PLEASE FOLLOW ALL DIRECTIONS AND RUBRIC–
A unit plan provides the long-term instructional planning that integrates multiple standards into a larger instructional concept. Developing a unit plan includes outlining content and resources, learning activities and assessments. The plan should also include accommodations to meet individual student needs.
Don't use plagiarized sources. Get Your Custom Essay on
640 paper
Just from $13/Page
Part 1: Weekly Unit Plan
For this assignment, select a grade level K-3 to create a unit plan using the “Weekly Unit Plan.” If possible, use your lesson plans from previous topics to create a unit plan in which you incorporate your selected theme into science and social studies instruction.
Your unit plan must include:
- Application of in-depth content knowledge and learning resources in the academic disciplines to create meaningful and engaging opportunities for student to learn, practice, and master content .
- Application of appropriate curriculum, aligned to state social studies or science content standards and early learning standards, to plan, implement, and evaluate developmentally meaningful and challenging learning opportunities .
- Appropriate accommodations, including the use of assistive technology in assessment to meet individual student needs.
Part 2: Rationale
At the bottom of the “Weekly Unit Plan,” template, write a 250-500 word rationale that addresses the following:
- Describe your reasoning behind your chosen instructional strategies.
- Reflect upon and evaluate how you appropriately modified your instruction to meet each child’s learning needs and promote positive outcomes .
- Explain how the assessment data and student feedback from your previous lesson implementations inform the planning of this unit .
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the
LopesWrite Technical Support articles
for assistance.
College of Education (COE) program competencies and national standards assessed in the benchmark assignment:
COE 2.1
Apply in-depth content knowledge and learning resources in the academic disciplines to create meaningful and engaging opportunities for students to learn, practice, and master content. [NAEYC 5a, 5b; InTASC 4(b), 4(c), 4(f), 4(j), 4(r), 5(c), 5(h), 5(i), 5(j), 5(l), 5(n), 5(p); GCU Mission Critical 1, 2; ISTE-T 1b]
COE 2.2
Apply appropriate curriculum, content standards, and early learning standards to plan, implement, and evaluate developmentally meaningful and challenging learning opportunities for each child. [NAEYC 5c; InTASC 4(a), 4(f), 4(h), 4(l), 4(n), 5(f), 5(k), 7(a), 7(g)]
COE 3.4
Reflect upon and evaluate personal practice and appropriately modify instruction to meet each child’s learning needs and promote positive outcomes. [NAEYC 4d; InTASC 7(f), 7(p), 8(j), 9(c), 9(h), 9(g); GCU Mission Critical 1]
COE 4.6
Make appropriate accommodations, including the use of assistive technology, in assessments or testing conditions to meet individual student needs. [NAEYC 3c; InTASC 6(h), 6(p), 6(u); ISTE-T 2c]
Readings-
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=126324622&site=ehost-live&scope=site
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=125896868&site=ehost-live&scope=site
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=122514676&site=ehost-live&scope=site
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=116465716&site=ehost-live&scope=site
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=93677808&site=ehost-live&scope=site
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=112466732&site=ehost-live&scope=site
Weekly Unit Plan Template
|
Unit Theme:
|
|
Day 1
|
Day 2
|
Day 3
|
Day 4
|
Day 5
|
|
Title of Lesson or Activity
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Click here to enter text.
|
Click here to enter text.
Click here to enter text.
Click here to enter text.
Click here to enter text.
|
Standards and Objectives
What do students need to know and be able to do for each day of the unit?
|
Click here to enter text.
Click here to enter text.
Click here to enter text.
Click here to enter text.
Click here to enter text.
|
Academic Language and Vocabulary
What academic language will you emphasize and teach each day during this unit?
|
Click here to enter text.
Click here to enter text.
Click here to enter text.
Click here to enter text.
Click here to enter text.
|
Summary of Content Knowledge and Resources
How are in-depth content knowledge and learning resources in the academic disciplines applied to create meaningful and engaging opportunities for students to learn, practice, and master content?
|
|
Summary of Curriculum-based Learning Activities
Describe developmentally meaningful and challenging learning activities that apply appropriate curriculum that is aligned to state standards.
|
Click here to enter text.
Click here to enter text.
Click here to enter text.
Click here to enter text.
Click here to enter text.
|
Differentiation
What are the adaptations or modifications to the instruction/activities as determined by the student factors or individual learning needs?
|
Click here to enter text.
Click here to enter text.
Click here to enter text.
Click here to enter text.
Click here to enter text.
|
Engagement Strategies
What strategies are you going to use with your students to keep them engaged throughout the unit of study?
|
Click here to enter text.
Click here to enter text.
Click here to enter text.
Click here to enter text.
Click here to enter text.
|
Assessments and accommodations
How will learning be assessed and what accommodations will be made to meet individual student needs?
|
Click here to enter text.
Click here to enter text.
Click here to enter text.
Click here to enter text.
Click here to enter text.
Rationale:
© 2018. Grand Canyon University. All Rights Reserved.
© 2018. Grand Canyon University. All Rights Reserved.
Rubic_Print_Format
| Course Code |
Class Code |
Assignment Title |
Total Points |
| ECE-640 |
ECE-640-O500 |
Benchmark – Weekly Unit Plan |
300.0 |
|
| Criteria |
Percentage |
No Submission (0.00%) |
Insufficient (69.00%) |
Approaching (74.00%) |
Acceptable (87.00%) |
Target (100.00%) |
Comments |
Points Earned |
Criteria
| 100.0% |
| Unit Plan: Theme, Standards, Objectives, and Academic Language |
|
|
|
|
|
|
|
|
| 10.0% |
|
|
|
|
|
|
|
|
| Not addressed. |
Ineffectively incorporates a selected theme into science, and social studies instruction, clearly including standards-based objectives and appropriate academic language. |
Minimally incorporates a selected theme into science and social studies instruction, unclearly including standards-based objectives and appropriate academic language. |
Effectively incorporates a selected theme into science and social studies instruction, clearly including standards-based objectives and appropriate academic language. |
Proficiently incorporates a selected theme into science and social studies instruction, specifically including standards-based objectives and appropriate academic language. |
| Unit Plan: Content Knowledge and Learning Resources [NAEYC 5a, 5b; InTASC 4(b), 4(c), 4(f), 4(j), 4(r), 5(c), 5(h), 5(i), 5(j), 5(l), 5(n), 5(p); MC1, MC2; ISTE-T 1b; COE 2.1] |
10.0% Not addressed.
Inappropriately applies in-depth content knowledge and learning resources in the academic disciplines to create opportunities for students to learn, practice, and master content. |
Ambiguously applies in-depth content knowledge and learning resources in the academic disciplines to create meaningful and engaging opportunities for students to learn, practice, and master content. |
Appropriately applies in-depth content knowledge and learning resources in the academic disciplines to create meaningful and engaging opportunities for students to learn, practice, and master content. |
Substantially applies in-depth content knowledge and learning resources in the academic disciplines to create meaningful and engaging opportunities for students to learn, practice, and master content. |
| Unit Plan: Curriculum-Based Learning Activities [NAEYC 5c; InTASC 4(a), 4(f), 4(h), 4(l), 4(n), 5(f), 5(k), 7(a), 7(g); COE 2.2] |
10.0% Not addressed.
Inadequately applies appropriate curriculum, aligned to state social studies or science content standards and early learning standards to plan, implement, and evaluate developmentally meaningful and challenging learning opportunities. |
Unclearly applies appropriate curriculum, aligned to state social studies or science content standards and early learning standards to plan, implement, and evaluate developmentally meaningful and challenging learning opportunities. |
Clearly applies appropriate curriculum, aligned to state social studies or science content standards and early learning standards to plan, implement, and evaluate developmentally meaningful and challenging learning opportunities. |
Expertly applies appropriate curriculum, aligned to state social studies or science content standards and early learning standards to plan, implement, and evaluate developmentally meaningful and challenging learning opportunities. |
| Unit Plan: Assessments and Accommodations [NAEYC 3c; InTASC 6(h), 6(p), 6(u); ISTE-T 2c; COE 4.6] |
10.0% Not addressed.
Includes flawed assessments and accommodations, including the use of assistive technology to meet individual student needs. |
Includes inconsistent assessments and accommodations, including the use of assistive technology to meet individual student needs. |
Includes suitable assessments and appropriate accommodations, including the use of assistive technology to meet individual student needs. |
Includes well crafted assessments and extensive accommodations, including the use of assistive technology to meet individual student needs. |
| Rationale: Reasoning |
10.0% Not addressed.
Unrealistically describes the reasoning behind the chosen instructional strategies. |
Vaguely describes the reasoning behind the chosen instructional strategies. |
Descriptively describes the reasoning behind the chosen instructional strategies. |
Insightfully describes the reasoning behind the chosen instructional strategies. |
| Rationale: Modifications [NAEYC 4d; InTASC 7(f), 7(p), 8(j), 9(c), 9(h), 9(g); MC1; COE 3.4] |
10.0% Not addressed.
Poorly reflects upon and evaluates how instruction was modified to meet each child’s learning needs and promote positive outcomes. |
Superficially reflects upon and evaluates how instruction was appropriately modified to meet each child’s learning needs and promote positive outcomes. |
Soundly reflects upon and evaluates how instruction was appropriately modified to meet each child’s learning needs and promote positive outcomes. |
Thoughtfully reflects upon and evaluates how instruction was appropriately modified to meet each child’s learning needs and promote positive outcomes. |
| Rationale: Assessment Data and Student Feedback [NAEYC 6c, 6d, 7a, 7b; InTASC 6(q), 6(p), 6(v), 9(g), 9(l)] |
10.0% Not addressed.
Inaccurately explains how the assessment data and student feedback from previous lesson implementations inform the planning of this unit. |
Marginally explains how the assessment data and student feedback from previous lesson implementations inform the planning of this unit. |
Accurately explains how the assessment data and student feedback from previous lesson implementations inform the planning of this unit. |
Comprehensively explains how the assessment data and student feedback from previous lesson implementations inform the planning of this unit. |
| Template Format (use of appropriate template and format) |
10.0% Not addressed.
Template is missing key elements or includes formatting errors that inhibit understanding. |
Template is completed minimally, but formatting includes several minor errors. |
Template is fully and neatly completed. There are very few errors in formatting style. |
Template is proficiently completed and format elements are expertly correct. |
| Organization |
10.0% Not addressed.
An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized and may not relate to each other; or the summary is widely outside of the required word count. |
The content is not adequately organized even though it provides the audience with a sense of the main idea. The summary may not be within a reasonable range of the required word count. |
The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea. The summary is within a reasonable range of the required word count. |
The content is well-organized and logical. There is a sequential progression of ideas related to each other. The content is presented as a cohesive unit. Provides the audience with a clear sense of the main idea. The summary is within the required word count. |
| Mechanics of Writing (includes spelling, punctuation, grammar, and language use) |
10.0% Not addressed.
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. |
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. |
Submission includes some mechanical errors, but they do not hinder comprehension. A variety of effective sentence structures are used, as well as some practice and content-related language. |
Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. |
| Total Weightage |
100% |
