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Rubic_Print_Format Course Code Class Code Assignment Title Total Points ELM-480 ELM-480-O500 Benchmark – Literature Assessment Plan 300.0 Criteria Percentage No Submission (0.00%) Insufficient (65.00%) Approaching (75.00%) Acceptable (85.00%) Target (100.00%) Comments Points Earned Criteria 100.0% Formative Assessment Strategies 15.0% Not addressed. Formative assessments are not clearly aligned to the stated learning objectives and standards. Formative assessments do not provide adequate data on student performance for monitoring and adjusting instruction, nor do they provide students feedback so they can evaluate and adjust their own learning. Formative assessments are broadly aligned to the stated learning objectives and standards. Formative assessments are somewhat designed to provide data on student performance for monitoring and adjusting instruction. May or may not provide students feedback so they can evaluate and adjust their own learning. Formative assessments are accurately aligned to the stated learning objectives and standards. Relevant formative assessments are designed to provide data on student performance for monitoring and adjusting instruction, and provide students feedback so they can evaluate and adjust their own learning. Formative assessments are expertly aligned to the stated learning objectives and standards. Well-crafted formative assessments are designed to provide data on student performance for monitoring and adjusting instruction, and provide students feedback so they can evaluate and adjust their own learning. Summative Assessment Activity COE C2.1 [ACEI 2.1; InTASC 4(b), 4(d); MC1, MC2] 15.0% Not addressed. Summative assessments are insufficiently aligned to the stated learning objectives and standards. They do not effectively help students apply their developing ELA skills of reading, writing, speaking, viewing, listening, and thinking to many different situations, materials, and ideas. Summative assessments are sufficiently aligned to the stated learning objectives and standards. They adequately help students apply their developing ELA skills of reading, writing, speaking, viewing, listening, and thinking to many different situations, materials, and ideas. Summative assessments are appropriately aligned to the stated learning objectives and standards. They effectively help students apply their developing ELA skills of reading, writing, speaking, viewing, listening, and thinking to many different situations, materials, and ideas. Summative assessments are proficiently aligned to the stated learning objectives and standards. They innovatively help students apply their developing ELA skills of reading, writing, speaking, viewing, listening, and thinking to many different situations, materials, and ideas. Digital Tools 15.0% Not addressed. Discussion of the use of digital tools in assessments does not promote effective communication, collaboration, or support interactions to meet diverse learning needs. Discussion of the use of digital tools in assessments minimally promotes effective communication, collaboration, and support interactions to meet diverse learning needs. Discussion of the use of digital tools in assessments logically promotes effective communication, collaboration, and support interactions to meet diverse learning needs. Discussion of the use of digital tools in assessments realistically promotes effective communication, collaboration, and support interactions to meet diverse learning needs. Differentiation 15.0% Not addressed. Differentiation of the formative and summative assessments does not meet diverse students’ learning needs or guide students towards individual learning goals through assessment practices. Differentiation of the formative and summative assessments meets diverse students’ learning needs and adequately guides students towards individual learning goals through effective assessment practices. Differentiation of the formative and summative assessments credibly meets diverse students’ learning needs and competently guides students towards individual learning goals through effective assessment practices. Differentiation of the formative and summative assessments comprehensively meets diverse students’ learning needs and proficiently guides students towards individual learning goals through effective assessment practices. Reflection COE C5.1 [ACEI 5.1, 5.2; InTASC 6(j), 6(k), 6(p), 9(l), 9(o); MC2, MC4] 20.0% Not addressed. Reflection on the process of creating a literature unit vaguely addresses how to use research on teaching, professional ethics, and resources available for professional learning to improve student learning. Reflection on the process of creating a literature unit minimally addresses how to use research on teaching, professional ethics, and resources available for professional learning to improve student learning. Reflection on the process of creating a literature unit effectively addresses how to use research on teaching, professional ethics, and resources available for professional learning to improve student learning. Reflection on the process of creating a literature unit thoroughly addresses how to use research on teaching, professional ethics, and resources available for professional learning to improve student learning. Organization 10.0% Not addressed. An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized and may not relate to each other. The content is adequately organized, generally providing the audience with a sense of the main idea. The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea. The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea. Mechanics (includes spelling, punctuation, grammar, language use) 10.0% Not addressed. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. Submission includes mechanical errors, but they do not hinder comprehension. Includes some appropriate practice and content-related language. Submission is largely free of mechanical errors, although a few are present. Includes appropriate practice and content-related language. Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Total Weightage 100%   BENCHMARK-LITERATYRE ASSESSMENT PLAN Elementary teachers frequently develop and implement unit plans designed to enhance students’ learning in English language arts. Successful unit plans consider a broad range of needs, including literacy skills, standards, text selections, students’ unique learning abilities and backgrounds, and sound instructional strategies and assessments. In this course, you have created three lesson plans that together comprise the basis for a unit on the literature you selected. For this assignment, create a 500-750 word assessment plan for your unit that includes formative and summative assessments, as well as technology and differentiation. Include the following in your plan: · Describe formative assessment strategies that would be used in each of the lessons you created to gauge student understanding and inform instructional planning. · Create a summative assessment activity for the unit that helps students apply their developing ELA skills of reading, writing, speaking, viewing, listening, and thinking to many different situations, materials, and ideas. · Discuss the use of digital tools in assessments to promote effective communication, collaboration, and support interactions to meet diverse learning needs. · Describe how the formative and summative assessments can be differentiated to meet the diverse learning needs. · How effective assessment practices guide students toward their individual learning goals. In addition, write a 250-500 word reflection on the process of creating a literature unit and explaining how you plan to use research on teaching, professional ethics, and resources available for professional learning to improve student learning in your future professional practice. Cite the “COE Professional Dispositions of Learners,” and the “Model Code of Ethics for Educators” as appropriate. Support your findings with 2-3 scholarly resources.  GCU College of Education LESSON PLAN TEMPLATE Maria Thompson Elm 480 Professor Angie Robins 8-22-21 Section 1: Lesson Preparation Teacher Candidate Name: Maria Thompson Grade Level: 6th Date: August 22, 2021 Unit/Subject: ELA/Grammar and Writing Instructional Plan Title: The Great Depression…what was great about it? Lesson Summary and Focus: With Bud not Buddy being based in the era of the Great Depression, for today’s lesson, working in stations, students focus will be on doing a short research on the Great Depression, from causes/effects, presidency, years, area’s (states), Hooverville’s, etc. ensuring that grammar is properly being used (spelling, punctuation, capitalization) Classroom and Student Factors/Grouping: There are 3 students that are ELL, 4 students tier 2, 1 tier 3, and 3 gifted. There are 6 students 1 year below grade level, 1 student 2 years below grade level, and 2 students 2 years above grade level. As well as 3 students that are LD (class profile did not have a yes in the IEP/504 slot). I will have to have access to the IEP (if applicable) for the students that are LD to follow what the document says. I will also have to have differentiation as well as modifications for the students that need it. National/State Learning Standards: CCSS.ELA-LITERACY.W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. CCSS.ELA-LITERACY.L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Specific Learning Target(s)/Objectives: Students will be able to: · Conduct a small research on the Great Depression (adding to their background knowledge). · Create an essay of their research information including relevant pictures. · Demonstrate that grammar (spelling, punctuation, capitalization) is used properly throughout essay. · Identify and use descriptive adjectives and adverbs to enhance writing. · Demonstrate agreement between pronouns and antecedents. · Identify and correctly punctuate sentences/paragraphs throughout the research essay. Academic Language · descriptive adjectives/adverbs · agreement between pronouns and antecedents · sentences (complete) · paragraphs (minimum 3-5 sentences per paragraph) All of these items should be a quick review for my 6th graders. For this review, I will present a pre-made slide show of examples and have students review as a whole group. If there are students that need further review, I will put together a small group and go into a deeper review or reteach those concepts exclusively before having those students start on their research project. Resources, Materials, Equipment, and Technology: · Promethean board · Student Chromebooks · Notebook · Writing instrument · Khan academy video for reviewing adjectives/adverbs, nouns-pronouns-anecdotes. · Great Depression Research question sheet. · PBS videos on the great depression · The Great Depression Packet (digital for all BUT paper copy for those that do not have their chrome book for whatever reason). · The Great Depression research project guided questions. Section 2: Instructional Planning Anticipatory Set · I will use 2 videos for the students as a review of the Great Depression Era https://illinois.pbslearningmedia.org/resource/wheat-bubble-dust-bowl-video-9026/ken-burns-the-dust-bowl/ https://illinois.pbslearningmedia.org/resource/government-reform-programs-dust-bowl-video-9016/ken-burns-the-dust-bowl/ · Also 1 video from Khan academy as a review on subject/verb agreement and pronoun-antecedent agreement. https://www.khanacademy.org/humanities/grammar/syntax-conventions-of-standard-english/subject-verb-agreement-and-pronoun-antecedent-agreement/v/pronoun-antecedent-agreement-syntax-khan-academy Time Needed 20-25 minutes Multiple Means of Representation · I have 2 short videos that will give the students information visually and audially · I also have a guided question worksheet for the students to use to help guide them through this project. · I will also create a rubric for the students to use as a guide for their project · I will have a completed research project to show the students as well for them to refer to if needed Explain how you will differentiate materials for each of the following groups: · English language learners (ELL): This will be assigned digitally so these students can use their text to speech as well as speech to text. That way, students can hear the reading and be able to speak out their answers. Students will have different versions/levels of the research questions. Students will have extended time. · Students with special needs: This will be assigned digitally so these students can use their text to speech as well as speech to text. That way, students can hear the reading and be able to speak out their answers. Students will have different versions/levels of the research questions. Students will have extended time. · Students with gifted abilities: I would love for these students to try their hands at a video presentation · Early finishers (those students who finish early and may need additional resources/support): Time Needed 30 minutes Multiple Means of Engagement · I will provide different stations with different information for the students to use for their research . · I will provide library books on the great depression for students to use for information · Students are allowed to use their chromebooks to research for additional information as well as relevant pictures to enhance their project Explain how you will differentiate activities for each of the following groups: · English language learners (ELL): All assignments will be assigned digitally so these students can use their text to speech as well as speech to text. That way, student can hear the reading and be able to speak out their answers. Students will have different versions/levels of the research questions. Students will have extended time. · Students with special needs: All assignments will be assigned digitally so these students can use their text to speech as well as speech to text. That way, student can hear the reading and be able to speak out their answers. Students will have different versions/levels of the research questions. Students will have extended time. · Students with gifted abilities: These students will have extended questions/activities for their research. Possibly putting together a word search for their peers or a cross words using vocabulary that stands out to them. · Early finishers (those students who finish early and may need additional resources/support): These students will be asked to look over their research with me that way they are there for further instruction on how to complete their assignment. I will return their assignment giving them the opportunity to complete it without a lowered grade. Once they turn it in for the second time, they will go to their “what to do when I am done” file and work on items from that file. Time Needed Time will vary… Multiple Means of Expression After completing their research projects and presenting to their peers, students will write a few sentences connecting their research to our book Bud not Buddy book. I might actually create a kahoot/quiziz game for the students to act as a summative grade. Explain how you will differentiate assessments for each of the following groups: · English language learners (ELL): This will be assigned digitally so these students can use their text to speech as well as speech to text. That way, students can hear the reading and be able to speak out their answers. Students will have different versions/levels of the research questions. Students will have extended time. · Students with special needs: This will be assigned digitally so these students can use their text to speech as well as speech to text. That way, students can hear the reading and be able to speak out their answers. Students will have different versions/levels of the research questions. Students will have extended time. · Students with gifted abilities: These students will go to the “what to do when I am done” file and chose their activities. · Early finishers (those students who finish early and may need additional resources/support): Time Needed 15-30 mins Extension Activity and/or Homework Students will create a digital OR paper timeline of the Great Depression including at least 4 dates and events. Time Needed 15 mins. Materials: file:///C:/Users/Domon/AppData/Local/Temp/Temp1_GreatDepressionPrimarySourceStationsActivityPrintandDigitalFormats-1.zip/Great%20Depression%20Stations%20Activity.pdf https://docs.google.com/document/d/1lH9NXv_bJ_zKL_KjbPz99AO-8Vi6snVxiU9ql66-c-o/edit The Great Depression Research Project Guided Questions (https://www.eastauroraschools.org/cms/lib/NY19000901/Centricity/Domain/292/Research%20Project.pdf) (this will be a worksheet for the students) 1.) What was “Black Tuesday? What caused the stock market to crash? Had it happened before? Where/when? 2.) Could the stock market crash have been prevented? How? 3.) What impact did the stock market crash have on the American people and their lives? 4.) What are some of the tragic events that occurred immediately after the Crash? 5.) What was the Great Depression? Why is it important in US history. 6.) Who was President during this time? What policies affected the Great Depression? 7.) What factors or events led to the Great Depression? 8.) What was life like for Americans during the Great Depression? 9.) Who was hardest hit and how? 10.) What was the Dust Bowl? Where did it take place? When? Who was directly affected by it? 11.) What impact did the Dust Bowl have on life in America? How is it connected to the Great Depression? 12.) How did Herbert Hoover deal with this natural disaster and the people involved? 13.) What were “Hoovervilles” and why were they called that? 15.) What were set up to help pull Americans out of the Great Depression in the early 1930s? Were these successful or unsuccessful…why? All questions found at https://www.eastauroraschools.org/cms/lib/NY19000901/Centricity/Domain/292/Research%20Project.pdf Rational Hear me out on this Professor Angie…I am learning through my mentor teacher how to make my lessons to be cross content lessons. I also thought how years ago, when I first introduced this book to my 6th grade students, they had a hard time understanding the setting of the book. They understood that Bud was an orphan and looking for his dad, but many of the references to the Great depression, they were lost! So I look at this lesson as my chance to redeem myself! I would love to do this lesson as a pre-lesson to the book. So I can help the students build up that background knowledge on the Great Depression and getting a clear picture to how rough that time period was for Bud. The themes of the book are the importance of family, survival, and hope. The Great Depression research, I am hoping will make the students figure out that those 3 things are just as important now, as they were then in the story. I chose stations because while it is an individual research project, students are allowed to discuss/collaborate with their peers at that station. There are times when I am absolutely floored with how much students learn from each other as they are learning the information themselves. I plan on being the facilitator of the activity, encouraging the students to take ownership of their education. I also chose a digital assignment because there are some very useful apps that will help not only the special needs students BUT also the ELL students, and even the gen ed students that can use the extra help. I LOVE the text to speech apps. Our ability to read fluently, helps us when it comes to comprehension. So if students are able to hear the information read aloud, it just might make that much more sense to them. Within the project, I gave students articles at each station, I also am bringing in books from the school library BUT I am hoping that the students take this time to explore the Great Depression on their own. That way they can see pictures of that era that shows the affects. Such as shanty towns (Hooverville’s), long lines for soup kitchens, banks closing, business’s shutting down. Much like how our world was when the pandemic first started. I really hope that the students will have that “a-ha!” moment where the light bulb goes off and they really are able to relate their world to Bud and his world. How beautiful would that be? I also like that this project gives the students the opportunity to practice their writing and grammar skills on top of their research skills. This is an all around great project, and I am really hoping that the students enjoy it and learn much information. © 2021-2022. Grand Canyon University. All Rights Reserved. GCU College of Education LESSON PLAN TEMPLATE Maria Thompson Elm 480 Professor Angie Robins 8-29-21 Listening and speaking lesson plan Section 1: Lesson Preparation Teacher Candidate Name: Maria Thompson Grade Level: 6th Date: August 29, 2021 Unit/Subject: ELA/Reading Instructional Plan Title: What’s so great about the Great Depression Lesson Summary and Focus: In our book, Bud not Buddy takes place during the Great Depression. With their research from a previous lesson, students will create a timeline with events from Bud not Buddy. Classroom and Student Factors/Grouping: There are 3 students that are ELL, 4 students tier 2, 1 tier 3, and 3 gifted. There are 6 students 1 year below grade level, 1 student 2 years below grade level, and 2 students 2 years above grade level. As well as 3 students that are LD (class profile did not have a yes in the IEP/504 slot). I will have to have access to the IEP (if applicable) for the students that are LD to follow what the document says. I will also have to have differentiation as well as modifications for the students that need it. National/State Learning Standards: CCSS.ELA-LITERACY.SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. Specific Learning Target(s)/Objectives: Students can create a visual presentation of a timeline with events from Bud not Buddy. Academic Language Review of what are · Multimedia components · Visual displays · Presentation · Symbolism · Timeline Resources, Materials, Equipment, and Technology: Teacher · Promethean Board · Different timeline example · Vocab review list · Laptop/computer · Magazines for students · Graphic organizer Student · Computers · Writing tools · Notebook · Bud not Buddy book · Graphic organizer Section 2: Instructional Planning Anticipatory Set · I will review as a whole group what a timeline is using visuals of general timelines · We will have an open whole group discussion of the importance of timelines Time Needed 15 mins Multiple Means of Representation · As a whole group, using our Bud not Buddy reading books, computers, and a graphic organizer, we will find events that are mentioned in Bud not Buddy and create an interactive timeline (with links to images, stories, music) with found information · I will model on the Promethean board the graphic organizer expectations. ( BudNotBuddy.pdf ) Explain how you will differentiate materials for each of the following groups: · English language learners (ELL): These students will be able to use their text to speech app and their speech to text app. Also, I will have the events and years listed for these students. They are required · Students with special needs: These students will be able to use their text to speech app and their speech to text app. · Students with gifted abilities: These students will be able to work ahead of the group at their own pace. · Early finishers (those students who finish early and may need additional resources/support): Will have their assignment looked over by me and then they can choose activities from the what to do when I’m done file. Time Needed 25-30 mins This might take more than 1 class period Multiple Means of Engagement For example: · I will model one example of a date and event for the students. I will find the event in the book; I will then look up the date on my computer to see if it was really happening in the real world. · I will have students work individually or with a partner in searching for the events/dates in the books and on their computers Explain how you will differentiate activities for each of the following groups: · English language learners (ELL): Students will have a premade list of events/dates and book pages to use. They will have to find their own pictures to use. · Students with special needs: Students will have a premade list of events/dates and book pages to use. They will have to find their own pictures to use. · Students with gifted abilities: These students will have an added component of finding 1st person proof of events in real life. · Early finishers (those students who finish early and may need additional resources/support): Will have their assignment looked over by me and then they can choose activities from the what to do when I’m done file. Time Needed 30-35 minutes This might take more than 1 class period Multiple Means of Expression · All students will present their timelines in class for their peers Explain how you will differentiate assessments for each of the following groups: · English language learners (ELL): These students can use cut out pictures and make a collage to present verses a timeline · Students with special needs: These students can use cut out pictures and make a collage to present verses a timeline. · Students with gifted abilities: · Early finishers (those students who finish early and may need additional resources/support): Time Needed 25-30 minutes This might take more than 1 class period Extension Activity and/or Homework Students will find music or other forms of entertainment from the great depression and share a link for their teacher and peers. Time Needed 15 minutes Rational/Reflection When I started this assignment, I was really excited! I love listening and speaking activities. For many students that I have worked with, they are not able to write comprehensibly BUT they are able to speak about topics very comprehensibly. I wonder why that is? I have done this interactive timeline with several of our ELA reading books. Bud not Buddy being one of them. Percy Jackson, A long walk to water, The outsiders just to name a few. Just about ALL students have loved this assignment in the past. It gives them a way to present their information using what they love, technology. Although I have had previous students that preferred creating a collage or even drawing out their own pictures. But for the most, students really enjoyed this project/activity. I think what I like about it is the presenting aspect of it. One of the normal requirements for the speaking aspect is that presenter must make eye contact with their peers, speak loudly and clearly, and not rush through. For my ELL’s I have seen these students able to use their native language or English, whichever they are more comfortable with, As audience members, students are required to take notes about what stands out from the presentation to ask a question or make a comment at the end of the presentation. I to take notes for a question or comment as I am an audience member and not excluded. As teachers, we are used to being upfront and center, speaking and presenting information all of the time. Students have to learn that both speaking and listening are 2 very important aspects of not only school but in life. Professor Angie, My apologies on this assignment not being my best work. I definitely saw it going a different direction as it did. I received my 2nd vaccination shot on Friday after school and have had many different reactions to it all weekend long, I even called into my pt weekend job. I just am not in the habit of turning in assignments late and am hoping for the best. Thank you. © 2021-2022. Grand Canyon University. All Rights Reserved.