UCA Middle/Secondary Unit Plan Guide & Rubric (Revised Spring 2016)
This project has TWO parts. Part 1: Unit Plan & Part 2: Impact on Student Learning.
This document is ONLY a guide to Part 1: Unit Plan.
You MUST read this guide for details about how to successfully complete the Unit Plan. Use this guide in conjunction with the rubric to help you include
all required elements and fully meet expectations.
You are required to design and teach at least one instructional unit. The length of the unit may vary depending upon a number of factors, including program
and supervisor discretion; however, the plan should include a substantial number of consecutive instructional days, somewhere in the range of 5 to 10 school
days. Consult with your supervisor. Instructional units should be chosen and designed in collaboration with the mentor teacher. The unit should be your
original work, but it may include activities from other resources, if cited appropriately. Units may be integrated, thematic, or topical depending upon the
teaching situation. Be sure that your mentor teacher and your university supervisor have at least one week to review your unit prior to the start of the unit
so there is time to make any necessary revisions.
The following elements must be included in the unit.
Be sure to include the proper sub-heading for each of the elements.
A. Standards, Goals, and Essential Questions:
List the desired learner goals for the unit. Unit goals will be broader than objectives you write for individual lesson plans. The unit goals must align to
Common Core standards and state frameworks (as appropriate for the content area). Consider using a chart like the one below:
Standard
(CCSS, NGSS, or
State Framework)
Standard 1
Standard 2
Standard 3
Unit Goal
Essential Questions
Lesson Objective(s)
Day(s) of Instruction (e.g., Day 1,
Day 7, etc.)
Ideally a unit should only list 1-3 standards. (Not to make the unit “shorter” or “easier,” but because less can be more. Your goal in teaching designing and
teaching the unit should be deep learning vs. skimming the surface.)
In addition to selecting appropriate and relevant standards, candidates are scored on this criterion of the rubric for (1) alignment among the standards they
selected and (2) the quality of the goals they write.
Essential questions:
Focus on major issues, problems, concerns, interest, or themes relevant to the discipline.
Create questions that are open-ended, non-judgmental, and meaningful or purposeful.
Craft questions that have emotional resonance with the learner and are connected to students’ lives.
Design questions that invite exploration of ideas and promote research.
Encourage collaboration among students and teachers.
B. Rationale:
Write a narrative rationale including all of the following:
1. Provide an explanation of the unit’s purpose in terms of future learning, real world relevancy/applications, and students’ interest.
2. Provide both general information and two specific examples of (1) student needs and (2) benefits to students in terms of growth and development.
3. Provide an explanation about why the methods chosen for teaching the unit are appropriate for the students and content. Include names of specific
pedagogies you have selected. Examples of key terms might include: direct instruction, observational learning, scaffolding, constructivism, cooperative
learning, etc. Reference key pedagogical theorists (e.g., Piaget, Watson, Skinner, Maslow, etc.).
To score well, candidates will need to give multiple SPECIFIC examples explaining how their teaching method(s) will be used to convey content effectively to
the learners.
C. Connections:
Write an informative paragraph describing the unit focus and its connection to past and future content in the class
1. Discuss how the content of the unit relates to content previously taught/learned and how the content relates to material to be taught/learned in the
future. Be sure to reference two specific examples. It will be helpful to look at standards documents again to identify what standards have guided student
exposure to content up to this point. Look at standards for the grades before and the grades in the future.
2. Discuss how the unit fits within the larger structure of the discipline. You must explicitly reference the National Standards for your discipline (the subject
you are teaching e.g., science, math, etc. [CTE, NCTM, NSTA, etc.]) Use a similar approach to how you go about effectively answering #1 on the UCA Lesson
Analysis
D. Time Allotment:
Explain the length of the unit.
(Example: This unit will span five school days divided into 45 minute class sessions.)
E. Learner Development:
Write about learner development, including all of the following:
1. Specifically and accurately reference the learning development theories and theorist you have previously studied and connect that information to the
intended learner for the unit plan.
2. Write specifically about your students as learners in terms of typical stages of development for the learners ages/stages as well as variations or ranges
among their learners. Provide specific examples (i.e., reference actual students).
3. Include how student strengths and areas for growth were considered in the unit plan. Write in general terms but also provide specific examples (i.e.,
reference actual students).
4. Address how you planned for differentiation of the unit for your students and your knowledge of them as learners in both general and specific instances
(again, reference actual students).
5. Finally, explain how you collected learner development related information on your students (e.g., interest inventories, student interviews). Write in
general terms but also provide specific examples (i.e. reference actual students).
F. Learner Diversity:
Include the standard diverse learners chart from the UCA Lesson Analysis, and respond to each of the prompts below the chart.
Approximately how many students have
the following exceptionalities?
[ ] visual impairment
[ ] hearing impairment
[ ] developmental disability
[ ] emotional or behavioral disability
[ ] gifted
[ ] learning disability
[ ] physical disability
[ ] ADD/ADHD
[ ] other (please specify)
With respect to the following
categories, how would you describe
your students?
[ ] African American/Black
[ ] American Indian
[ ] Asian
[ ] Hispanic
[ ] White, non-Hispanic
[ ] 2 or more races
With respect to the following learning
modes/preferences, how would you
describe your students?
[ ] visual
[ ] auditory
[ ] read/write
[ ] kinesthetic
[ ] multiple modes
[ ] other (explain)
1. Write specifically about who your students are as learners in terms of general classroom demographics as well as variation for individual learners in the
classroom. Provide specific examples (i.e. reference actual students), and address multiple categories of diversity.
2. Address how curriculum has been designed for students based on knowledge of their demographics and identities. Write in general terms but also provide
specific examples (i.e. reference actual students).
3. Address how curriculum has been differentiated for students based on your knowledge of their demographics and identities. Differentiate your unit by
providing different unit content, different forms/modes of content delivery, planning multiple approaches to learning, and including multiple perspectives to
include learners’ personal and cultural contexts.
4. Finally, explain how you collected diversity related information on your students (e.g., interest inventories, student interviews). Write in general terms
but also provide specific examples (i.e. reference actual students).
G. Assessment Plan:
Pre-Assessment/Post-Assessment and Mid-Unit Formative Assessments
1. List how you plan to measure EACH of the Unit Goals. You will need to assess each student on each Unit Goal through (a) a pre-unit assessment; (b)
formative assessments; and (c) a post-unit assessment.
This one is critical to get right. Again, you need to read the Impact on Student Learning assignment, it’s rubric, and the Unit Plan rubric for more detail.
a. Create the pre assessment and give it prior to day one of the unit. Give the pre-assessment far enough prior to the unit that you can use the results to
help you plan the unit itself. The easiest way to make this project work is to make your pre-assessment a test of some kind. It doesn’t have to be long. 10
questions will do.
b. Give the same test again on the final day of the unit or the day immediately following the final day of the unit. It needs to be the same test. If you
want to give an “expanded” version of the pre-assessment, that is fine too. For example, if your day 1 test was 10 questions, then maybe your final test is
25 questions but it MUST include the original 10 questions from the pre-assessment.
2. The formative assessments include anything else you can use during the unit to assess and/or grade students: worksheets, labs, creative projects, writing
prompts, homework, presentations, etc. It is just what naturally occurs in the context of your teaching practice. However, remember that you need to
designate the formative assessments as you plan the unit. Everything you ask students to do during the unit shouldn’t necessarily be identified as “formative
assessment.” Be strategic and intentional in your formative assessment choices. Keep the unit goals in mind as you choose. Remember the importance of
close alignment between standards, unit goals, assessments, and what you are actually teaching and asking students to do. Quality formative assessments
will help you understand all students’ progress toward meeting the unit goals you’ve set. The text/table below provides some examples for how you might
craft your language.
Example (This is NOT a complete chart.
Standards
Unit Goal
Standard 1
Goal 1
Standard 2
Goal 1
It’s presented here only to give you an idea of how you could proceed.):
Assessment(s) – formative, summative,
Rationale for Assessment Format and How You will Score
pre/post
It and Track Data.
Pre-Assessment Test given Friday before
First 3 questions of pre-/post-assessment test directly
Unit begins on Monday
assess standard/goal 1 using open response short answer
format. I chose this format because I wanted to see the
students thinking and process without risking that they
Post-Assessment Test given Tuesday of
could “guess” the answer correctly like in a multiple choice
Week 2 of Unit.
test.
Formative Assessment Exit Slip – Tuesday
The exit slip assesses Standard 2/Goal 1 by asking students
(Day 3) of instruction
to define 2 key vocabulary words and provide a visual and
a sentence of their own creation. It will be worth 6 points
(1 points for each definition, sentence, and visual)
Standard 3
3. In order to score well on the Assessment Plan, you must be very thorough in articulating the assessment design and rationale, including:
a. Copies of each assessment identified in the assessment plan (Pre/post test, copy of summative assessment description, copies of formative
assessments used or an indication of where to find formative assessments in relation to submitted daily lesson plans).
b. A rationale provided for each assessment used in the unit (pre-post-; formative, and /or summative).
c. Criteria for gauging student work (e.g., scoring guide, answer key, etc.).
d. A plan for how to use data from pre- and formative assessments to support students in the unit.
e. To earn a score of distinguished, candidates should include differentiation for specific students as appropriate.
8. Lesson Plans:
Now that you have planned for your curriculum and assessment and aligned all the pieces, you can write the lesson plans. For the non-observed lessons of
your unit, use the Daily Lesson Plan Template for UNIT ONLY (non-observed lessons) template. For any observed lesson during your unit, use the standard
UCA Lesson documents.
Middle Level: http://uca.edu/teaching/middlelevel/internshipresources/
Secondary: http://uca.edu/teaching/secondary_education/internshipresources/
Your lesson plans will be used to score the last five sections of the rubric (Lesson Objectives, Instruction, Lesson Plans, Assessment, and Critical Thinking), so
pay attention to the expectations of the rubric.
Daily Lesson Plan Template for UNIT ONLY (non-observed lessons)
Frameworks:
Copy and paste Common Core State Standards and/or State Frameworks
Objectives:
Objectives are lesson specific and refer to expected student learning outcomes. They should be measurable and specific in terms of what
students should know and be able to do. They should be observable and/or measurable, and using action verbs is a way to achieve this.
Objectives should be SMART: Specific, Measurable, Achievable, Relevant, and Time-bound. They should be clear and should guide the activities
and assessment for the lesson. Bloom’s Taxonomy is a good tool for writing learning objectives. They must be aligned to the unit goals. In order
to perform well in this rubric criterion, you need to consider the following: Objectives are clearly written, measurable, focused on student
outcomes.
Objectives that focus on major concepts, skills, and/or dispositions for the lesson. Objectives that align to the unit goals.
Be sure to state to which unit goal(s) your objective(s) is aligned.
Essential Question(s):
This should be the essential question(s) you listed above in your unit plan that correlates with this particular lesson.
Assessments:
The assessment should directly measure the objectives. Consider the following:
1. What do I want the students to know/do when they leave this lesson?
2. What kind of tasks can be used to measure how well the students have achieved the learning objectives?
3. What kind of activities will reinforce the learning objective and provide opportunity for assessment?
The following is a short list of assessment options you might consider:
1. Tests and quizzes - May include both objective (e.g. multiple choice, matching, true/false) and non-objective questions (e.g. essay, short
response).
2. Performance assessment known as “authentic assessment” which asks
students to perform tasks in “real-world-like” contexts for a specific purpose and audience. Examples: generating a scientific hypothesis,
conversing in a foreign language, conducting research on a topic.
3. Project-Based
Assessments - Ask student to produce a product (e.g. research paper, piece of art) showing mastery and process.
To score well on the “Assessments” criterion of the unit rubric, consider these tips:
1. Include variety in your approach to assessing students.
2. Align the assessments to the objectives. Make sure that each objective has at least one assessment measure.
3. Provide copies of each assessment and describe how students’ work will be evaluated with each assessment.
4. Provide opportunities for students to select options to show what they know.
5. Encourage assessment that provides for more than one “right” or “correct” answer or solution.
6. Give students a chance to self-assess their work.
7. Not everything has to be assessed.
Materials:
You need to use 3-4 resources beyond your textbook to prepare for the lessons and to present activities in your unit. You should reach beyond
the materials the school has provided to inform yourself and to see how other teachers support learners in acquiring this content. The internet
provides a wealth of information on any topic you might be asked or choose to teach. Provide a list of these resources. In addition, list all the
materials you will need to actually implement the instruction and an explanation of WHY you chose these materials. You might use real world
objects, manipulatives, video/digital resources, etc. Regardless of what is provided, give a rationale for how ALL the chosen materials will
support student learning. If you use technology, it should be used for more than entertainment or rote level memorization, but should provide
some opportunity to engage in inquiry and research and/or analysis, evaluation, and creation.
Teacher will…
Students will…
Differentiation…
Exploration, Explicit
Instruction,
Mini-lesson
Modeling & Guided
Practice
Independent Practice
Extension/Assignmen
t
Respond to each question/prompt:
In what ways does this lesson stimulate higher order thinking? What parts of your lesson will challenge students to think beyond knowledge and
comprehension?
Explain how the lesson’s components (instruction, modeling, practice, materials, assessment) are aligned with and support the lesson’s objectives.
How will you measure the progress/learning of EACH student during the lesson? Describe how your assessments will help you account for the
progress/learning of EACH student and help you measure the effectiveness of your lesson plan.
Instructional Unit Plan Rubric: August 2015-May 2016
Standards and Unit
Goals
UCA-CF 1
INTASC 4, 5, 7
TESS 1a, 1b, 1d, 1e, 3a, 3c,
3f
CAEP 1.4
Evidence Source: ELSE Unit
Template Q2; T&L Unit
Template Q4
Unit Essential
Questions
·
Common Core standards, Next
Generation Science Standards,
and/or state frameworks are not
identified
·
Unit goals do not describe the major
concepts, skills, or dispositions the
students will learn or goals not aligned to
standards (less than 75% alignment).
·
Common Core standards, Next
Generation Science Standards, and/or state
frameworks are identified but may not be
appropriate for unit content or grade level.
·
Unit goals describe the major
concepts, skills, or dispositions the students
will learn and goals aligned to standards
(75% alignment).
·
Common Core standards, Next
Generation Science Standards, and/or state
frameworks are identified.
·
Unit goals describe the major
concepts, skills, or dispositions the students
will learn and goals aligned to standards
(more than 90% alignment).
·
Common Core standards, Next
Generation Science Standards, and/or state
frameworks are identified.
·
Unit goals describe the major
concepts, skills, or dispositions the students
will learn and goals fully aligned to
standards.
·
Essential questions for unit not
identified
·
Essential questions trivial and/or
closed requiring a “yes” or “no” answer or
rote answer that can be found in
references or through basic research (e.g.,
literal questions, not inferential or
evaluative).
·
Essential questions significant and
open-ended enough to drive student inquiry
and linked to discipline specific theme or
issue (e.g., inferential questions that require
students to read between lines or synthesize
information from diverse resources).
·
Essential questions significant and
open-ended enough to drive student inquiry
and linked to discipline specific theme or
issue (e.g., inferential questions that require
students to read between lines or synthesize
information from diverse resources and to
make a conclusion requiring defense of
opinion or rationale).
·
Rationale does not provide an
explanation of the unit’s purpose in terms
of future learning, real world
relevancy/application, or student interest
·
Rationale is poorly written or copies
verbatim from resources (e.g., text,
provided curriculum materials) or
rationale relies solely on mandated
curriculum (e.g., candidate is teaching
content because it is mandated or in
provided materials/text or on the test).
·
Rationale does not include
discussion of teaching methods chosen for
unit
·
Rationale provides an explanation of
the unit’s purpose in terms of future
learning, real world relevancy/application,
and student interest.
·
Rationale includes discussion of
specific needs and realistic benefits for
student growth and development;
however, discussion relies on
generalizations, bias, or stereotypical
thinking.
·
Rationale inaccurately describes
teaching methods chosen for unit (e.g.,
candidates may explain their unit draws
from “constructivist” theory when it does
·
Rationale provides an explanation of
the unit’s purpose in terms of future learning,
real world relevancy/application, and student
interest.
·
The rationale includes discussion of
specific needs and realistic benefits for
student growth and development. Needs are
derived from student information/data with
two student-specific examples
·
Rationale accurately describes
teaching methods chosen for unit with
some shallowness (e.g., candidates
accurately explains their unit draws from
“constructivist” theory with two examples).
·
Rationale provides a clear and
thoughtful explanation of the unit’s purpose
in terms of future learning, real world
relevancy/application, student interest, and
how the unit enhances or involves learning
in other disciplines.
·
The rationale includes discussion of
specific needs and realistic benefits for
student growth and development. Needs are
derived from student information/data with
more than two student-specific examples
·
Rationale accurately describes
teaching methods chosen for unit with more
than two examples.
UCA-CF 1
INTASC 4, 5, 7
TESS 1a, 1b, 1d, 1e, 3a, 3c,
3f
CAEP 1.1b, 1.1c
Evidence Source: ELSE Unit
Template Q3; T&L Unit
Template Q4
Rationale
UCA-CF 1
INTASC 2, 4, 5, 7
TESS 1a, 1b, 1d, 1e, 3a, 3c,
3f
CAEP 1.1b, 1.1c
Evidence Source: ELSE Unit
Template Q3; T&L Unit
Template Q3
not) or does not provide more than one
example.
Connections
UCA-CF 1
INTASC 4, 5, 7
TESS 1a, 1b, 1d, 1e, 3a, 3c,
3f
CAEP 1.1b, 1.1c
Evidence Source: ELSE Unit
Template Q3; T&L Unit
Template Q3
Learner
Development
UCA-CF 1, 2
INTASC 1
TESS 1b, 1c, 1e, 3c
CAEP 1.1a, 2.3
Evidence Source: ELSE Unit
Template Q1; T&L Unit
Template Q1
Learner Diversity
UCA-CF 1, 2
INTASC 2
TESS 1b
CAEP 1.1a, 2.3
Evidence Source: ELSE Unit
Template Q1; T&L Unit
Template Q1
·
No clear explanation of the
relationship between the unit and
previous/future class content.
·
No explanation of how the content
of the unit fits within the national
standards of the discipline (e.g., AMLE,
NCTE/IRA, NCTM, NSTA, NCSS, NASAD) or
connections made are inaccurate.
·
Explanation of how the unit connects
to previous and future class content is
shallow or flawed (e.g., may not discuss
previous and future or may be written in
generalizations).
·
Poor or inaccurate explanation of
how the content of the unit fits within the
national standards of the discipline (e.g.,
AMLE, NCTE/IRA, NCTM, NSTA, NCSS,
NASAD), (e.g., does not make all
connections accurately, leaves out
connections, or explanation is shallow).
This connection is made in addition to
discussing CCSS or NGSS
·
Explanation of how the unit connects to
previous and future class content is well
developed with two specific examples
·
Explanation of how the content of the
unit fits within the national standards of the
discipline (e.g., AMLE, NCTE/IRA, NCTM,
NSTA, NCSS, NASAD) with two specific
examples. This connection is made in addition
to discussing CCSS or NGSS.
·
Explanation of how the unit connects
to previous and future class content is well
developed with more than two specific
examples
·
Explanation of how the content of the
unit fits within the national standards of the
discipline (e.g., AMLE, NCTE/IRA, NCTM,
NSTA, NCSS, NASAD) with more than two
specific examples. This connection is made in
addition to discussing CCSS or NGSS.
·
Discussion of unit’s developmental
appropriateness is inaccurate or includes
only one developmental category (e.g.,
cognitive, linguistic, social, emotional,
physical). Major theorists/theories for
learner development (e.g., Piaget,
Vygotsky, Erikson, Kohlberg, Gilligan) are
not referenced or are inaccurately
referenced.
·
Information reflects generalizations,
bias, or stereotypical thinking or does not
reference specific student(s) or does not
reference how information on students
was collected or does not provide
examples.
·
Discussion of unit’s developmental
appropriateness includes two
developmental categories (e.g., cognitive,
linguistic, social, emotional, physical).
Major theorists/theories for learner
development (e.g., Piaget, Vygotsky,
Erikson, Kohlberg, Gilligan) are referenced
but only one example provided.
·
Information reflects generalizations,
bias, or stereotypical thinking or does not
reference specific student(s) or reference
how information on students was collected
or does not provide more than one
example.
·
Discussion of unit’s developmental
appropriateness includes two developmental
categories (e.g., cognitive, linguistic, social,
emotional, physical). Major theorists/theories
for learner development (e.g., Piaget,
Vygotsky, Erikson, Kohlberg, Gilligan) are
referenced with two examples provided.
·
Information references specific
student(s) and how information on students
was collected and will be used. Includes
discussion on how to support students to
build on strengths and strengthen areas of
weakness and provides two examples.
Includes explanation for differentiation of
unit content and/or delivery in general terms.
·
Discussion of unit’s developmental
appropriateness includes more than two
developmental categories (e.g., cognitive,
linguistic, social, emotional, physical). Major
theorists/theories for learner development
(e.g., Piaget, Vygotsky, Erikson, Kohlberg,
Gilligan) are referenced with more than two
examples provided.
·
Information references specific
student(s) and how information on students
was collected and will be used. Includes
discussion on how to support students to
build on strengths and strengthen areas of
weakness and provides more than two
examples. Includes explanation for
differentiation of unit content and/or
delivery for specific students.
·
Consideration of learner diversity is
not included or is inaccurate or includes
only one diversity category (e.g., learning
styles, ethnicity, language,
exceptionalities, gender, gender identity,
and SES).
·
Information
reflects
generalizations, bias, or stereotypical
thinking or does not reference specific
student(s) or does not
·
Consideration of learner diversity
includes discussion of two diversity
categories (e.g., learning styles, ethnicity,
language, exceptionalities, gender, gender
identity, and SES).
·
Information
reflects
generalizations, bias, or stereotypical
thinking or does not reference specific
student(s) or reference
·
Consideration of learner diversity
includes discussion of two diversity categories
(e.g., learning styles, ethnicity, language,
exceptionalities, gender, gender identity, and
SES).
·
Information references specific
student(s) and how information on students
was collected and will be used. Includes
·
Consideration of learner diversity
includes discussion of more than two
diversity categories (e.g., learning styles,
ethnicity, language, exceptionalities, gender,
gender identity, and SES).
·
Information references specific
student(s) and how information on students
was collected and will be used. Includes
Assessment Plan
UCA-CF 4
INTASC 6, 9
TESS 1f, 3d, 4a, 4b, 4e, 4f
CAEP 1.2
Evidence Source: ELSE Unit
Template Q5; T&L Unit
Template Q5
Lesson Objectives
UCA-CF 1
INTASC 4, 5, 7
TESS 1a, 1b, 1d, 1e, 3a, 3c,
3f
CAEP 1.1b, 1.1c, 1.4
Evidence Source: ELSE
Lesson Plans; T&L Unit
Template Q4 and Lesson
Plans
Instruction
UCA-CF 1, 3
INTASC 3, 7, 8
TESS 1b, 1d, 1e, 2a, 2b, 2c,
2d, 2e, 3b, 3c
CAEP 1.1b, 1.1c
Evidence Source: ELSE
Lesson Plans; T&L Lesson
Plans
reference how information on students
was collected or does not provide
examples recognizing how diverse learners
process information and develop skills; no
evidence of planning multiple approaches
to learning that engage a range of learner
preferences; no evidence of including
multiple perspectives to include learners’
personal, family, community, and cultural
experiences and norms
how information on students was collected
or does not provide more than one
example recognizing how diverse learners
process information and develop skills or
planning multiple approaches to learning
that engage a range of learner preferences
or including multiple perspectives to
include learners’ personal, family,
community, and cultural experiences and
norms
discussion on how to support students and
provides two examples. Includes explanation
for differentiation of unit content and/or
delivery in general terms recognizing how
diverse learners process information and
develop skills or planning multiple approaches
to learning that engage a range of learner
preferences or including multiple perspectives
to include learners’ personal, family,
community, and cultural experiences and
norms
discussion on how to support students and
provides more than two examples. Includes
explanation for differentiation of unit
content and/or delivery for specific students
recognizing how diverse learners process
information and develop skills or planning
multiple approaches to learning that engage
a range of learner preferences or including
multiple perspectives to include learners’
personal, family, community, and cultural
experiences and norms
·
Poor explanation provided for
assessment design/selection (e.g.,
rationale provided for fewer than 75% of
assessments) or no criteria for quality
work or assessment established or
assessment cannot be used to support
student growth.
·
Teacher does not have plan to adjust
lesson based on preassessment and/or
formative assessment results
·
Explanation provided for assessment
design/selection (e.g., rationale explains
75% of assessments) and criteria provided
for quality work but assessment may not
support student growth.
·
Teacher has plan to adjust lesson
based on preassessment and/or
formative assessment results and
provides one example
·
Explanation provided for assessment
design/selection (e.g., rationale provided for
90% of assessments) and criteria provided for
quality work and assessment can be used to
support student growth.
·
Teacher has plan to adjust lesson based
on preassessment and/or formative
assessment results and provides two
examples
·
·
Explanation provided for assessment
design/selection (e.g., rationale fully explains
all assessments) and criteria provided for
quality work and assessment can be used to
support student growth.
·
Teacher has plan to adjust lesson
based on preassessment and/or formative
assessment results and provides more than
two examples including differentiation for
student needs and interests and/or including
learners in their own self-assessment
·
Lesson objectives not clearly written
in terms of measurable student outcomes
·
Lesson objectives do not describe
the major concepts, skills, or dispositions
the students will learn or objectives not
aligned to goals (less than than 75%
alignment).
·
More than half of lesson objectives
are written as measurable student
outcomes.
·
Objectives describe the major
concepts, skills, or dispositions the students
will learn and objectives aligned to goals
(75% alignment).
·
Lesson objectives are written as
measurable student outcomes.
·
Objectives describe the major concepts,
skills, or dispositions the students will learn
and objectives aligned to goals (more than
90% alignment).
·
Lesson objectives are written as
measureable student outcomes.
·
Objectives describe the major
concepts, skills, or dispositions the students
will learn and objectives fully aligned to
goals.
·
Lessons reflect a consistently
teacher-centered focus (e.g., teacher
lecture, teacher-directed activities).
·
Insufficient variety present in
instructional strategies (e.g. two or fewer
strategies present) with focus on finding
one “right” or “correct” answer or
solution.
·
Lessons reflect a more
teacher-centered focus than
student-centered focus (e.g., teacher
lecture, teacher directed activities) with
more than half of lessons using
teacher-centered approaches.
·
Some variety present in instructional
strategies (e.g. three instructional
·
Lessons reflect a more
student-centered focus than
teacher-centered focus (e.g., inquiry, open
ended activities) with more than half of
lessons using student-centered approaches.
·
Lessons include a variety of
instructional strategies (e.g., 3-4) with
options for more than one “right” or
“correct” answer
·
Lessons reflect a consistently
student-centered focus (e.g., inquiry,
open ended activities) with all lessons
using student-centered approaches.
·
Lessons include a variety of
instructional strategies (e.g., more than 4)
with options for more than one “right” or
“correct” answer or solution. Methods allow
Lesson Plans
UCA-CF 1
INTASC 7
TESS 1b, 1d, 1e
CAEP 1.1b, 1.1c
Evidence Source: ELSE
Lesson Plans; T&L Lesson
Plans
Assessments
UCA-CF 4
INTASC 6, 9
TESS 1f, 3d, 4a, 4b, 4e, 4f
CAEP 1.2
Evidence Source: ELSE Unit
Template Q5 and Lesson
Plans; T&L Unit Template
Q5 and Lesson Plans
·
Little to no evidence of collaboration
between teacher/student and
student/student throughout unit (e.g. two
or fewer collaboration opportunities
present). Collaboration may take form of
group work and does not involve
students having roles and/or
responsibilities and individual
accountability
strategies present) but with focus on
finding one “right” or “correct” answer or
solution.
·
Minimal evidence of collaboration
between teacher/student or
student/student throughout unit (e.g.
collaboration opportunities present in
fewer than half of the lessons).
Collaboration may take form of group work
and does not involve students having
roles and/or responsibilities and individual
accountability
·
Lessons include minimal detail or
lack clear articulation and resemble more
of a list or do not describe specific
concept, skills, or dispositions the students
will learn.
·
Lessons do not align objectives,
activities, and assessments for majority of
lessons (fewer than 75%). (e.g., a
candidate may list an activity that does
not have an underlying objective or linked
assessment)
·
Lesson plans do not follow logical
sequence or do not follow required format
or do not contain all required elements
·
Lessons articulated with sufficient
detail (e.g., a substitute teacher could
implement based on level of written detail
and some guesswork) and describe specific
concept, skills, or dispositions the students
will learn.
·
Lessons align objectives, activities,
and assessments with 75% alignment
across elements (e.g., a candidate may list
an activity that does not have an underlying
objective or linked assessment)
·
Lesson plans follow logical sequence
with minor inconsistencies and follow
required format and include all required
elements
·
Candidate uses, designs, or adapts a
variety of classroom formative
assessments but does not align the
assessment to the learning objective and
activities (less than 75% alignment)
·
Insufficient variety present (e.g., two
or fewer assessment strategies present)
with focus on finding one “right” or
“correct” answer or solution. Not all
pre/post/ formative assessments
provided.
·
Candidate uses, designs, or adapts a
variety of classroom formative assessments
and aligns the assessment to the learning
objective and activities (75% or greater
alignment).
·
Assessments include some variety of
approaches (e.g. three instructional
strategies present) but with focus on
finding one “right” or “correct” answer or
solution. All pre/post/ formative
assessments provided.
or solution. Methods allow learner autonomy
in examining new concepts in relationship to
their existing content knowledge or and
engages learners in identifying diverse
perspectives in the discipline.
·
Evidence of multiple opportunities for
collaboration between teacher/student or
student/student throughout unit (e.g.,
collaboration opportunities present in
more than half of the lessons).
Collaboration is more than simply “group
work” and involves students having roles,
responsibilities, and individual
accountability
·
Lessons clearly articulated (e.g., a
substitute teacher could implement based on
level of written detail) and describe specific
concept, skills, or dispositions the students
will learn.
·
Lesson plans align objectives,
activities, and assessments with 90%
alignment across elements (e.g., a
candidate may list an activity that does not
have an underlying objective or linked
assessment).
·
Lesson plans follow logical sequence
with minor inconsistencies and follow
required format and include all required
elements
learner autonomy in examining new
concepts in relationship to their existing
content knowledge and engages learners in
identifying diverse perspectives in the
discipline.
·
Evidence of frequent opportunities
for collaboration between teacher/student
and student/student through unit in all
lessons. Collaboration is more than simply
“group work” and involves students having
roles, responsibilities, and individual
accountability
·
Candidate uses, designs, or adapts a
variety of classroom formative assessments
and aligns the assessment to the learning
objective and activities (90% or greater
alignment).
·
Assessments include a variety of
approaches (e.g., 3-4) with options for more
than one “right” or “correct” answer or
solution. All pre/post/ formative assessments
and scoring guides provided. Students given
opportunity to reflect on own work.
·
Candidate uses, designs, or adapts a
variety of classroom formative assessments
and fully aligns the assessment to the
learning objective and activities
·
Assessments include a variety of
approaches (e.g., more than four) with
options for more than one “right” or
“correct” answer or solution. All pre/post/
formative assessments and scoring guides
provided. Students given opportunity to
self-evaluate and reflect on own work
and/or give peers feedback and/or create
·
Lessons articulated (e.g., a substitute
teacher could implement based on level of
written detail) describe specific concept,
skills, or dispositions the students will learn.
·
Lesson plans fully align objectives,
activities, and assessments
·
Lesson plans follow logical sequence
with minor inconsistencies and follow
required format and include all required
elements
assessment criteria.
Critical Thinking
UCA-CF 1
INTASC 5, 8
TESS 2b, 3a, 3b, 3c, 3f
CAEP 1.1b, 1.1c
Evidence Source: ELSE
Lesson Plans Q2; T&L Unit
Template Q4 and Lesson
Plans
Materials and
Resources
UCA-CF 1
INTASC 7
TESS 1b, 1d, 1e
CAEP 1.1a, 1.1b, 1.5
Evidence Source: ELSE
Lesson Plans; T&L Lesson
Plans
·
Lessons address Blooms taxonomy
with primary focus on lower levels
(understanding, comprehension).
·
Planned activities allow little room
for critical or creative thinking and
problem solving and students are not
provided opportunities for input, choice,
or opinion.
·
Learners are not presented with
issues, problems, or questions and do not
explore possible solutions, actions, or
answers or are not provided opportunities
to gather, organize, and evaluate
information and ideas from digital and
other resources.
·
Learners are not provided
opportunities to demonstrate their
understanding in unique ways (e.g.,
invention, combining ideas, model
making, visual illustration, metaphor).
·
Lessons address Blooms taxonomy
with primary focus on middle levels
(comprehension, application).
·
Planned activities may engage
students in critical or creative thinking and
problem solving and students are provided
1-2 opportunities for input, choice, or
opinion.
·
Learners are presented with issues,
problems, or questions and explore
possible solutions, actions, or answers and
are provided 1-2 opportunities to gather,
organize, and evaluate information and
ideas from digital and other resources.
·
Learners are provided
opportunities to demonstrate their
understanding in unique ways (e.g.,
invention, combining ideas, model
making, visual illustration, metaphor).
·
Lessons address mix of Blooms
taxonomy with primary focus on upper levels
(analysis, evaluation, synthesis).
·
Planned activities engage students in
critical or creative thinking and problem
solving and students are provided 3-4
opportunities for input, choice, or opinion.
·
Learners are presented with issues,
problems, or questions of interest and of real
world relevance and explore possible
solutions, actions, or answers and are
provided 3-4 opportunities to gather,
organize, and evaluate information and ideas
from digital and other resources.
·
Learners are provided opportunities to
demonstrate their understanding in unique
ways (e.g., invention, combining ideas, model
making, visual illustration, metaphor).
Learners present their work to authentic
audiences and purposes
·
Lessons address Blooms taxonomy
with primary focus on higher levels (analysis,
evaluation, synthesis).
·
Planned activities engage students in
critical or creative thinking and problem
solving. Students are provided more than 4
opportunities for input, choice, or opinion.
·
Learners asked to independently
identify issues, problems, or questions of
interest and of real world relevance and
explore possible solutions, actions, or
answers and are provided more than 4
opportunities to gather, organize, and
evaluate information and ideas from digital
and other resources and from different
perspectives.
·
Learners are provided opportunities
to demonstrate their understanding in
unique ways (e.g., invention, combining
ideas, model making, visual illustration,
metaphor)
and explain their choices.
·
Candidate only uses textbook and/or
text-based resources for instruction
·
Materials for lessons not listed or
there is no explanation provided for how
materials support student learning (e.g.,
rational explains less than 75% of
materials)
·
When technology is used, it is not
used to support student learning or
support is at rote levels (e.g.,
remembering, understanding)
·
Candidate uses 1-2 additional
resources beyond the textbook to prepare
for the lessons. No use of materials beyond
text-based resources.
·
Materials needed for lessons are
listed and an explanation is given for how
they support student learning (e.g.,
rationale explains 75% of assessments).
·
When technology is used, it is used to
support student learning (e.g., providing
learners opportunity to apply content
knowledge).
·
Candidate uses 3-4 resources beyond
the textbook to prepare for the lessons and
to present activities. Materials include
non-text based resources.
·
Materials needed for lessons are listed
and an explanation is given for how they
support student learning (e.g., rationale
explains 90% of assessments).
·
When technology is used, it is used to
support student learning (e.g., providing
learners opportunity to engage in
inquiry/research (analysis/evaluation) and/or
in the creation/synthesis process)
·
Candidate uses multiple resources (>4)
beyond the textbook to prepare for the
lessons and to present activities. Materials
include non-text based resources.
·
Materials needed for lessons are listed
and an explanation is given for how all
materials support student learning.
·
When technology is used, it is used to
support student learning (e.g., providing
learners opportunity to engage in
inquiry/research (analysis/evaluation)
and/or in the creation/synthesis process)
and/or to expand options for learner choice)