(CAEP Unit Assessment #9) Directions: Choose a topic from math, science, or social studies. Create three 50-minute lesson plans for this topic. (ILA 2.1)
Assignment #2
(CAEP Unit Assessment #9)
Directions:
Choose a topic from math, science, or social studies. Create three 50-minute lesson plans for this topic. (ILA 2.1)
Instructional Unit
(CAEP Unit Assessment #9)
Directions:
Choose a topic from math, science, or social studies. Create three 50-minute lesson plans for this topic. (ILA 2.1)
There should be a formative assessment for days 1 and 2. The third lesson plan should pull the topic together as a unit with a formative assessment that covers all three days (ILA 3.2) See Appendix B for lesson plan template.
Use the following format for all three lesson plans. (Your assessments should match the objectives.)
Post your unit draft to the discussion board week 3. All candidates should also read their colleagues’ units and respond to at least two others by week 4. Retrieve your colleagues’ input about your draft by the end of week 4. Post your final product to the assignment drop box by the end of week 5 after reviewing your colleagues’ input. Include a half page self-reflection based upon your colleagues’ input. For example, would you revise parts of your unit based upon what feedback they gave you? (ILA 6.3)
Scoring Rubric for Assignment #2 Instructional Unit
|
Element |
Not Met |
Met |
Exceeded |
|
Points |
0 - 11 |
12 - 14 |
15 |
|
Candidates use
foundational knowledge to design, select, critique, adapt and evaluate
evidence-based literacy curricula that meets the needs of all learners (ILA
Standard 2.1) |
The candidate did
not choose appropriate topics, objectives and materials for the grade level
and/or did not submit clear procedures for implementing the plans. |
The candidate
chose appropriate topics, objectives and materials for the grade level and
submitted clear procedures for implementing the plans. |
The candidate
chose appropriate topics, objectives and interesting and relevant materials
for the grade level and submitted clear procedures for implementing the
plans. |
|
Points |
0 - 7 |
8 - 9 |
10 |
|
Candidates understand
the purposes, attributes, formats, strengths/limitations (including validity,
reliability, inherent language, dialect, cultural bias), and influences of
various types of tools in a comprehensive literacy and language assessment
system and apply that knowledge to using assessment tools (ILA Standard 3.1) |
The candidate did
not submit appropriate assessments and/or did not provide accommodations for
ELL and special needs students. |
The candidate submitted
appropriate assessments with one accommodation for ELL and special needs
students. |
The candidate
submitted appropriate assessments with several accommodations for ELL and
special needs students. |
|
Points |
0 - 3 |
4 |
5 |
|
Candidates demonstrate the ability to reflect
on their professional practices, belong to professional organizations, and
are critical consumers of research, policy, and practice (ILA Standard 6.1) |
The candidate did
not write an adequate self reflection |
The candidate
wrote an adequate self reflection. |
The candidate
wrote an detailed and insightful self
reflection |
|
Total Possible
Points |
|
|
30 |
Due Week 5 (30 points)
Objectives 2, 3
Points will be deducted for the following:
Late submission: -1 point per day
excessive grammatical, spelling, and/or mechanical errors
missing or incorrect format and title page, page numbers, and/or references