#7
Standard NCSS to which this rubric applies: 1: Unit Rationale
WAGNER COLLEGE - DEPARTMENT OF EDUCATION
ED 605 Social Studies Diversity Unit Plan (SSDUP) Assessment Rubric
Student Name:______________
Target=3 The Unit Rationale identifies the target student population and provides a richly detailed account and rationale for prerequisite student knowledge of more than 1 paragraph in length. 2. The Unit Rationale fails to list Specialized The Unit Rationale lists some Specialized The Unit Rationale lists many, various Professional Association (NCSS) and Professional Association (NCSS) and Specialized Professional Association interdisciplinary teaching and learning interdisciplinary teaching and learning (NCSS) and interdisciplinary teaching and strategies and/or the candidate fails to strategies. Additionally, the candidate learning strategies. Additionally, the include a persuasive 1 paragraph includes a 1 paragraph explanation of the candidate includes a richly detailed account explanation of the rationale for the rationale for the strategies relative to the of more than 1 paragraph in length strategies relative to the unit goals. unit goals. explaining the rationale for the strategies relative to the unit goals. 2: Unit Goals and Objectives 1 2 3 3. Less than 2 Unit Goals are presented and/or 2 Unit Goals are supported by an More than 2 Unit Goals are supported by an the goals lack a clear explanation of the explanation of the formative and summative explanation of the formative and summative formative and summative assessments in assessments in relation to the lesson assessments in relation to the lesson relation to the lesson sequence. sequence. sequence. 1. 4. There are less than 3 Unit Objectives which may or may not include higher-order objectives according to Bloom's Taxonomy. Moreover, the objectives may cover few of the prescribed outcomes for the Unit Plan. 3: Developmentally Appropriate Unit Lessons of 4 - 6 in Number 1 5. The Unit Plan includes less than 4 lessons and/or fails to include any developmentally appropriate learning activities. Lesson plans fail to provide learning opportunities that engage students in well planned and ongoing activities that encourage active learning. 6. Less than 2 lessons integrate technology as a learning tool and/or students are provided with scant opportunities to construct knowledge using technology according to the NCSS standards. There are 3 - 4 Unit Objectives including some higher-order outcomes according to Bloom's Taxonomy. The objectives cover most of the prescribed outcomes for the Unit Plan. 2 The Unit Plan includes 4-6 developmentally appropriate lesson plans. Most lesson plans provides learning opportunities that engage students in well planned and ongoing activities that encourage active learning. A minimum of 2 lessons integrate technology as a learning tool. Students are provided some opportunities to actively construct knowledge using various forms of technology according to the NCSS standards. There are more than 4 Unit Objectives including several higher-order outcomes according to Bloom's Taxonomy. The objectives cover each of the prescribed outcomes for the Unit Plan. 3 The Unit Plan includes 4-6 developmentally appropriate lesson plans. Every lesson plan provides learning opportunities that engage students in well planned and ongoing activities that encourage active learning. More than 2 lessons integrate technology as a learning tool. Students often and consistently are provided opportunities to actively construct knowledge using several types of technology and media according to the NCSS standards. 1
Not Acceptable=1 The Unit Rationale identifies the target student population, but fails to provide a cogent discussion on prerequisite student knowledge.
Acceptable=2 The Unit Rationale identifies the target student population and provides 1 paragraph on prerequisite student knowledge.
NCSS #7
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The Unit Plan contains less than 2 interdisciplinary and/or fails to indicate meaningful connections with another discipline. Less than 2 of the lessons contain multiple, differentiated teaching and learning strategies resulting in students' active learning. Students have few opportunities to demonstrate mastery according to the NCSS standards.
A minimum of 2 lessons are interdisciplinary in nature indicating some connections with another discipline. Most of the lessons contain multiple, differentiated teaching and learning strategies resulting in students' active learning. Students have several opportunities to demonstrate mastery according to the NCSS standards. 2 Each lesson includes 1 paragraph explaining the concept or main idea or aim of the lesson. Each paragraph addresses the question, "What am I trying to teach the students?" Each lesson lists some appropriate standards with the descriptions including NCSS and New York State Curriculum standards. Each lesson contains 3 - 4 learning objectives with at least half invoking higher-order thinking skills according to Bloom's Taxonomy. The objectives expand on the Unit objectives.
A minimum of 2 lessons are interdisciplinary in nature indicating several connections with other disciplines and working with other educators. Each lesson contains multiple, differentiated teaching and learning strategies resulting in students' active learning. Students are given many and consistent opportunities throughout the Unit Plan to demonstrate mastery according to the NCSS standards. 3 Each lesson includes more than 1 paragraph explaining the concept or main idea or aim of the lesson. Each paragraph addresses the question, "What am I trying to teach the students?" Each lesson lists several appropriate standards with the descriptions including NCSS and New York State Curriculum standards. Each lesson contains more than 4 learning objectives with at least half invoking higherorder thinking skills according to Bloom's Taxonomy. The objectives clearly expand on the Unit objectives.
3a - 3i: Individual Lessons 1 3a. Concept/ Main Idea/ Aim of the Lesson 10. Each lesson to fails include 1 paragraph explaining the concept or main idea or aim of the lesson and/or the paragraphs fail to address the question, "What am I trying to teach the students?" 3b. Learning Standards Some or all lessons fail to list appropriate standards with the descriptions including NCSS and New York State Curriculum standards. 3c. Lesson Objectives Some or all lessons contain less than 3 learning objectives and/or fail to invoke at least 2 higher order thinking skills according to Bloom's Taxonomy. The objectives may also fail to expand on the Unit objectives.
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NCSS #7
3d. Lesson Introduction/ Do Now 13. 1 Each lesson begins with an introduction or "do now." Few of the introductions arouse curiosity, connect to prior knowledge, and focus attention on what is to be learned. 3e. Learning Activities Each lesson describes the learning strategies and procedures that will be used to achieve the instructional objectives. Few strategies incorporate questions, statements, directions, and actions. Few learning strategies are sequentially and logically presented to connect new material to student prior knowledge. Few learning strategies offer detail. Unclear directions would result in difficulty for others to institute the lessons. 3f. Lesson closures, Transitions, and Follow-ups Few of the lessons contain smooth transitions between activities and end with a summary activity to help students gauge what they learned (metacognition). Formative assessments seldom guide follow-up activities. 3g. Resources Few of the lessons contain comprehensive lists of all necessary teacher and student materials. 3h. Assessment The Unit Plan fails to integrate a minimum 2 formative and 1 summative assessments into various lessons. The assessments may also fail to include rubrics and a 1paragraph explanation discussing the alignment of the assessments with the Unit and lesson learning objectives. 2 Each lesson begins with an introduction or "do now." Most of the introductions arouse curiosity, connect to prior knowledge, and focus attention on what is to be learned. Each lesson describes the learning strategies and procedures that will be used to achieve the instructional objectives. Most strategies incorporate questions, statements, directions, and actions. Most learning strategies are sequentially and logically presented to connect new material to student prior knowledge. Most learning strategies are richly detailed with clear instructions. The resulting clarity allows others to easily institute most of the Unit Plan. Most of the lessons contain smooth transitions between activities and end with a summary activity to help students gauge what they learned (metacognition). Formative assessments often guide followup activities. 3 Each lesson begins with an introduction or "do now" that arouses curiosity, connects to prior knowledge, and focuses attention on what is to be learned. Each lesson describes the learning strategies and procedures that will be used to achieve the instructional objectives incorporating questions, statements, directions, and actions. Each learning strategy is sequentially and logically presented to connect new material to student prior knowledge. Each learning strategy is richly detailed with clear instructions. The resulting clarity allows others to easily institute the Unit Plan. Each lesson contains smooth transitions between activities and ends with a summary activity to help students gauge what they learned (metacognition). Formative assessments guide follow-up activities.
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Most of the lessons contain comprehensive Each...