Northcentral University Week 8 Unit Planning for All Students Report Week 8 – Assignment: Signature Assignment – Lesson and Unit Planning for All Students

Northcentral University Week 8 Unit Planning for All Students Report Week 8 – Assignment: Signature Assignment – Lesson and Unit Planning for All Students
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Instructions

After completing the assigned readings for the week, you will create a unit plan (see Chapter 4 for unit plan guidelines in Methods for Effective Teaching) that contains 5 lesson plans (see also Chapter 4 in Methods for Effective Teaching for parts of an effective plan as well as a generic lesson plan format with guidelines). This unit’s methods will reflect what you have learned regarding students’ learning styles, the ways students learn, your teaching style, and students’ multiple intelligences. You will design the unit according to the grade level and subject matter of your choice.

Include the following components in your unit (see Chapter 4, Section: Resources and Factors in Unit Planning in Methods for Effective Teaching):

An overview of the unit.

The rationale for the unit.

The course goals for the unit.

The educational objectives and essential questions.

An outline of the content.

A calendar that sequences the daily lessons.

Daily lesson plans.

Assessments and evaluations.

Materials and resources.

Include the following elements in each lesson (see Chapter 4, Figure 4.1 in Methods for Effective Teaching):

Your name.

The lesson titles.

The subject.

The grade level.

The date taught.

The length of the lesson (in minutes).

The standards.

The objectives.

The materials.

The questions.

The beginning of the lesson.

The middle of the lesson.

The ending of the lesson.

Your rationale (with a minimum of 10 research citations from this course) for teaching the diverse learners and learning styles of students in your classroom.

Length: 5 lesson plans (each lesson plan will be about 2-3 pages)

Your unit and lesson plans should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards where appropriate. Be sure to adhere to Northcentral University’s Academic Integrity Policy.

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Due Date
Jul 12, 2020 11:59 PM

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Rubric Name: CT-5011_Week8_GradingRubric

Criteria Exceeds Expectations
10 points Meets Expectations
8.5 points Needs Improvement
7.5 points Not Evident
0 points
Unit Aspects: (1) Overview of unit. (2) Rationale for unit. (3) Course goals for unit. (4) Educational objectives and essential questions. (5) Outline of content. (6) Calendar that sequences the daily lessons. (7) Assessments and evaluations.

All 7 components are present in unit plan. Each component is addressed in detail and demonstrates mastery of the course content. Unit plan is aligned to subject and grade level. Assessments and/or evaluations are aligned with content and measure all aspects of the lessons.

5-6 components are present in unit plan. Each component present is addressed and demonstrates knowledge of the course content. Unit plan is generally aligned to subject and grade level. Assessments and/or evaluations are generally aligned with content and measure most aspects of the lessons.

3-4 components are present in unit plan. Each component present is addressed but demonstrates a superficial knowledge of the course content. Unit plan is aligned to subject or grade level, not both. Assessments and/or evaluations are tangentially aligned with content and measure some aspects of the lessons.

2 or fewer components are present in unit plan. Each component is superficially addressed and does not demonstrate knowledge of the course content. Unit plan is aligned with neither subject nor grade level. No assessments and/or evaluations are present.

Lesson Plan Components: (1) Standards (2) Objectives (3) Questions (4) Materials and resources (5) Rationale

All components are present in lesson plans. Each lesson complements the others. The lessons develop in an organized and logical fashion with content from a previous lesson scaffolding to the next one. 4-5 teaching theories and 4-5 learning style theories, as well as Multiple Intelligence Theory, are explicitly evident in lessons. Clear evidence of self-correction based on previous course self-reflection.

All components are present in lesson plans. Each lesson complements the others. The lessons develop in a semi-organized (i.e., they do not necessarily build upon each other) fashion. 3-4 teaching theories and 3-4 learning style theories, as well as Multiple Intelligence Theory, are evident in lessons. Evidence of self-correction based on previous course self-reflection.

Some components are present in lesson plans. Plans could function in any order (i.e., they are stand-alone and do not build on each other). 2-3 teaching theories and 2-3 learning style theories, and/or Multiple Intelligence Theory is implicitly evident in lessons.

Few components are present in lesson plans. Plans could function in any order (i.e., they are stand-alone and do not build on each other). 1-2 teaching theories or 1-2 learning style theories, or Multiple Intelligence Theory is implicitly evident in lessons.

Criteria Exceeds Expectations
3 points Meets Expectations
2.55 points Needs Improvement
2.25 points Not Evident
0 points
Written Communication

Displays clear control of syntax and mechanics. The organization of the work shows a logical progression and appropriate transitions and flow between sentences and paragraphs. Written work contains few errors and is very easy to understand.

Displays control of syntax and mechanics. The organization shows transitions shows a logical progression and/or flow between sentences and paragraphs. Written work contains some minor errors and is mostly easy to understand.

Displays basic control of syntax and mechanics. The work is not organized with appropriate transitions/flow between sentences and paragraphs. Written work contains numerous errors, making it difficult to fully understand.

Displays limited control of syntax or mechanics. The work does not include any transitions and does not flow easily between sentences and paragraphs. Written work contains major/significant errors, making it difficult to understand.

Criteria Exceeds Expectations
2 points Meets Expectations
1.7 points Needs Improvement
1.5 points Not Evident
0 points
References

Appropriate sources are used; sources used are cited within the text and a reference list at the end of the unit plan with only 1-2 errors.

Appropriate sources are used; sources used are cited within the text and a reference list at the end of the unit plan with only 3-4 errors.

Some appropriate sources are used, and/or some sources may not be well suited for the unit; sources may not be cited within the text and a reference list at the end of the unit plan; formatting may have 5-6 errors.

Sources are not included or inappropriate and/or they were not cited within both the text and a reference list at the end of the unit plan; formatting may have more than 6 errors.

Overall Score Level 4
25 or more Level 3
21.25 or more Level 2
18.75 or more Level 1
0 or more