web viewunit/vocabulary planning guide. chrystal schemanski. sst 309-04. winter, 2013

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Unit/Vocabulary Planning Guide

Chrystal Schemanski

SST 309-04

Winter, 2013

Unit/Vocabulary Plan SST 309 Schemanski, Section 04

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Table of ContentsPage 3-4……………Overview/Rational/ Introduction

Page 5-6……………KUDs and I can Statements

Page 7……………...Assessment Ideas

Page 8-13…………..Sequence of Instruction, including Vocabulary

Resource Attachments:

Page14-15…………Resource A: Script for Vocabulary Instruction

Page 16-17………...Resource B: Pictures for Vocabulary instruction

Page 18…………….Resource C: Worksheets For Physical and Human characteristics

Page 19………….....Resource D: Pictures of regions in school

0…………….Resource E: Worksheet for regions in school

Page 21…………….Citation page


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Overview/Rationale/Introduction

Overview: This Unit will introduce young students to regions that are created from common physical and human characteristics. The first item that first graders will understand is the difference between a physical and human characteristic of a place. They will understand that physical characteristics are things that humans did not make such as clouds, trees and weather.

They will also understand that human characteristics are things that humans did make such as buildings, playgrounds and sidewalks. The next item that first graders will understand is the way in which people modify and adapt to the environment. They will understand that people have different ways that modifying the environment means changing something in the environment to better fit the needs of the community. An example of this would be cutting down trees to make houses, clearing land to build roads and building a bridge to get from one side of a land mass to the other. Students will understand also that people can adapt to the environment by creating things that make life easier in that particular environment. This can include wearing the proper clothing for the climate, different housing arrangements and transportation.

Finally the first graders will understand that there are unifying characteristics and/or boundaries that are in a school region. They will understand that a region in the school has unifying characteristics that separate it from another region in the school. For example the playground has slides, swing sets, and play structures while a bathroom has a toilet, sink and stall doors.

Rationale: It’s important that students learn basic Geography concepts of regions from common physical and human characteristics because it will help lay the foundation they need to understanding larger regional areas in the United States and in the world. They coincide with the different physical and human characteristics every day, so an understanding of the basic Geography concepts would be helpful. Students, even at this year in school can understand the basic regional areas which they encounter every day.

It’s important that they have an understanding between the unifying characteristics and/or boundaries of different school regions it will help them understand grouping and identifying particular object to a larger idea. They encounter several objects every day at school that can be classified into a larger region. By understanding this concept it will help students make connections with their surroundings which will is imperative.

Finally it is important that students understand the effects of human-environment interactions because it will help them become more aware of how they live in a community, and their impact as humans living in different environments. Students of this age are capable of understanding the impact humans make on an environment and by knowing this information we are enabling them to be more conscious and well-rounded with information that they can use in everyday life.


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Introduction: This unit about the places and regions where students will understand how regions are created from common physical and human characteristics will allow students to participate in whole and small group discussion and read a book in which the concepts are introduced in kid-friendly scenarios. Students will demonstrate their learning by identifying pictures of human and physical characteristics as such in a sorting activity.

In addition to this, students will learn about the unifying characteristics and/or boundaries of different school regions by participating in whole and small group discussions which the concepts will be introduced in real-life scenarios. They will also participate in a “school walk” where we will walk to different regions in the school and discuss the different elements that make up each region. Students will demonstrate their learning by describing some characteristics that would be in a particular region as such in a small writing assignment.

In addition to this, students will learn about the different ways in which people modify and adapt to the environment through whole and small group discussions, and reading books in which the concepts are introduced. Student will demonstrate their learning by drawing a picture of something in their community that has been adapted and writing a sentence describing how it was modified.


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KUDS

GLCE and Verb

1-G2.0.1: Distinguish between physical (e.g., clouds, trees, weather) and human (e.g., buildings, playgrounds, sidewalks) characteristics of places.

Knowledge (K) Understand (U) DOL:Demonstration of Learning (DO)

Vocabulary I Can

Physical characteristics of places are things that humans did not make. (e.g. clouds, trees, weather, flowers, rivers) Human characteristics of places are things that humans did make. (e.g. buildings, playgrounds, sidewalks, cars, hospitals, bridges)

Students will understand the difference between a physical and human characteristic of a place.

Given 10-12 pictures of physical and human characteristics, students will sort them into the two categories.

Physical characteristic

Human characteristic

Characteristic

I can understand that humans made some things while other things are natural and humans did not make them.

GLCE and Verb

1-G5.0.1- Describe ways in which people modify (e.g., Cutting down trees, building roads) and adapt to the environment (e.g., clothing, housing, transportation).


Vocabulary I Can

People have many different ways they modify and adapt to the environment. E.g. cutting down trees to make houses,

Students will understand that people can modify their environment and adapt it to serve the needs of the people.

Draw a picture of something in our community that has been adapted. Write a sentence describing how it was modified.

EnvironmentModifyAdapt

I can describe ways that people change their environment in order to live an easier life


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clear land to build roads, build a bridge to get from one side to the other. Humans need to adapt to survive and we modify the environment to make things easier.

GLCE and Verb

1-G2.0.2- Describe the unifying characteristics and/or boundaries of different school regions (e.g., playground, reading corner, library, restroom).


Vocabulary I Can

School regions have unifying characteristics. Ex: a bathroom has a boy and girl sign on door, toilet, sink. A play ground has a slide, swings, play structures. A reading corner has books. A library has books, chairs and tables.

Students will understand the unifying characteristics and or boundaries of different school regions.

Given different regions of the school (playground, library, cafeteria, restroom) students will have to describe the characteristics of that region and how they know it is a certain region. They would describe the different items that would be in each particular room.

CharacteristicsRegionsBoundaries

I can describe different areas of the school and describe what makes them similar and different.


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Assessment Ideas: 1-G2.0.1: Distinguish between physical (e.g., clouds, trees, and weather) and human (e.g., buildings, playgrounds, sidewalks) characteristics of places.

a. How will you know they’ve learned this?After the lessons are concluded, students will be given 10-12 pictures of physical and human characteristics and will sort them into the two categories by color coding them. (One color will represent physical and another color will represent human characteristics).

b. How will you grade it?I will observe the students at work and use a checklist to determine which students understand the differences and which do not. Students who correctly identify 80-100% of the pictures as “Physical” and “Human” characteristics will be considered as having “Mastered” the material.

1-G2.0.2- Describe the unifying characteristics and/or boundaries of different school regions (e.g., playground, reading corner, library, restroom).

A. How will you know they’ve learned this?After the lessons are concluded, students will complete a worksheet where they will be given 4 different regions of the school (playground, library, cafeteria, and restroom). Students will have to describe the characteristics of that region and how they know it is a certain region. They will describe the different items that would be in each particular room. They can do this by writing it out or drawing a picture with a label next to it.

B. How will you grade it?I will observe the students at work and use a checklist to determine which students understand the differences and which do not. Students who correctly describe 80-100% of the regions will be considered as having “Mastered” the material.

1-G5.0.1- Describe ways in which people modify (e.g., Cutting down trees, building roads) and adapt to the environment (e.g., clothing, housing, transportation).

A. How will you know they’ve learned this?After the lessons are concluded, students will draw a picture of something in our community

that has been adapted. Write a sentence describing how it was modified.

B. How will you grade it?I will observe the students at work and use a checklist to determine which students understand the differences and which do not. Students who correctly describe their drawing of the adapted environment will be considered as having “Mastered” the material.


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Sequence of Instruction: (Including vocabulary from one GLCE)

Lessons: How will you take them where they need to go? (Step-by-Step plan)

Instructional strategies/Social constructs:

How will they work?(AND what will YOU do?)

Resources needed: What materials and resources will

they need?(Page #s read, graphic

organizers, books, posters, realia, etc…)

1-G2.0.1: Distinguish between physical (e.g., clouds, trees, weather) and human (e.g., buildings, playgrounds, sidewalks) characteristics of places.Pre-test/Anticipatory set: I will introduce students to the vocabulary by bringing in a large variety of pictures of both physical and human characteristics. This will help grab the student’s attention.

Lessons:1.The teacher will begin the lessons by introducing the three vocabulary words according to the script and pictures. (Attachment A and B), using Marzano’s Six Steps to Building Academic Vocabulary.

2.Teacher will read a story and look at discuss the different picture we previously looked at to explain the difference between a physical and human characteristic.

Instructional strategies/Social constructs: How will they work?Students will participate in whole group discussion as the vocabulary words and concepts are introduced by the teacher.They will converse with one another as they develop an understanding. Students will work independently to show their work visually on paper. Students will read the book “My Map” and respond in a Think, Pair, Share to these questions “What are some human characteristics you see in this book?” “What are some physical characteristics you see in this book?”

Students will look at the pictures shown by the teacher and then participate in a whole group discussion where the teacher ask the questions ( and others that arise):“What are some examples of physical characteristics in our community? ““What are some examples of human characteristics in our community?”The teacher will then read the story “My Map” and the

Resources needed: What materials and resources will they need?

Vocabulary Script (Attachment A)

Images of physical and human characteristics.

“My Map” by Sara Fanelli.

Bulletin board set up with physical and human characteristics written on the two sides.

Worksheets for students to identify and sort the differences between physical and human characteristics by color coding.

Markers for color coding.


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class will converse in whole discussion about the following questions. “What are some examples of human made things in this book?” “What are some examples of things humans did not make in this book?”

Guided Practice:3A. Teacher will provide ample opportunity for students to talk with one another about Physical and Human characteristics. Students will take turns asking each other what some different physical and human characteristics are that they can think of.3B. Teacher will provide pictures of physical and human characteristics to short and categorize prior to the assessment.

Students will work in pairs where they will talk about and sort pictures of physical and human characteristics.

Cutouts with pictures on them for kids to sort the differences between physical and human characteristics with a partner.

Independent Practice:4. Teacher will provide pictures (Attachment C) of physical and human characteristics for students to sort and categorize prior to the assessment.

Students will independently sort and categorize pictures to demonstrate understanding of the concepts of Human and Physical Characteristics.

Worksheets for students to identify and sort the differences between physical and human characteristics by color coding. (Attachment B)

Markers for color coding.

5. Teacher will review and revise further lessons as needed for student to understand the concepts of categorizing physical and human characteristics. This may include differentiated instruction for those needing further help and those who have mastered the ideas.

Students will revise their understanding and participate in further instruction as needed.

The teacher may need to provide additional pictures so there is transfer of knowledge and understanding to other goods and services.

Sequence of Instruction (including Vocabulary): What will you do? What will they do?


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Instructional strategies/Social

constructs: How will they work?

(AND what will YOU do?)


(Page #s read, graphic organizers, books, posters, realia, etc…)

1-G5.0.1- Describe ways in which people modify (e.g., Cutting down trees, building roads) and adapt to the environment (e.g., clothing, housing, transportation).Pre-test/Anticipatory set: I will ask the students the following questions:“Where did you sleep last night?”“How did you get to school today?”“Do you ever go anywhere to get your food/clothes/toys?” These engaging questions will get their attention focused on the ways they live in their community and ways that they have adapted to their environment.

Lessons: How will you take them where they need to go?

Direct Instruction:1.Teacher will begin the lessons by introducing the 3 vocabulary words.2.The teacher will then show the videos and read the trade books to illustrate how people modify and adapt to

Instructional strategies/Social constructs: How will they work?Stents will participate in whole group discussion as the vocabulary words and concepts are introduced by the teacher.They will converse with one another as they develop their understanding. Students will independently show their work visually on paper. Students will view the videos and answer as a class the following question, “How did these videos show humans adapting and modifying the envoirnment?”

Students will listen to stories and view videos, then participate in whole group discussion where the teacher asks the questions and others that arise:“What are some ways people modified the environment in these videos/stories?”“What are some ways the people adapted to the environment in these stories/videos?”

Resources needed: What materials and resources will they need ?

Vocabulary script Whiteboard with words written

down on them Bryon , Barton. Building a House Ferns, Ben. Video about how

things are made. http://www.youtube.com/watch?v=FynWE TakS9U

Garland, Sarah . Eddie's Garden: and How to Make Things Grow.

Lenski, Lois . The Little Train Olsen, Margaret. Video about

deforestation of Amazon forest. Retrieved fromhttp://www.youtube.com/watch?v=OL4FF4OQf3w

Rita, Gray. Easy Street. Van Dusen, Chris. If I Built a

Car.


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their environment.Guided Practice:3a. Teacher will provide ample opportunity for students to talk with one another about ways they modify and adapt to their environment.3b. Teacher will ask students to talk with each other about ways they have adapted to their environment.

Students will get in partners and discuss different things in their community that are modified. Ex: Roads, buildings, schools, homes. They will also discuss ways in which they can adapt to the environment. Ex: Clothing, Transportation. The teacher will walk around and monitor their discussions.

Independent Practice:4.Teacher will provide a worksheet where students can draw a picture of something in the community that has been adapted. They will write a sentence describing how it was modified.

Students will independently draw a picture of something in their community that has been adapted and write a sentence describing what happened.

White piece of paper for students to draw their pictures and write their sentence.

Markers, crayons, colored pencils.

5.Teacher will review and revise further lessons as needed for student to understand the concepts of modifying and adapting to an environment. This way includes differentiated instruction for those needing further help and those who have mastered the ideas.


The teacher may need to provide additional help so there is transfer of knowledge and understanding to other goods and services.

5. Sequence of Instruction (including Vocabulary): What will you do? What will they do?


Instructional strategies/Social constructs:

How will they work?(AND what will YOU do?)

Resources needed: What materials and resources will

they need?(Page #s read, graphic

organizers, books, posters,


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realia, etc…)1-G2.0.2- Describe the unifying characteristics and/or boundaries of different school regions (e.g., playground, reading corner, library, restroom).Pre-test/Anticipatory set: I will bring in a large variety of pictures of different regions in our school. (Attachment D) This will get their attention focused on the different school regions and their unifying and/or boundaries.

Lessons: How will you take them where they need to go?Direct Instruction:1.Teacher will begin the lessons by introducing the three vocabulary words according to the script and pictures.2.Teacher will show pictures and the students will go for a walk through the school to illustrate the different characteristics of a region.

Instructional strategies/Social constructs: How will they work?Students will participate in whole group discussion as the vocabulary works are introduced by the teacher.They will converse with one another as they develop their understanding. Students will work independently to show their work visually on paper. Students will walk around the school and discuss in small groups the following question, “What are some characteristics of this particular part of the school?”

Students look at pictures and participate in whole group discussions where the teacher asks the questions and others that arise:“What are some things that are always in a bathroom?”“What are some things that are usually on the playground?”“What are some things that are usually in the library?”


Vocabulary script. Pictures of different

regions throughout the classroom.

Guided Practice:3a. Teacher will provide ample opportunity for students to talk with one another about the unifying characteristics and or boundaries of the regions in the school.3b. Students will work in small groups when walking around the school to talk about unifying characteristics and or boundaries of the

Students will go on a walk through the school and discuss in small groups. They will discuss different things they see in each region of the school and how those items are unique to that space.

Permission to walk the halls of the school and possibly go outside.


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regions in the school.Independent Practice: teacher will provide a worksheet with different regions of the school for the students to describe the characteristics prior to the assessment. (Assessment E)

Students will independently work on a worksheet where they will be given different regions of the school (playground, library, cafeteria, restroom) students will have to describe the characteristics of that region and how they know it is a certain region. They would describe the different items that would be in each particular room. They can do this by writing it out or drawing a picture with a label next to it.

Worksheet for students to work independently on. (Attachment E)

Teacher will review and revise further lessons as needed for student to understand the concepts of Teacher will review and revise further lessons as needed for student to understand the concepts of modifying and adapting to an environment. This may include differentiated instruction for those needing further help and those who have mastered the ideas. .


The teacher may need to provide additional help so there is transfer of knowledge and understanding to other goods and services.

Resource A:


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A Script for Vocabulary Development

Teacher-Talk: (Marzano’s Step One of Building Academic Vocabulary: Teacher introduces the word)

Characteristic:

Teacher-talk (Step One) Have several pictures of various human and physical characteristics. If we were to tell what this tree looks like what might we say? (Students may answer) If I was looking at this tree I would probably say that it has green leaves, it’s big and it has a brown trunk. If you were to tell me what this car looked like what would you say? (Students may answer) I might say this car has four wheels, it is big, and has windows on it. (Students should agree) Very good students now when we were telling about what the tree and the car looked like we were doing something very interesting. We were talking about a characteristic. Now I know this is a big word but let’s all try and say it together. (Say together as many times as needed until you think the kids have it down) Very good students. So when I ask you what the characteristic of a tree is all I am asking you are to tell me about it. You could say what color it is or how big it is. Anything you want really! A characteristic is word that simply means, tell me about this object. Let’s say the word together again. (Now show more pictures of objects and ask about their characteristics. Keep going until you feel like the kids understand the concept)

Human Characteristics:

Teacher-Talk (Step One) Have several pictures of various human characteristics. Okay children I am going to show you some pictures and I would like you to tell me what they are. (Show the pictures to the children and they should easily know what they are) As you can see from these pictures all of them were taken of things outside. We have the sun, a tree, a lake and many more. Now let me ask you this question. Do you know if any people were able to make the sun? (Students should say no) Do you know of any people that were able to make the big oceans that we have seen on the map? (Students should say no) Well all these types of things are called human characteristics. Let’s say that work together. A human characteristic is something that people did not make. All of the pictures that we just looked at were of things humans did not make. Even though humans can make a lot of things there are some things we just can’t make! Some examples of this are the sky, or air, or even water! Can anyone else think of something that humans did not make? (See if students can think of anything) Think Pair Share-This would qualify as Step 5 of building Academic Vocabulary- Students will talk about the words they are learning and discuss them with their partner and with the class. Let’s say those words together again.

Physical Characteristic:

Okay now that we know what a human characteristic is we will talk about things that humans did make. Here are some pictures of things that humans have made. (Show the pictures and have


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students identify what they are) These are all things that people have made. We can make lots of things like houses, cars, phones and even playgrounds! When humans make things it is called a physical characteristic. Let’s say that word together. All of the pictures we just looked at were things that humans did make. Can anyone else think of something that humans made? (See if students can think of anything) Think Pair Share-This would qualify as Step 5 of building Academic Vocabulary- Students will talk about the words they are learning and discuss them with their partner and with the class. Let’s say those words together again.

After looking at the pictures for both a human and physical characteristic read the book called “My Map” In this book you are going to see some cool drawings maps that kids drew. When reading this book has students try and identify some physical and human characteristics that are on the maps.

Step 2: Building Academic Vocabulary: Write in your own words the meaning of a “Physical Characteristic.”

Teacher talk-We’ve been learning about Physical Characteristics today. How would you tell someone in your family what that word means? (Collect a few ideas from the students and write it on the board)

Step 3: Building Academic Vocabulary: Draw a picture of something that shows you know the meaning of “Physical characteristic.”

Students will go back to their seats and on a notecard draw a picture that shows they know what this term means. They will write the word that goes with the picture as well. Collect these and display them on the board as “Human Characteristics”

Step 4: Building Academic Vocabulary: Do the activities that allow students to work with the words.

Teacher talk-I am going to give you a set of pictures. Some of the pictures are of human characteristics and some are of physical characteristics. You and your partner will have to sort the pictures. Talk with each other and decide which picture goes where.

Step 6: Building Academic Vocabulary: Play games with the words they are learning:

1. Jeopardy game: Split the class into two groups. Each group will have one person come up one at a time and the teacher shows a picture of a human and physical characteristic. The student who raises their hand first and correctly identifies the picture will win a point for their team. The team with the most points wins.


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Resource B: Pictures to use with a Human and physical Characteristic.

Human:


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Resource B continued-Physical Characteristic:

Recourse C

Name____________________

Color the HUMAN Characteristics red. Color the PHYSICAL Characteristics blue. Remember human characteristics are things humans DID make and physical characteristics are things human DID NOT make.


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Resource D

Pictures of the regions in a school


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Resource E-This is the worksheet the students will use to describe different regions in the school.

Name_______________________

Describe some object that may be in the following regions. You may either write or draw what you think would be in each area. If you draw a picture write what your drawing is next to the picture. These are areas around the school. Try to think of at least 2 objects that could go into each region.

Playground Library


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Restroom Cafeteria

Work Cited:

-Bryon , Barton. Building a House . New York : Mulberry Books, Print.

-Fanelli, Sara . My Map. New York : HarperCollins Publishers Inc, 1995. Print..

-Ferns, Ben. Video about how things are made. Retrieved from

http://www.youtube.com/watch?v=FynWETakS9U

-Garland, Sarah . Eddie's Garden: and How to Make Things Grow. Frances Lincoln Children's Books, 2004.


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Print

-Kaye, P. (1995). Games for Writing. New York: Noonday Press, Farrar, Struas & Giroux

-Knowler, Kathy. Kid Maps: Reading and Creating Maps with Human Characteristics. Geo Literacy . Web.

14 Mar 2013

-Lenski, Lois . The Little Train . Lois Lenski Books, Print.

-Olsen, Margaret. Video about deforestation of Amazon forest. Retrieved from

http://www.youtube.com/watch?v=OL4FF4OQf3w

-Rita, Gray. Easy Street. New York : Dutton Children's Books, 2006. Print.

-Van Dusen, Chris. If I Built a Car. New York : Mass Market, Print.

Unit of InstructionDirections: For the Social Studies Unit Plan, you will develop a minimum of SIX (6) lessons based on the Michigan Social Studies Grade Level Content Expectations, approved in December of 2007. Choose 1 -5 content area expectations (depending on the depth of the expectation(s). If only one CE is chosen, check with the instructor to determine whether the content has an acceptable depth and breadth to create an entire unit. Use the lesson plan format introduced in class.

Include and use the lesson plan format you were given. The components for evaluation will include the following*:


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1. Grammar and editing/mechanics must be considered in all aspects of the unit.

2. Introduction to the unit with the following: your rationale, the code and wording of the expectations, the grade level, and the time span the lessons will take. WHY are you teaching this and WHY is it important for your students to learn this material or be able to do these skills?

3. KUDs (Know, Understand, Do), I Can statements, and Vocabulary chart with corrections made. Analyze the GLCEs to be able to clearly understand (as the teacher) WHAT needs to be taught.

4. Procedures, including instructional strategies and formative assessment are used (cooperative learning, KWL, QAR, Think-Pair-Share, etc.) to allow students to learn the KUDs/I Cans. What will you DO with the class to teach them the material?

5. Materials and resources needed, including print and electronic technology and integrated literacy components, trade books, web sites, realia, simulations, worksheets. WHAT will you use with the whole class to teach the concepts?

6. Vocabulary lesson includes strategies for effectively learning the words in the Vocabulary column of the KUD. HOW will you build content vocabulary before during and after the unit?

7. Assessment strategies for both formative and summative assessment are written. HOW will you measure the learning during and after the unit?

8. Include a bibliography that cites all sources used for the unit (in APA format).

*The complete and outlined plan for developing a unit on the chosen GLCEs should be in place and SIX (6) of the lessons should be fully developed, including one complete vocabulary lesson (using Marzano’s Six Steps).

Elements (130 points possible)

Distinguished (13 – 15 points)

Proficient (10 – 12 points)

Progressing (7-9

points)

Unsatisfactory (0 – 6

points)

1 – Grammar

and editing (mechanics)

Very few editing (spelling, capitalization, punctuation) or grammar (word choice, syntax, verb agreement, vocabulary) mistakes.

Organization, clarity, editing, or grammar may have some minor concerns.

Problems with organization, clarity, missing components, and/or editing and grammar are significant enough to interfere with the instructor’s ability to easily interpret the

Serious problems with organization, clarity, missing components, grammar, and/or editing.


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(8 – 10 points)

(5 – 7 points)

intent of the unit.

(2 – 4 points)

(0-1 points)

2 – Organization Attachments aligned to lessons and clearly labeled A-Z. All components are in order: Title page, Table of Contents, Unit Overview, Rationale, Introduction, Assessment ideas, Vocabulary lesson, Unit lessons with aligned attachments, Works cited page.

Attachments aligned to lessons, labeled A-Z. Components are mostly in order: Title page, Table of Contents, Unit Overview, Rationale, Introduction, Assessment ideas, Vocabulary lesson, Unit lessons with aligned attachments, Works cited page.

Attachments may be missing or misaligned with lessons and labeled. Components may be out of order: Title page, Table of Contents, Unit Overview, Rationale, Introduction, Assessment ideas, Vocabulary lesson, Unit lessons with aligned attachments, Works cited page.

Attachments for lessons may be missing or mislabeled. Organizational components may be missing.

3 – Unit

Overview, Rationale, and Introduction

A clear and well-organized Unit

Overview (grade, core content narrative), Rationale (why it’s important to learn this), and Introduction (what students can expect to learn) provides an easy-to- follow entry to the unit.

Unit Overview (grade, core content narrative), Rationale (it’s important to learn this), and Introduction (what students can expect to learn) are covered. Any part may be short or lack the details needed to give a complete picture of the unit.

Unit Overview (grade, core content narrative), Rationale (why this it’s important), or Introduction (what students can expect to learn) are missing. Any part included may be short or lack the details needed to give a complete picture of the unit.

Unit does not follow the unit plan directions. Poor quality of work on the Unit Overview (grade, core content narrative), Rationale (why it’s important), and Introduction (what students can expect to learn). Missing any of the components.

4 - KUDs, I Cans, Vocabulary

KUDs, I Cans, and Vocabulary closely align to the GLCEs.

KUDs, I Cans, and Vocabulary align to the GLCEs.

KUDs, I Cans, or Vocabulary are not quite aligned to the

KUDs, I Cans, and /or Vocabulary may be mis-aligned to the


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GLCEs. GLCEs.

5 – Body of the unit – content and organization.

(Instructional strategies: Cooperative learning, KWL, QAR, Think-Pair-Share, etc.)

Unit includes all required components and is well-organized. Procedures are used to allow students to learn the KUDs/I Cans. Using Gradual Release, lessons are detailed and lead toward the understanding of the selected expectations. Fully developed lessons demonstrate accurate knowledge of social studies content expectations, creative use of a variety of instructional methods, technology, and strategies for student engagement, considering the age of the child.

Unit may have minor omissions of the required components. Lessons may lack some necessary detail. Possible minor organization problems. Possible issues with scope and sequence. Lessons demonstrate adequate knowledge of social studies content and state expectations, an acceptable variety of instructional methods, integration of technology, and instructional strategies for student engagement, but may not be on-target with the age of the child.

Unit may have significant omissions of the required components. Lessons may lack detail or logical flow. Weak organization may arise throughout the unit. Limited knowledge of the state expectations and/or social studies content is evident. Some variety in instructional methods, integration of technology in instruction, and/or strategies may be used, but limited. Teacher-based or text-based rather than student-based.

Candidate’s unit overview is poorly written and contains few of the required components. Lack of organization throughout the unit. Lack of knowledge of the state expectations and/or accurate social studies knowledge and content is evident throughout. Lessons are difficult to follow and lack detail. Very little variety of instruction, use of technology. or variety in lesson design. Too much reliance on lectures or textbook instruction.

6 – Materials and resources, including print and electronic technology and integrated literacy components, trade books, web sites, realia,

Materials and resources needed to teach each lesson in the unit are fully developed and represented in the final project.

Materials and resources needed to teach each lesson in the unit are well-represented in the final project.

Materials and resources needed to teach each lesson in the unit are lacking depth and number.

Materials and resources needed to teach each lesson in the unit are missing or not supportive of the unit content.


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simulations, and any worksheets

7 – Vocabulary lesson

Effective lessons model all 6 Steps of Marzano’s Vocab instruction for the unit. Appropriate use of formative assessment.

Adequate lessons to teach the vocabulary of the unit include the 6 steps of Marzano.

Adequate use of formative assessment.

Limited vocabulary lesson may or may not include any of Marzano’s 6 Steps for Vocab instruction. Limited use of formative assessment.

Minimal or no vocabulary instruction.

Little or no use of formative assessment.

8 – Formative and Summative Assessment

Each lesson contains a complete and effective component of formative assessment. The idea and structural components for a final summative assessment are included and fully developed.

Each lesson contains a component of formative assessment. The idea and structural components for a final summative assessment are included, though not necessarily fully developed.

Some lessons may be missing the component of formative assessment and the idea for a final summative assessment may be minimal or missing.

Most lessons are missing the component of formative assessment. OR The idea for a final summative assessment is missing.

9 –

Bibliography, Citation page

See Purdue Owl for help (URL below).

Variety of resources (books, websites, multimedia, etc.) listed using APA format. Ten (10) or more resources cited. All sources used are cited correctly. See Purdue OWL for help

Adequate variety and quantity of resources (6-9) . A few minor mistakes with APA format. See Purdue OWL for help.

Lack of variety or quantity of resources (3 to 5). Mistakes with APA format. Some missing citation information. See Purdue OWL for help.

Skimpy (less than 3) and unvaried resource list. APA format not used and/or significant citation information missing. Some missing citations for resources used.

Purdue Owl: http://owl.english.purdue.edu/owl/resource/560/01/


http://owl.english.purdue.edu/owl/resource/560/01/

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web viewunit/vocabulary planning guide. chrystal schemanski. sst 309-04. winter, 2013

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