Due date 4/1 draft final draft 4/20
Assignment 4: Integrated Concept-based Unit Plan: As your culminating project you will design a short instructional mini-unit of 3-5 lessons while teaching Social Studies content, also teaches one literacy strategy.
Grading Rubric: Integrated Concept-based Unit Plan
| Description | 8 Points | 4 Points | 1 Points |
| Central Focus | NYSED Social Studies Theme, Key Idea, and related Conceptual Understanding(s) are clear and appropriate. Learning objectives are measurable and attainable and clearly address an essential literacy strategy; requisite skills; and reading/writing connections. Plans for 3 – 5 lessons clearly build on each other to help students make connections between skills and the essential strategy to comprehend OR compose Social Studies/Arts text. | NYSED Social Studies Theme, Key Idea, and related Conceptual Understanding(s) are clear may be too broad for the scope of 3-5 lessons; or learning objectives are not all clearly measurable and attainable within 3-5 lessons; or plan does not clearly address an essential literacy strategy, requisite skills, or reading/writing connections. Plans for 3 – 5 lessons could show more clearly how they build on each other to help students make connections between skills and the essential strategy to comprehend OR compose Social Studies/Arts text. | NYSED Theme, Key Idea, and related Conceptual Understanding(s) are not selected; or learning objectives are not clearly measurable and attainable within 3-5 lessons; or plan does not address an essential literacy strategy, requisite skills, or reading/writing connections. Plans for 3 – 5 lessons do not clearly build on each other to help students make connections between skills and the essential strategy to comprehend OR compose Social Studies/Arts text. |
| Knowledge of Students to Inform Teaching | Plan clearly explains particular students’ prior academic learning and prerequisite skills related to the Central Focus. Plan also clearly explains students’ personal/cultural/community assets related to the Central Focus. | Plan offers some explanation of particular students’ prior academic learning and prerequisite skills related to the Central Focus. Plan offers some explanation of students’ personal/cultural/assets related to the Central Focus. | Plan inadequately explains particular students’ prior academic learning and prerequisite skills related to the Central Focus; or plan inadequately explains students’ personal/cultural/community assets related to the Central Focus. |
| Supporting Students’ Literacy Learning | Plan clearly explains how students’ prior academic learning and personal/cultural/community assets guided choices and adaptations of learning activities and materials. Plan clearly describes and justifies why instructional strategies and supports are appropriate for the whole class and for students with specific learning needs. Plan clearly describes how common misconceptions will be addressed. | Plan offers some explanation of students’ prior academic learning and personal/cultural/community assets guided choices and adaptations of learning activities and materials. Plan describes and offers some justification of why instructional strategies and supports are appropriate for the whole class and for students with specific learning needs. Plan offers some description of how common misconceptions will be addressed. | Plan inadequately explains students’ prior academic learning and personal/cultural/community assets guided choices and adaptations of learning activities and materials; or plan inadequately describes and justifies why instructional strategies and supports are appropriate for the whole class and for students with specific learning needs; or plan inadequately describes how common misconceptions will be addressed. |
| Supporting Literacy Development Through Language | One language function essential to the literacy strategy is clearly identified, along with a key learning activities from the plans, additional language demands, and language supports. | Of the following list, one element is inadequate: One language function essential to the literacy strategy is clearly identified, along with a key learning activities from the plans, additional language demands, and language supports. | Of the following list, two or more elements are inadequate: One language function essential to the literacy strategy is clearly identified, along with a key learning activities from the plans, additional language demands, and language supports. |
| Monitoring Student Learning | Plan clearly describes how formal and informal assessments will provide direct evidence that students can use the and requisite skills to comprehend or compose text throughout the learning segment. Plan clearly describes how assessments allow students with specific needs to demonstrate their learning. | Plan offers some description of how formal and informal assessments will provide direct evidence that students can use the literacy strategy and requisite skills to comprehend or compose text throughout the learning segment. Plan offers some description of how assessments allow students with specific needs to demonstrate their learning. | Plan inadequately describes how informal assessments will provide direct evidence that students can use the literacy strategy and requisite skills to comprehend or compose text throughout the learning segment, or plan inadequately describes how assessments allow students with specific needs to demonstrate their learning. |
| Materials & Resources | 3 Points | 2 Points | 1 Points |
| Materials and resources are aligned with learning outcomes, use of Goalbook with measurable objectives and all lessons are differentiated to meet specific student learning needs. | Materials and resources are aligned with learning outcomes but are not differentiated to meet specific student learning needs. | Materials and resources are not well aligned with learning outcomes and are not differentiated to meet student learning needs. | |
| Timeliness & Mechanics | 3 Points | 2 Points | 1 Points |
| Assignment is submitted on time and with fewer than 3 grammatical / typographical errors. | Assignment is submitted 1 day late or has more than 3 grammatical / typographical errors. | Assignment is submitted more than 1 day late and/or has many grammatical / typographical errors. | |
| Total Points:__/ 56 |
