Each student (or group) will develop/design a curriculum unit plan, comprising of two lessons using the Backward Design. The unit plan will be developed to include a specific rationale pa

Performance Criteria

6 – 5

3 – 4

1 -2

Points

Curriculum Plan Unit Details/Format (6 Points out of 40)

The curriculum plan unit is professionally presented with ALL of the following: A Rationale/Overview Page,

Lesson Title, Topic Title, Grade Level(s), Subject Area(s)/Subject Content, Time Allotted AND the narrative components of the unit are mechanically (grammatically/typographically) correct, organized, and clearly described, AND is error free.

The curriculum plan unit is somehow professionally presented with SOME of the following: A Rationale/Overview Page,

Lesson Title, Topic Title, Grade Level(s), Subject Area(s)/Subject Content, Time Allotted AND the narrative components of the unit are mechanically (grammatically/typographically) correct, organized, and clearly described, AND is error free.

The curriculum plan unit is not professionally presented missing four or more of the following: A Rationale/Overview Page,

Lesson Title, Topic Title, Grade Level(s), Subject Area(s)/Subject Content, Time Allotted AND the narrative components of the unit are mechanically (grammatically/typographically) correct, organized, and clearly described, AND is error free.

Enduring Understandings (transferable, big ideas at the heart of the discipline) (6 Points out of 40)

The understanding is a big idea or core principle at the heart of the discipline.

The understanding is important but not of the highest priority; or it may be more accurately described as important knowledge and skill.

The understanding as stated is a straightforward fact, skill, or attitude, not a big idea or core process at the heart of the discipline.

Learning Outcomes (6 Points out of 40)

The lesson plan identifies specific performance-based CONTENT objectives, which measure various levels of skill, differentiating from concrete skills to higher-level thinking.

The lesson plan identifies specific performance-based CONTENT objectives, which measure various levels of skill.

1. specific performance-based CONTENT objectives are not included OR

2. objectives are so broad and vague that the focus for instruction and assessment is unclear.

Essential Questions (6 Points out of 40)

The essential questions are important and thought provoking. They have more than one correct answer and require inquiry rather than recall. They have great potential for engaging students. They provide a unifying focus to guide teaching and learning.

The essential questions are appropriate for the topic but do not focus on the most important ideas or core processes. Although they do not have a single correct answer, they may not require much inquiry. They may or may not engage students

The essential questions do not focus on big ideas or core processes. They are not particularly thought provoking and are not likely to engage students. They may have only one correct answer and be too narrow to guide the unit.

Authentic Performance Assessment (6 Points out of 40)

The task is highly authentic, involving a direct or simulated application of the targeted understanding. The task is complex and involves the types of challenges or constraints that adults face in the world beyond the classroom. Students develop actual products or performances for an identified audience/client. The performance task clearly shows the GRASPS concept.

The task calls for applying the targeted understanding, but the context is not particularly authentic. Students may develop actual products or performances, but the task lacks an identified purpose, audience/client, or realistic constraints. The performance task shows some elements of the GRASPS concept.

The task is inauthentic. It presents an out-of-context question or problem that does not represent the kinds of complexities or challenges adults face. Students may respond to questions but do not develop actual products or performances. No clearly identified purpose, realistic situation, or audience/client is evident. The performance task does not show any elements of the GRASPS concept.

Performance Criteria

5

3 – 4

1 -2

Learning Activities (5 Points out of 40)

The lesson moves beyond facts to fully explore key ideas through illuminating experiences.

Lessons and activities equip students to effectively prepare for final performance tasks to demonstrate the targeted understanding.

The teaching process clearly includes each WHERETO element.

The lesson’s key ideas are tested somewhat superficially; or lessons and activities do not thoroughly prepare students for the final performance tasks; or both. The teaching process includes some of the WHERETO elements.

The lesson does not go beyond a superficial or abstract treatment of the topic, which is sufficient only for the assessment of recall; or the lesson does not adequately prepare students for the final performance tasks; or both. The teaching process does not include any WHERETO elements.

Instructional Resources, Materials & Technology (5 Points out of 40)

A range of resources, materials and technology are effectively integrated into the context of the lesson, engaging to learners and provide for optimal student learning AND

2. Additional resources are listed for extended learning activities.

Appropriate resources, materials and technology are utilized to engage learners.

Use of resources, materials and technology is limited or absent

OR materials fail to fit the context of the lesson and needs of the students.

Total Points

Topic:

Grade Level:

Duration:

Subject Area:

Education Standards Addressed:

Stage 1 – Desired Results

Established Goals:

Understanding(s)/goals:

Students will understand that:

Students will know:

Essential Question(s):

Student objectives (outcomes):

Students will be able to:

Stage 2 – Assessment Evidence

Performance Task(s):

Performance Task Criteria:

Other Evidence:

BLOOMS TAXONOMY:

REMEMBERING: Can the students recall or remember the information?

UNDERSTANDING: Can the students explain ideas or concepts?

APPLYING: Can the students use the information in a new way?

ANALYZING: Can the students distinguish between the different parts?

EVALUATING: Can the students justify a stand or decision?

CREATING: Can the students create new product or point of view?

Digital Taxonomy for Bloom:

KNOWLEDGE: Highlighting, bookmarking, social networking, searching, googling

COMPREHENSION: Advanced searches, blog journaling, twittering, commenting

APPLICATION: Running, loading, playing, operating, hacking, uploading, sharing, editing

ANALYSIS: Mashing, linking, tagging, validating, cracking, reverse-engineering

SYNTHESIS: Programming, filming, animating, blogging, wiki-ing, publishing, podcasting, video casting

EVALUATION: Blog commenting, reviewing, posting, moderating, collaborating, networking, posting moderating

Standards Rubric

The standards rubric should identify how student understanding will be measured. Make sure you include one rubric for one lesson.

Stage 3 – Learning Plan

Where are your students headed? Where have they been? How will you make sure the students know where they are going?

How will you hook students at the beginning of the unit? (motivational set).

What events will help students experience and explore the enduring understandings and essential questions in the unit? How will you equip them with needed skills and knowledge? How will you organize and sequence the learning activities to optimize the engagement and achievement of all students?

How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work based on your essential questions and enduring understandings?

How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?

How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit?

Learning Activities:

Assess and Reflect (Stage 4) Check list

Required Areas of Study:

Is there alignment between outcomes, performance assessment and learning experiences?

BAL’s:

Does my unit promote lifelong learning, encourage the development of self and community, and engage students?

CELS & CCC’s:

Do the learning experiences allow learners to use multiple literacies while constructing knowledge, demonstrating social responsibility, and acting autonomously in their world?

Adaptive Dimension:

Have I made purposeful adjustments to the curriculum content (not outcomes), instructional practices, and/or the learning environment to meet the learning needs of all my students?

Instructional Approaches:

Do I use a variety of teacher directed and student-centered instructional approaches?

Student Evaluation:

Have I included formative and summative assessments reflective of student needs and interests based on curricular outcomes?

Resource Based Learning:

Do the students have access to various resources on an ongoing basis?

FNM/I Content and Perspectives/Gender Equity/Multicultural Education:

Have I nurtured and promoted diversity while honoring each child’s identity?

Blueprint for Life:

Have I planned learning experiences in the unit that prepare students for a balanced life and/or work career?

Topic: Industrialization

Grade Level: 8-10

Duration: 2 hrs.

Subject Area: History

Education Standards Addressed: CCSS.ELA-LITERACY.RH.9-10.2

Stage 1 – Desired Results

Established Goals: For students to understand the beginning and progress of the Industrial Revolutions from past history to present day industries.

Understanding(s)/goals:

Students will understand that:

1. Inventions made over the years

1. Development and trade resultant from industrialization

1. Impact of governments to industrialization

1. Progress made over the years

1. Difference in modern day processes in comparison to past years industrialization inventions and equipment’s

Students will know:

1. Key years of industrial revolution

1. Key inventions made

1. Key terms

1. Tools used

1. Progress made in the years before and after the industrial revolution

1. Events that supersede the growth seen today in industrial revolutions and tools such as iron and steel and resultant impact in the span of the years.

Essential Question(s):

1. Why are these events important?

1. What effect did the Industrial Revolution have on people's sense of independence?

1. In what ways did the manufacturing of iron alter during the age of the factory?

1. Why did urban areas expand during and after the advent of industrialization?

Reviewed Questions

1. Explain the impacts of industrial revolution on the people’s sense of independence over the years?

1. Did the manufacturing of iron tools and equipment’s alter the manufacturing during the age of the industrial revolution, in what ways?

1. Explain the reasons for urban and trade expansions after the industrial revolution?

1. viewed Questions

1. alisatial as ofrributes. learning tends to crease a more deheir understandin

1. How did the advent of the industrial age affect families in the working class?

Student objectives (outcomes):

Students will be able to:

Compare: To compare tools and equipment used in the industrial revolution in comparison to today’s equipment’s and determine the difference in progress made over the years in over two past centuries

Apply: The grade 8 to 10 students will be able to apply the inventing ideology gained from past history progresses to better their lives in professions they end up in in order to continue the progress to always make work easier and improvements in investments. They will appreciate the progress made over the years and learn on the use of tools and equipment’s at their disposal.

Describe: describe processes involved in the industrial revolution and dictate the events that supersede the process of industrialization.

The worldwide expansion of the economy is largely attributable to industrialization. Performance is up, mass production is possible, and that has raised everyone's level of living.

Stage 2 – Assessment Evidence

Collepals.com Plagiarism Free Papers

Are you looking for custom essay writing service or even dissertation writing services? Just request for our write my paper service, and we'll match you with the best essay writer in your subject! With an exceptional team of professional academic experts in a wide range of subjects, we can guarantee you an unrivaled quality of custom-written papers.

Get ZERO PLAGIARISM, HUMAN WRITTEN ESSAYS

Why Hire Collepals.com writers to do your paper?

Quality- We are experienced and have access to ample research materials.

We write plagiarism Free Content

Confidential- We never share or sell your personal information to third parties.

Support-Chat with us today! We are always waiting to answer all your questions.

All Rights Reserved Terms and Conditions
College pals.com Privacy Policy 2010-2018