Differentiation
Your “I Do” instructional procedures should  include:
The teaching strategy you will use to teach each step that includes modeling and formative assessment;
transition statements you will make throughout your lesson and essential questions you will ask; and  academic language of vocabulary, function, and form.
Script detailed, step-by-step instructions on how you will implement the instructional plan.
Use a numbered list of each step;
bold every example of modeling;
italicize every formative assessment.
Your “Students Do” procedures should describe exactly what students will do during the lesson that corresponds to each step of the “I Do.”
 
Please use a corresponding numbered list
Describe methods of differentiation, including accommodation or differentiation strategies for academically, behaviorally and motivationally challenged students.
 
Please use a corresponding numbered list
 
Also include extension activities: What will students who finish early do?

 

III. ASSESSMENT
Summative Assessment: Include details of any summative assessment as applicable and attach a copy with an answer key.  Explain how the summative assessment measures the learning target(s)/objectives.  If you do not include a summative assessment, identify how you will measure students’ mastery of the learning target(s)/objectives. Differentiation:
Describe methods of differentiation for your summative assessment, including accommodation or differentiation strategies for academically, behaviorally and motivationally challenged students.
Closure:
 
Explain how students will share what they have learned in the lesson. Identify questions that you can ask students to begin the closure conversation.  Identify how students will confirm transfer of the learning target(s)/ objectives to application outside the classroom.
Homework: Clearly identify any homework tasks as appropriate.  Elaborate whether the homework is drill- or skill-practice-based and explain how the homework assignment supports the learning targets / objectives.  Attach any copies of homework.

 
 
 

Our academic experts are ready and waiting to assist with any writing project you may have. From simple essay plans, through to full dissertations, you can guarantee we have a service perfectly matched to your needs.

GET A 40% DISCOUNT ON YOU FIRST ORDER

ORDER NOW DISCOUNT CODE >>>> WELCOME40

 

 

Posted in Uncategorized

Unit Planning

Our academic experts are ready and waiting to assist with any writing project you may have. From simple essay plans, through to full dissertations, you can guarantee we have a service perfectly matched to your needs.

GET A 40% DISCOUNT ON YOU FIRST ORDER

ORDER NOW DISCOUNT CODE >>>> WELCOME40

Review the benchmark assignment and the BAR document for reference. Formulate a unit plan to cover a 5 day coordinated lesson for a small group of 5-6 students, based upon the sequence of the curriculum being taught in any grade 7-12 in Texas, for Social Studies.
Using the “COE Lesson Plan Template,” outline pre- and post-assessments that will support the lessons.
Write a 250 word reflection of your discussion and observation to include your plans for teaching small group lessons.
Prepare this assignment according to the guidelines found in the APA Style Guide.
 
 
 
 
Instructional Unit Plan
Benchmark Assignment and Rubric
Assignment Instructions:
When developing an instructional unit plan, an effective teacher will consider the placement within a sequence of events of the model curricula. Multiple perspectives of diverse backgrounds and the use of technology are embedded.
For this assignment, based on the knowledge and skills you have gained in the course:

  1. Develop a 5-day instructional unit plan that could be adapted to the current curriculum map in the classroom.  The unit plan should be in the grade level and content area that matches your field experience placement.
  2. Your field experience of teaching small groups in weeks 3 and 4 will be 2 of the 5-day unit plan. Days 1, 2, and 5 can be built around the small group instructional plans. Use the “COE Lesson Plan Template” for each lesson.  Include details on the resources and materials needed for the unit plan to be effective for all students and adequate for the discipline. If you are using websites or videos, provide a link to those sites in the lesson plan template.
  3. Be sure you are considering the unique learning needs of each student. Create an engaging unit plan that pays special attention to the appropriateness and effectiveness of the learning experiences planned and the opportunities to develop students’ knowledge and skills. In addition, pay close attention to relevant objectives as they support the embedded standards. Create relevant assessments that align to the appropriate learning goals and content standards.
  4. Your unit plan needs a cover sheet that outlines the grade level, subject area, and topic you are covering in the unit. The audience for this lesson would be the classroom you are currently completing your field experience in. Collaborate with your mentor teacher where appropriate.

 
Support your findings with 3-5 scholarly resources.
 
 
Standards/Competencies Assessed:
Standards/Competencies Assessed:
Standards and program competencies assessed in the benchmark assignment:

  • InTASC: 4f, 6b, 7a, 7c, 8a, 9a, 10f
  • COE Program Competencies:

 
2.2:     Teacher candidates evaluate and modify instructional resources and curriculum materials for their comprehensiveness, accuracy for representing particular concepts in the discipline, and appropriateness for his/her learners. (InTASC 4f)
3.4:     Teacher candidates select and create learning experiences and assessments that are appropriate for curriculum goals and content standards, aligned to learning objectives and are relevant to learners. (InTASC 6b, 7a)
3.5:     Teacher candidates use appropriate strategies, develop appropriate sequencing, and provide multiple ways to demonstrate knowledge and skill. (InTASC 7c, 8a)
4.1:     Teacher candidates engage in ongoing learning opportunities to develop knowledge and skills in order to provide all learners with engaging curriculum and learning experiences within the context of local and state standards. (InTASC 9a, 10f)
 
Scoring Guide:
 

CRITERIA %
Value
1: No Submission 2: Insufficient 3: Approaching 4: Acceptable 5: Target
% Scaling   0 ≤69 74 87 100
Adaption of Current Curriculum Map
 
[COE 2.2; InTASC 4(f)]
15% No submission. The instructional unit vaguely or scarcely adapts to the current curriculum map in the classroom. The unit plan does not represent the grade level and content area of the field experience placement. The instructional unit considers the current curriculum map in the classroom. The unit plan inadequately represents the grade level and content area of the field experience placement. The instructional unit clearly adapts to the current curriculum map in the classroom. The unit plan clearly represents the grade level and content area of the field experience placement. The instructional unit skillfully adapts to the current curriculum map in the classroom. The unit plan skillfully and concisely represents the grade level and content area of the field experience placement.
Selected Learning Experiences and assessments
 
[COE 3.4; InTASC  7(a), 6(b)]
15% No submission. The instructional unit vaguely or scarcely selects and creates learning experiences and assessments that are appropriate for curriculum goals and content standards. The instructional unit inadequately selects and creates learning experiences and assessments that are appropriate for curriculum goals and content standards. The instructional unit clearly selects and creates learning experiences and assessments that are appropriate for curriculum goals and content standards. The instructional unit skillfully and concisely selects and creates learning experiences and assessments that are appropriate for curriculum goals and content standards.
Unique Learning Needs
 
[COE 3.5; InTASC 7(c), 8(a)]
15% No submission. The instructional unit does not use appropriate strategies while considering unique learning needs. The unit plan does not provide multiple opportunities to develop knowledge and skills. The instructional unit inadequately uses appropriate strategies while considering unique learning needs. The unit plan inadequately provides multiple opportunities to develop knowledge and skills. The instructional unit clearly uses appropriate strategies while considering unique learning needs. The unit plan clearly provides multiple opportunities to develop knowledge and skills. The instructional unit skillfully uses appropriate strategies while considering unique learning needs. The unit plan skillfully provides multiple opportunities to develop knowledge and skills.
Reflection and Deeper Understanding
 
[COE 4.1; InTASC 9(a), 9(e)]
15% No submission. The instructional unit is deficient on considerations regarding cultural, ethnic, gender, or learning differences. The reflection provides a vague explanation of how understanding learner differences allows for relevant learning experiences and promotes ethical practice. The instructional unit provides basic considerations for cultural, ethnic, gender, or learning differences, as they relate to the learning experiences. The reflection provides limited reasoning on the significance of understanding learner differences and teaching practice. Some supporting details are present. The instructional unit exhibits a consideration of cultural, ethnic, gender, and learning differences.  The reflection provides an explanation of how understanding learner differences allows for relevant learning experiences and affects teaching practice. Supporting details are sufficient. The instructional unit provides evidence of consideration of cultural, ethnic, gender, and learning differences, relevant to the learning experiences. The reflection provides an explanation of how understanding learner differences allows for relevant learning experiences and promotes ethical practice. Supporting details are sufficient and pertinent.
Layout
 
 
10% No submission. The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability.  The text is extremely difficult to read with long blocks of text, small font sizes, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident. The layout shows some structure but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult because of lengthy paragraphs, too many different fonts, dark or busy backgrounds, overuse of bold, or lack of appropriate indentations of text. The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text. The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point.  The background and colors enhance the readability of the text.
Language Use and Audience Awareness (includes sentence construction, word choice, etc.)
 
 
10% No submission. Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Some distracting inconsistencies in language and/or word choice are present.  The writer exhibits some lack of control in using figures of speech appropriately. The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly.
 
The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.
Mechanics of Writing
(includes spelling, punctuation, grammar, language use)
 
 
10% No submission. Slide errors are pervasive enough that they impede communication of meaning. Frequent and repetitive mechanical errors distract the reader. Slides are largely free of mechanical errors, although a few may be present. Writer is clearly in control of standard, written, academic English.
Research
(citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
 
10% No submission. Sources provided do not support the claims of the presentation or are not credible. Citations may include several formatting errors or not follow APA conventions at all. Submission includes only 1-2 sources, sources do not fully support claims, or sources are not all credible. Citations may include several formatting errors. Research is timely and relevant, and generally supports the information presented. All of the criteria stated in the assignment are addressed. Citations may include minor errors in format. Research is supportive of the information presented. Sources are distinctive and clearly address all of the criteria stated in the assignment. Citations are error free.

 
 
 
LESSON PLAN TEMPLATE
03/2014

Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
 
I.  Planning
Lesson summary and focus: In a few sentences, summarize this lesson, identifying the central focus based on the content/skills you are teaching. 
 
Classroom and student factors: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, non-labeled challenged students), and the impact of those factors on planning, teaching and assessing students to facilitate learning for all students.
 
National / State Learning Standards: Identify the relevant grade level standard(s), including the strand, cluster, and standard(s) by number and its text.
Specific learning target(s) / objectives:
Specify exactly what the students will be able to do after the standards-based lesson.
 
Teaching notes:
Clarify where this lesson falls within a unit of study.
Agenda:
Identify the (1) opening of the lesson; (2) learning and teaching activities; and (3) closure that you can post as an agenda for the students that includes the approximate time for each segment.
Formative assessment:
Identify the process and how you will measure the progress toward mastery of learning target(s).
Academic Language: Key vocabulary:
Include the content-specific terms you need to teach and how you will teach students that vocabulary in the lesson.
 
Function:
Clarify the purpose the language is intended to achieve within each subject area.  Functions often consist of the verbs found in the standards and learning goal statements. How will your students demonstrate their understanding?
Form:
Describe the structures or ways of organizing language to serve a particular function within each subject area.  What kinds of structures will you implement so that your students might demonstrate their depth of understanding?
 
 
 
 
 
 
Instructional Materials, Equipment and Technology: List ALL materials, equipment and technology the teacher and students will use during the lesson. Add or attach copies of ALL printed and online materials at the end of this template. Be sure to address how you will teach the students to use the technology in Section II. INSTRUCTION.
Grouping: Identify grouping strategies that will support your students’ learning needs.
 
 

 

II. Instruction
A.  Opening
Prior knowledge connection: Identify how this lesson connects to previous lessons / learning (prior knowledge of students) and students’ lives.
Anticipatory set: Identify how this lesson is meaningful to the students and connects to their lives.
B.  Learning and Teaching Activities (Teaching and Guided Practice):
I Do Students Do Differentiation
Your “I Do” instructional procedures should  include:
The teaching strategy you will use to teach each step that includes modeling and formative assessment;
transition statements you will make throughout your lesson and essential questions you will ask; and  academic language of vocabulary, function, and form.
Script detailed, step-by-step instructions on how you will implement the instructional plan.
Use a numbered list of each step;
bold every example of modeling;
italicize every formative assessment.
Your “Students Do” procedures should describe exactly what students will do during the lesson that corresponds to each step of the “I Do.”
 
Please use a corresponding numbered list
Describe methods of differentiation, including accommodation or differentiation strategies for academically, behaviorally and motivationally challenged students.
 
Please use a corresponding numbered list
 
Also include extension activities: What will students who finish early do?

 

III. ASSESSMENT
Summative Assessment: Include details of any summative assessment as applicable and attach a copy with an answer key.  Explain how the summative assessment measures the learning target(s)/objectives.  If you do not include a summative assessment, identify how you will measure students’ mastery of the learning target(s)/objectives. Differentiation:
Describe methods of differentiation for your summative assessment, including accommodation or differentiation strategies for academically, behaviorally and motivationally challenged students.
Closure:
 
Explain how students will share what they have learned in the lesson. Identify questions that you can ask students to begin the closure conversation.  Identify how students will confirm transfer of the learning target(s)/ objectives to application outside the classroom.
Homework: Clearly identify any homework tasks as appropriate.  Elaborate whether the homework is drill- or skill-practice-based and explain how the homework assignment supports the learning targets / objectives.  Attach any copies of homework.

 
 
 

Our academic experts are ready and waiting to assist with any writing project you may have. From simple essay plans, through to full dissertations, you can guarantee we have a service perfectly matched to your needs.

GET A 40% DISCOUNT ON YOU FIRST ORDER

ORDER NOW DISCOUNT CODE >>>> WELCOME40

 

 

Posted in Uncategorized