Unit Plan Assignment and Rubric Portfolio Element 3.

Assignment Instructions You will be creating a teaching unit that consists of ten related lesson plans designed to deliver related content in order to teach a benchmark concept that you will select from the Ohio Academic Content Standards the area of licensure you are pursuing. First, you must select a unit theme from the standards. You need to be sure that your theme is not too broad (i.e. The Civil War), but is narrow enough that it can span ten lessons (i.e. Causes of the Civil War). Second, review the unit plan examples in the resource section and pay particular attention to how the teachers have divided up their unit theme into various lessons and how they pace their students learning through a variety of activities and the use of various types of materials. Also look carefully at the assessments used throughout each unit. Review the lesson plan template below. The bulk of your unit plan will consist of ten individual lessons fully detailed and differentiated. Be sure to include research-based instructional strategies from this module as you design your lessons. Your unit plan will consist of the components listed below. Unit Plan Components TitleGive your unit a title that represents the content and the focus of your instruction. RationaleIn a paragraph or two, explain the reasoning behind your creation of this unit and how it addresses the Ohio Academic Content Standards. Unit Instructional GoalsSimilar to the learning objectives for each lesson plan, your unit instructional goals should state what students will know and/or be able to do by the conclusion of this unit. Instead of just listing all 10 learning objectives, think about the broader learning goals for the entire unit that will be supported by the learning objectives of each lesson. Unit Topic SequenceThis is a list of the topics covered during the unit in the order in which they are taught through the 10 lessons. One lesson may include multiple topics. Unit Pre-AssessmentYou will need to create a pre-assessment that covers the unit instructional goals and the individual learning objectives so that you have baseline data about your students performance that you can compare with the Unit Summative Assessment to determine their growth in learning. Daily Lesson PlansThese are the 10 detailed and differentiated lesson plans that follow the template below. Each lesson should build on the one before it, scaffolding students knowledge and skills. Unit Summative AssessmentYou will need to create a final assessment for your unit that covers unit instructional goals as well as individual learning objectives. This should not be a repeat of your pre-assessment, but should cover the same material. You could use an objective assessment, a performance assessment or a combination of assessments, such as a test and an essay with a rubric. Unit Materials and ResourcesThis is a comprehensive list of all the materials and resources you will use throughout the course of the 10-day unit.

Unit Plan Assignment and Rubric Portfolio Element 3.4

Lesson Plan Template (Instructions for each section)

Subject: (Identify the subject area) Grade Level: (Identify grade level) Standard and Grade Level Indicator: (Write out the standard and grade level indicator from the Ohio Standards) Lesson Name: (Create a name for your lesson) Time: (Identify the amount of time for this lesson) Learning Objectives: (State the learning objective(s) using the following stem: By the end of the lesson, students will) Prerequisite Knowledge/Skill: (List any specific information or abilities students will need to possess to be successful in this lesson) Instructional Strategies: (List the strategies the teacher will be using in carrying out this lesson) Differentiation: (List the modifications you will make for each of the groups of students below based in their individual needs). Low-Performing ELL Gifted Learning Activities: (List the activities in which the students will be engaged during this lesson) Differentiation: (List the modifications you will make for each of the groups of students below based in their individual needs). Low-Performing ELL Gifted Materials: (List the materials needed by both the teacher and students in order to carry out the lesson) Differentiation: (List the modifications you will make for each of the groups of students below based in their individual needs). Low-Performing ELL Gifted Assessment: (List the formal or informal assessment that will determine whether or not students have met the objective(s) of the lesson) Differentiation: (List the modifications you will make for each of the groups of students below based in their individual needs). Low-Performing ELL Gifted Lesson Timeline: (Plot out the lesson and the time needed for each activity)

Unit Plan Assignment and Rubric Portfolio Element 3.4 Rubric Unsatisfactory Criteria
Rationale Rationale is unsupported and/or does not relate to Ohio Academic Content Standards Rationale is supported but connection to Ohio Academic Content Standards is vague Rationale is supported and connected to Ohio Academic Standards Rationale is supported in detail and directly connected to specific benchmarks in the Ohio Academic Standards Unit instructional goals are clear and detailed and reflect the unit content Topics are sequenced to maximize learning and build throughout the unit Pre-assessment addresses unit and individual learning objectives in depth Daily lesson plans are well detailed and thoughtful Summative assessment addresses unit and individual learning objectives in depth and represents multiple formats Materials and resources are innovative and support all learning objectives

Basic

Proficient

Distinguished

Unit Instructional Goals

Unit instructional goals are poorly written and/or do not accurately reflect the unit content Topics are disconnected or out of order

Unit instructional goals are poorly written but reflect the unit content Topics are mostly sequenced appropriately

Unit instructional goals are written appropriately and reflect the unit content Topics are sequenced appropriately to support learning Pre-assessment addresses unit and individual learning objectives Daily lesson plans are complete and appropriate Summative assessment addresses unit and individual learning objectives

Topic Sequence

PreAssessment

Pre-assessment does not address unit and individual learning objectives Daily lesson plans are incomplete or inappropriate Summative assessment does not address unit and individual learning objectives

Pre-assessment addresses unit and some individual learning objectives Daily lesson plans are sometimes incomplete or inappropriate Summative assessment addresses unit and some individual learning objectives

Daily Lesson Plans Summative Assessment

Materials and Resources

Materials and resources are missing or not aligned with learning objectives

Materials and resources are included and somewhat aligned with learning objectives

Materials and resources are all included and aligned with learning objectives

Rubric continued on next page

Unit Plan Assignment and Rubric Portfolio Element 3.4

Overall Unit Quality

Unit is carelessly designed or cobbled from various sources, does not include researchbased practices and does not meet assignment requirements

Unit is adequately designed, includes some research-based practices and minimally meets assignment requirements

Unit is well designed, includes research-based practices and meets assignment requirements

Unit is thoughtfully and creatively designed and cohesive, represents research-based practices and exceeds assignment requirements