Final Unit: Instructions & Rubric

Faughey requirements-for-unit-plan revised

Requirements for Your Unit Plan

* Context:  What are the demographics and context of where you will be teaching this unit?  Describe the classroom itself:  Who are the students?  Ethnicity, race, gender, ELLs, socioeconomic status, special needs?  Number of students in the classroom?  Resources available?  Grade level?  (You can cut and paste this from our previous assignment on the literacy demands of your classroom.)

* Introduction, Overview, and Rationale for Unit

Explain each item below:

  1. Describe your essential question(s) and enduring understandings.  What is your rationale for this choice?  Why does this seem appropriate for your particular class?  You should also explain the content knowledge (major ideas and concepts) and skills that will be taught.  Be as specific as possible and be certain that you have integrated reading and writing.  (Note:  Here you should reference course readings.)

* Instructional Resources (DIFFERENTIATED CONTENT):  Summarize your primary text(s) and the rationale for your choice(s).  What will students be reading?  Why did you choose these?  Explain how they fit the essential question/content/skills of your unit.  Be sure to address differentiation of this content.  How are the texts at different reading levels?  How are the texts differentiated for the cultural and linguistic diversity of the students in your classroom?  For ELLs and special needs students?

* Assessments (DIFFERENTIATED PRODUCT):  This is a description of your final, summative assessment and your rationale for your selection.  Be sure to include your rubric too.  Also provide information on all the informal assessments you are using throughout the unit (pre, during and post). For all informal assessments, please also provide a rationale.  Your assessments should address both reading and writing. Finally, explain how you are differentiating your assessments.  How do they address the variety of students in your classroom? (i.e. reading/writing abilities, ELLs, special needs, cultural/linguistic diversity)  (This can be a chart, a set of bullet points, etc.  Just be sure to explain these assessments and justify why you are using them.  Be sure they connect to the content/skills/essential questions/enduring understandings.)

* Sequence and Scope (DIFFERENTIATED PROCESS):  Here you will want to take the reader through the sequence of your unit (three to six weeks).  You should provide a calendar as an outline for the unit, on which you identify essential mini-lessons, material read daily or weekly, and reading and writing activities. You must also have evidence of differentiated instruction (i.e. partnered work, mini-lessons, group work, independent activities, variety of learning modalities—visual, kinesthetic, and auditory).    (Here again you can use a chart, a set of bullet points or a calendar to outline the daily activities.  Be sure to include any routines/structures that will occur on these days as well.)

* Differentiated Instruction for Struggling Readers/Writers:  This section should explicitly address how you will meet the diverse needs of all the learners in your classroom, most importantly the struggling/reluctant readers and writers in your classroom.  How will you address the needs of students who do not understand or master the content (knowledge) or skills?  How will you modify or adapt your lessons, activities, assessments, and other classroom routines and structures?  Please be sure to refer to your readings from this class and any writing instruction.  You must support your explanation with readings from our course.

* Bibliography:  Please include a bibliography of all resources used for your unit plan.  This should include the pieces used in your unit plan and any references to our readings.


UNIT PLAN PBA RUBRIC FOR EDLIT 755

Criteria

Excellent

Acceptable

Developing

0

Context (2 points) Clearly and thoroughly addresses the demographics and context; all requirements are included (Ethnicity, race, gender, ELLs, socioeconomic status, special needs? Resources available?  Content and grade level? Somewhat clear and thorough when explaining demographics and context; some requirements missing. Not clear or thorough in explaining the demographics and context; many requirements are missing.

No evidence

Intro, Overview, Rationale(4 points) Essential questions/enduring understandings are important and fit class’ needs.  Strong rationale provided.  Content knowledge/skills are important; knowledge and skills reflect the best thinking of profession; both reading and writing are addressed. Essential questions/enduring understandings are important and somewhat fit the needs of the class.  Rationale provided.  Content knowledge and skills are somewhat important; both reading and writing are addressed. Not clear how essential questions and enduring understandings are important and/or fit the needs of the class.  Rationale unclear.  Content knowledge and skills are not clear; reading or writing is addressed.

No evidence

Instructional Resources  (Differentiated Content)(3 points)  Summary of texts is thorough and rationale is strong; thoroughly addresses how texts fit the EQ, EU, and content/skills.  Texts are differentiated at multiple levels and consider the varying reading abilities and cultural/ linguistic diversity of the classroom; resources are valid, interesting, and relevant and engage students and motivate them to read and write. Summary of texts is clear and rationale is somewhat strong; addresses how the texts fit the EQ, EU, and content/skills.  Texts are differentiated at some levels and consider the varying reading abilities and cultural/linguistic diversity of the classroom; resources are somewhat valid, interesting, and relevant and somewhat engage students. Summary of texts and rationales are unclear; does not address how the texts fit the EQ, EU, and content/skills.  Texts are not differentiated and do not consider the varying reading abilities and cultural/ linguistic diversity of the classroom; resources are not valid, interesting, and relevant and do not engage students.

No evidence

Assessments(Differentiated Product)(3 points)

 

One summative assessment included with two informal tools; pre, during, and post assessments are in place; strong rationales provided for all assessments; all EQs, EUs, and content/skills assessed; rubric included for final assessment; wide range of assessments used for reading/writing; assessment data clearly informs teaching decisions; thoroughly addresses how assessments are differentiated. One summative assessment included with two informal tools; pre, during, post assessments are in place; rationales provided for all assessments; most EQs, EUs, and content/skills are assessed; rubric included for final assessment; assessment data will somewhat inform teaching decisions; somewhat addresses how the assessments are differentiated. One summative assessment included with one informal tool; rationales provided for all assessments; not many of the EQs, EUs, and content/skills are assessed; rubric included for final assessment; assessment data will not inform teaching decisions; does not address how the assessments are differentiated.

No evidence

Sequence and Scope (Differentiated Process)(4 points)

 

The sequence is comprehensive, logical, easy to follow, and reflects integration of reading and writing; activities and plans consider linguistic/ cultural diversity, struggling readers/writers, and motivate students to read and write; sequence is thoughtful and intentional; vocabulary instruction, routines/structures, and mini-lessons included along with all reading materials and writing activities; several methods of differentiated instruction used. The sequence is somewhat comprehensive, logical and easy to follow; activities and plans somewhat consider linguistic and cultural diversity, struggling readers/writers, and somewhat motivate students to read and write; vocabulary instruction, routines/structures, and mini-lessons included along with reading and writing activities; some methods of differentiated instruction used. The sequence is limited and not logical; difficult to follow; activities and plans do not consider linguistic and cultural diversity, struggling readers/writers, and do not motivate students to read and write; vocabulary instruction, routines/structures, and mini-lessons not included; no reading and writing activities; no methods of differentiated instruction used

No evidence

Differentiated Instruction(4 points) Differentiated instruction is thoroughly addressed; discusses struggling/reluctant readers, ELLs, and special needs students; at least five references are made to professional texts from the course. Differentiated instruction somewhat addressed; discusses struggling/reluctant readers, ELLs, special needs students; at least 3-4 references are made to professional texts from the course. Differentiated instruction is not addressed; discusses either struggling/reluctant readers, ELLs, and special needs students; at least 1-2 references are made to professional texts. No evidence
Language (2) Plan demonstrates mastery of standard English. Plan somewhat demonstrates standard English. Plan lacks standard English.
Conventions (2 points) The unit plan is free from all errors in spelling, grammar, punctuation, and mechanics. The unit plan contains few errors in spelling, grammar, punctuation or mechanics. The unit plan has many errors in spelling, grammar, punctuation, or mechanics.

Meaning is lost.

Bibliography(1 points) Bibliography cites all resources and has no errors in the formatting. Bibliography cites most resources and has some errors in the formatting. Bibliography cites few resources and has many errors in the formatting.

TOTAL POINTS (OUT OF 25)

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One thought on “Final Unit: Instructions & Rubric

  1. Pingback: Session 14 | EDLIT 755: Literacy Instruction 2015

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