Fluent Essays

Please see instructions and example.EDUC 637 Unit Portfolio Assignment Instructions Overview You are to produce a unit of instruction. This unit will contain elements as listed below, but must be presented in Microsoft PowerPoint or an equivalent. There is to be a maximum of 20 slides. The intent is for you, the candidate, to see the big picture for instructional design with regard to a specific topic. Instructions The following elements must be present in the Unit Portfolio: · Title page with your name, course and section number, date of submission, and title of unit. · Subsequent slides include the following: · Section 1 · The subject of the overall unit · Grade/topic · State and national standards addressed by the unit · A listing of the general goals · Section 2 · The specific character principles (and where these principles will be focused on) · Section 3 · A review of the specific learning objectives covered by the entire unit · A listing of the key critical concepts being addressed in the unit · Section 4 · The unit map showing the main unit theme and the lessons related to the central theme and to each other. · The unit schedule: A description of the Unit Duration (not actual dates but rather a schedule of days) · The course map: The context of that unit (a course map of all units for that grade/ subject combination and a demonstration of where that unit is) as related to the overall course. · Section 5 · An overview of the learning activities to be included in the unit (including the lessons that have been detailed). · A list of all resources and materials to be used (and which lessons these resources will be used for). · Section 6 · A description of the classroom diversity and differentiation (can be identical to the lesson plans) and how these are being considered. This must include both cultural and learning diversification. · Section 7 · The diagnostic assessment tool employed at the beginning of the unit. · The formative assessments interspersed appropriately among the lessons. · Section 8 · A description of the diagnostic, formative and summative assessments. · Section 9 · A description of how this unit considers curricular connections. Terms and Expectations Explained The following elements are some guiding notes to help clarify the above sections: · Subject: The subject of this unit will be chosen by the candidate. · Key Critical Concepts: The concepts should arise and permeate throughout the unit (like democracy, freedom, and environmental influence). These should be explored through the unit and instruction. · Launching Activity: This should be an attention-grabbing activity. The best of these are those that help to see the real-life relevancy of the lesson/ unit. · Assessments: The unit should have a diagnostic assessment (for the beginning of the unit), formative assessments (formal or informal) and a summative assessment. These do not have to be classical paper-pencil but can be. Be creative AND appropriate. · Course Map and Unit Map:The Great Depression and World War II (A Unit Plan for Grade 6 History and Geography) July 3, 2020 Submitted by: XXXXXXXXXX Unit Description/Texas Standards The unit covers Era 8, The Great Depression and World War II The unit is for a Grade 5 history Texas Education Agency Standard (§113.16. Social Studies, Grade 5) The student understands important issues, events, and individuals in the United States during the 20th and 21st centuries. The student is expected to: (A)  analyze various issues and events of the 20th century such as industrialization, urbanization, increased use of oil and gas, the Great Depression, the world wars, the civil rights movement, and military actions; (B)  analyze various issues and events of the 21st century such as the War on Terror and the 2008 presidential election; and (C)  identify the accomplishments of individuals and groups such as Jane Addams, Susan B. Anthony, Dwight Eisenhower, Martin Luther King Jr., Rosa Parks, Cesar Chavez, Franklin D. Roosevelt, Ronald Reagan, Colin Powell, the Tuskegee Airmen, and the 442nd Regimental Combat Team who have made contributions to society in the areas of civil rights, womens rights, military actions, and politics. http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113a.html National Standards from The National Center for History in the Schools, UCLA Standard 1 The causes of the Great Depression and how it affected American society.  Standard 1A The student understands the causes of the crash of 1929 and the Great Depression.  5-12 Analyze the causes and consequences of the stock market crash of 1929. [Compare competing historical narratives] 5-12 Evaluate the causes of the Great Depression. [Analyze multiple causation] Standard 1B The student understands how American life changed during the 1930s. 5-12 Explain the effects of the Great Depression and the Dust Bowl on American farm owners, tenants, and sharecroppers. [Analyze multiple causation] Standard 2 How the New Deal addressed the Great Depression, transformed American federalism, and initiated the welfare state Standard 2A The student understands the New Deal and the presidency of Franklin D. Roosevelt. 5-12 Contrast the background and leadership abilities of Franklin D. Roosevelt with those of Herbert Hoover. [Assess the importance of the individual in history] (Cause and-effect relationships] Standard 2B The student understands the impact of the New Deal on workers and the labor movement. 5-12 Explain how New Deal legislation and policies affected American workers and the labor movement. [Analyze cause-and-effect relationships] Standard 2C The student understands opposition to the New Deal, the alternative programs of its detractors, and the legacy of the New Deal. 5-12 Evaluate the significance and legacy of the New Deal. [Evaluate the implementation of a decision] Standard 3 The causes and course of World War II, the character of the war at home and abroad, and itsEDUC 637 Unit Portfolio Grading Rubric Criteria Levels of Achievement Content Advanced Proficient Developing Not present Subject, Grade, and Topic 10 points Plan subject, topic, and grade are age appropriate. 8 to 9 points Plan subject and topic are age appropriate, but grade is missing. 1 to 7 points Plan is age appropriate but is missing either grade or topic. 0 points Plan is not age appropriate. State and National Standards 10 points Reflects National and State standards using InTASC Standards and SOLs. 8 to 9 points Reflects National and State standards but does not address either the InTASC Standards or SOLs. 1 to 7 points Reflects National and State standards, but is missing InTASC Standards and SOLs 0 points No standards are mentioned in the plan. General Goals 10 points The plan has identified goals for the unit of instruction that appropriately build toward the identified SOLs/InTASC Standards and subject. 8 to 9 points The plan has identified goals for the unit of instruction that somewhat build toward the identified SOLs/InTASC Standards and subject. 1 to 7 points The plan has identified goals for the unit of instruction that somewhat build toward the identified SOLs/InTASC Standards or subject. 0 points The plan does not identify goals for the unit of instruction. Specific Objectives 10 points The plan has an objective with an audience, behavior, criterion, and demonstration of performance. 8 to 9 points The objectives are measurable or it is observable. 1 to 7 points The objectives are neither measurable nor observable. 0 points No objectives are present. Key Concepts 10 points The plan identifies key concepts to be covered by the unit that appropriately correspond and build toward both the goals and objectives. 8 to 9 points The plan identifies key concepts to be covered by the unit and they correspond to either the goals or objectives. 1 to 7 points The plan identifies key concepts to be covered by the unit but does not correspond to the goals and objectives. 0 points The plan fails to identify key concepts. Course Map 11 to 12 points The plan includes a detailed map of concepts and topics connecting the unit’s central theme to the context of the course. 10 points The plan includes a map of concepts that connect to the unit’s central theme to the context of the course. 1 to 9 points The plan includes a map of concepts that partially connect to the unit’s central theme to the context of the course. 0 points The plan does not effectively connect the central theme to the context of the course. Unit Map 11 to 12 points The plan includes a detailed map of concepts and topics as connected to the central theme of the unit. 10 points The plan includes a map of concepts and topics as connected to the central theme of the unit. 1 to 9 points The plan in