Create a 750-1,000 word plan about a cross-disciplinary unit you would implement in your classroom that includes literacy (reading, writing, speaking, listening)
Integrating literacy into the content area curriculum is an important consideration for all content area teachers when planning units of instruction. How literacy can play a role in supporting student learning and how students’ literacy skills can be supported within the content area instruction should be considered.
For this assignment, create a 750-1,000 word plan about a cross-disciplinary unit you would implement in your classroom that includes literacy (reading, writing, speaking, listening). Using the “Literacy Unit Plan” template choose a minimum of two standards, at least one for the content area of your field experience classroom or that you plan to teach and at least one supportive literacy standard to focus on for the unit.
Support the deliverable with a minimum of three scholarly resources.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Benchmark Information:
This benchmark assignment assesses the following programmatic competencies and professional standards:
MEd in Secondary Education-Humanities ITL/NITL; MEd in Secondary Education-STEM ITL/NITL
2.3 Create opportunities for students to learn, practice, and master academic language in their content area. [InTASC 4(h), 4(l); GCU Mission Critical1]
2.4 Facilitate students’ collaborative use of current tools and resources to maximize content learning in varied contexts. [InTASC 5(c), 5(l), 5(q), 5(s), 10(g); ISTE-T 1b, 2a; GCU Mission Critical 2]
2.5 Develop and implement supports for literacy development across content areas. [InTASC 5(h); 5(j); 8(h); GCU Mission Critical1]
Requirements: 750 WORDS
Literacy Unit Plan
Use the outline below to plan a cross-disciplinary unit that integrates literacy (reading, writing, speaking, listening) into your content areas instruction.
Benchmark – Planning with Literacy in Mind – RubricTotal300pointsCriterion1.No Submission2.Insufficient3.Approaching4.Acceptable5.TargetUnit Description andRationaleUnit Description andRationale0pointsNot addressed.20.7pointsAn inadequate description ofthe unit theme and purposethat is unrelated to theidentified standards isprovided. Learning objectivesare not aligned with thestandards.22.2pointsAn unclear description of theunit theme and purposevaguely based on theidentified standards isprovided. Learning objectivesare weakly aligned with thestandards.26.1pointsA complete description of theunit theme and purposebased on the identifiedstandards is provided.Learning objectives areclearly aligned with thestandards.30pointsA thorough description of theunit theme and purposebased on the identifiedstandards is provided.Learning objectives arespecifically aligned with thestandards.CollaborationC2.40pointsNot addressed.31.05pointsDescription of how tofacilitate students’collaborative use of currenttools and resources tomaximize content learning invaried contexts is flawed.33.3pointsDescription of how tofacilitate students’collaborative use of currenttools and resources tomaximize content learning invaried contexts is overlysimplistic.39.15pointsDescription of how tofacilitate students’collaborative use of currenttools and resources tomaximize content learning invaried contexts isconsiderable.45pointsDescription of how tofacilitate students’collaborative use of currenttools and resources tomaximize content learning invaried contexts is creative.Academic LanguageC2.30pointsNot addressed.31.05pointsExamples of learningopportunities are incompleteor will not assist studentswith ways to learn, practice,and master academiclanguage in cross-disciplinaryinstruction.33.3pointsExamples of learningopportunities areinconsistent or will minimallyassist students with ways tolearn, practice, and masteracademic language in cross-disciplinary instruction.39.15pointsExamples of learningopportunities are clear andeffectively assist studentswith ways to learn, practice,and master academiclanguage in cross-disciplinaryinstruction.45pointsExamples of learningopportunities arecomprehensive andcreatively assist studentswith ways to learn, practice,and master academiclanguage in cross-disciplinaryinstruction.Literacy InterventionC2.50pointsNot addressed.31.05pointsIncludes poor strategies andactivities to be used withinthe unit that fail to promoteand support literacydevelopment across contentareas.33.3pointsIncludes vague strategies andactivities to be used withinthe unit that somewhatpromote and support literacydevelopment across contentareas.39.15pointsIncludes reasonablestrategies and activities to beused within the unit thataccurately promote andsupport literacy developmentacross content areas.45pointsIncludes proficient strategiesand activities to be usedwithin the unit thatthoroughly promote andsupport literacy developmentacross content areas.Differentiation andStrategiesDifferentiation and Strategies0pointsNot addressed.31.05pointsThe plan does not provide adescription of differentiationor strategies to promoteliteracy development acrosscontent areas.33.3pointsThe plan weakly provides adescription of differentiationand/or strategies to promoteliteracy development acrosscontent areas.39.15pointsThe plan provides a soliddescription of differentiationand logical strategies topromote literacydevelopment across contentareas.45pointsThe plan provides anextensive description ofdifferentiation and specificstrategies to promote literacydevelopment across contentareas.Tools, Technology, andResourcesTools, Technology, andResources0pointsNot addressed.31.05pointsDescription of tools,technology, and otherresources that wouldenhance the learningexperience for all students isunrealistic or insufficient.33.3pointsDescription of tools,technology, and otherresources that wouldenhance the learningexperience for all students islacking detail.39.15pointsDescription of tools,technology, and otherresources that wouldenhance the learningexperience for all students islogical.45pointsDescription of tools,technology, and otherresources that wouldenhance the learningexperience for all students iscompelling.Format/DocumentationUses appropriate designatedstyle and formatting todocument sources incitations and references.0pointsNot addressed.10.35pointsAppropriate format is notused. No documentation ofsources is provided.11.1pointsAppropriate format isattempted, but someelements are missing.Frequent errors indocumentation of sourcesare evident.13.05pointsAppropriate format anddocumentation are used withonly minor errors.15pointsNo errors in formatting ordocumentation are present.Selectivity in the use of directquotations and synthesis ofsources is demonstrated.Mechanics of Writing0pointsNot addressed.20.7points22.2points26.1points30points
Criterion1.No Submission2.Insufficient3.Approaching4.Acceptable5.TargetIncludes spelling,capitalization, punctuation,grammar, language use,sentence structure, etc.Errors in grammar or syntaxare pervasive and impedemeaning. Incorrect languagechoice or sentence structureerrors are found throughout.Frequent and repetitivemechanical errors arepresent. Inconsistencies inlanguage choice or sentencestructure are recurrent.Few mechanical errors arepresent. Suitable languagechoice and sentencestructure are used.No mechanical errors arepresent. Skilled control oflanguage choice andsentence structure are usedthroughout.
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