curriculum plan

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 page for the curriculum design, as well as other aspects of a fully developed curriculum unit. Please submit your two lessons using the UbD Revised Templatehe curriculum plan unit should include the followings:

  1. Assignment title page, together with student name and course #. If you are submitting the curriculum plan unit as a group, please make sure all names appear and only one student submits the final assignmeTnt.
  2. A Rationale/Overview page. This page should include:
    1. Purpose:
    2. Organization:
    3. Backward Design:
    4. Assessments:
    5. Rubrics used for one of the lessons (as an Appendix)

    *use one lesson already attached. just add second lesson that ties into it

    EDG 6250 – Evaluation Rubric for Unit Plan

    Dr. Iuspa

     

    The instructor will use this rubric to evaluate each student’s unit plan. The unit plan will consist of two lessons following the UbD framework. Students can look at this rubric so they may understand what they are being graded on.

    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  
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