Writing assignment 4

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· Assignment (50 points)

· Create one daily lesson plan that will be incorporated into your Final Project.

· Requirements: Use comprehension strategies from Vacca, Chapter 7 to create a lesson for your Final Project Thematic Unit that includes Before, During, and After-Reading activities (See Chapter 5 for a review of these.)

· Because this assignment will become one of the daily lessons in your final project, be sure you have an overall idea of how it will fit with the other three (3) days in your plan.

· Make sure your lesson activities include literacy strategies and are not just content area subject lessons.

· You must use at least one selection from your Text Set listed in your planning guide, and fill out the Daily Lesson Plan Template from the Final Project.

· Make sure that you give all directions. For example: don’t just say, “We will do Pair-Share” and assume everyone knows what that is. Describe the activity.

· List literacy and content area standards addressed through your lesson.

· Identify differentiation strategies for struggling learners.

· Create and include all necessary student handouts.

· Submit the Daily Lesson Plan Template and all student handouts as one document.

Rubric

REA 617- Unit 4 Writing Assignment Rubric B-D-A Framework Daily Lesson Plan (50 pts)

REA 617- Unit 4 Writing Assignment Rubric B-D-A Framework Daily Lesson Plan (50 pts)

Criteria

Ratings

Pts

This criterion is linked to a Learning OutcomeInstructional goals & Standards

The teacher can relate his/her disciplinary knowledge to other subject areas

6 pts

ADVANCED - 4

Powerful instructional goals (3-5) clearly and concisely state what the student will know or be able to do, are specific, detailed, and measurable. Goals are aligned with given standards and are challenging but attainable. ELA and Content standard are applicable to the lesson and unit. (6 points)

5 pts

PROFICIENT - 3

Instructional goals (3-5) clearly state what the student will know or be able to do, are specific, detailed, and measurable. Goals are clearly aligned with given standards. ELA and Content standard are applicable to the lesson and unit

4 pts

BASIC - 2

Instructional goals are simply restatements of the unit standards. Goals are not specific or measurable. Words like “know” and “understand” are used as what the student will be able to do. Instructional goals are generally aligned with given standards (ELA and/or Content standards) that are applicable to the lesson.

3 pts

MINIMAL - 1

Instructional goals do not state what the student will be able to do at the end of the lesson but rather state what the teacher will do; goals are related to activities but are not specific or measurable. The relationship between instructional goals and standards is minimal

6 pts

This criterion is linked to a Learning OutcomeUse of Text Set item

The teacher knows how to enhance learning through the use of a wide variety of materials as well as human and technological resources

3 pts

ADVANCED - 4

At least one text from the Text Set is utilized in the lesson. There is a comprehensive and obvious connection with the text and the focus of the lesson. The text is used in a grade-level appropriate manner.

2 pts

PROFICIENT - 3

At least one text from the Text Set is utilized in the lesson. There is a connection with the text and the focus of the lesson. The text is used in a grade-level appropriate manner.

1 pts

BASIC - 2

Text is not used effectively as either a literacy or content area tool, or instruction is not on grade level.

0 pts

MINIMAL - 1

Text from text set is not utilized or identified.

3 pts

This criterion is linked to a Learning OutcomeIntegration of created materials

Candidates use appropriate and varied instructional approaches.

6 pts

ADVANCED - 4

Created activities and handouts are practical, original, creative, and related to all chosen texts. Activities and handouts are clearly related to standards. Activities and handouts are well designed and give thorough directions and explanations for use.

5 pts

PROFICIENT - 3

Created activities and handouts are practical, specific, and related to the chosen texts. Activities and handouts are related to standards. Activities and handouts are well designed and give directions and explanations for use

4 pts

BASIC - 2

Created activities and handouts are specifically listed, but some are not practical or related to the unit or the texts. Activities and handouts are related to standards. Activities and handouts do not give clear direction or do not seem to support the purpose.

3 pts

MINIMAL - 1

The relationship between the texts and the activities and handouts is unclear. Activities and handouts have limited relationship to standards. Activities and handouts are unclear and seem to lack purpose.

6 pts

This criterion is linked to a Learning OutcomeIntegration of Literacy Strategies

Candidates develop word recognition, language comprehension, strategic knowledge, and reading-writing connections.

6 pts

ADVANCED - 4

Literacy instruction [vocabulary development, reading comprehension, writing to texts, and/or technology integration] is clearly evident throughout the lesson.

5 pts

PROFICIENT - 3

Literacy instruction [vocabulary development, reading comprehension, writing to texts, and/or technology integration] is evident throughout most of the lesson.

4 pts

BASIC - 2

The unit exhibits limited literacy instruction [vocabulary development, reading comprehension, writing to texts, and/or technology integration].

3 pts

MINIMAL - 1

Very little integration of literacy instruction [vocabulary development, reading comprehension, writing to texts, and/or technology integration] throughout lesson

6 pts

This criterion is linked to a Learning OutcomeIntroductory Phase - BEFORE LEARNING/READING (Motivation, Prior Knowledge, Content Focus)

The teacher knows how to take contextual considerations (instructional materials, individual student interests, needs, and aptitudes, and community resources) into account in planning instruction that creates an effective bridge between curriculum goals and students' experiences.

6 pts

ADVANCED - 4

Extensive and ongoing documentation of gaining attention or motivating students, presenting learner outcomes or relating new information to prior experience or knowledge related to content area focus.

5 pts

PROFICIENT - 3

Clear, adequate, and ongoing documentation of gaining attention or motivating students, presenting learner outcomes or relating new information to prior experience or knowledge related to content area focus.

4 pts

BASIC - 2

Limited and intermittent documentation of gaining attention or motivating students, presenting learner outcomes or relating new information to prior experience or knowledge related to content area focus.

3 pts

MINIMAL - 1

Insufficient documentation of gaining attention or motivating students, presenting learner outcomes or relating new information to prior experience or knowledge related to content area focus.

6 pts

This criterion is linked to a Learning OutcomeDevelopmental Phase - DURING LEARNING / READING

(Teacher Input, Skills Development and Integration) The teacher creates short-range and long-term plans that are linked to student needs and performance and adapts the plans to ensure and capitalize on student progress and motivation.

6 pts

ADVANCED - 4

Creative, extensive and ongoing documentation of plans for teacher presentation of content area focus and/or skills development that incorporates literacy instruction [vocabulary development, reading comprehension, writing to texts, and technology integration].

5 pts

PROFICIENT - 3

Clear, concise, adequate and ongoing documentation of plans for teacher presentation of content area focus and/or skills development that incorporates literacy instruction [vocabulary development, reading comprehension, writing to texts, and technology integration].

4 pts

BASIC - 2

3 pts

MINIMAL - 1

Insufficient documentation of plans for teacher presentation of content area focus and/or skills development that incorporates literacy instruction [vocabulary development, reading comprehension, writing to texts, and technology integration].

6 pts

This criterion is linked to a Learning OutcomeDevelopmental Phase DURING & AFTER LEARNING/ READING (Student Response, Feedback, Integration)

The teacher knows when and how to adjust plans based on student responses and other contingencies.

6 pts

ADVANCED - 4

Creative, extensive and ongoing documentation of plans for checking for understanding, providing independent and guided practices, and providing feedback related to the content focus and literacy instruction [vocabulary development, reading comprehension, writing to texts, and/or technology integration].

5 pts

PROFICIENT - 3

Clear, concise, adequate and ongoing documentation of plans for checking for understanding, providing independent and guided practices, and providing feedback related to content focus and literacy instruction [vocabulary development, reading comprehension, writing to texts, and/or technology integration]

4 pts

BASIC - 2

Limited and intermittent documentation of plans for checking for understanding, providing independent and guided practices or providing feedback related to content focus and literacy instruction [vocabulary development, reading comprehension, writing to texts, and/or technology integration]

3 pts

MINIMAL - 1

Insufficient documentation of plans for checking for understanding, providing independent and guided practices or providing feedback related to content focus and literacy instruction [vocabulary development, reading comprehension, writing to texts, and/or technology integration].

6 pts

This criterion is linked to a Learning OutcomeConcluding Phase - AFTER LEARNING / READING (reinforce, clarify, and elaborate)

The teacher accesses student's thinking and experiences as a basis for instructional activities by, for example, encouraging discussion, listening and responding to group interaction, and eliciting samples of student thinking orally and in writing.

6 pts

ADVANCED - 4

Creative, extensive and ongoing documentation of provisions for reinforcing lesson focus, clarifying and elaborating ideas and addressing closure throughout the unit related to content focus

5 pts

PROFICIENT - 3

Clear, concise, adequate and ongoing documentation of provisions for clarifying and elaborating ideas and addressing closure related to content focus throughout the unit.

4 pts

BASIC - 2

Adequate and intermittent documentation of provisions for adequate clarifying and elaborating activities to bring closure throughout the unit.

3 pts

MINIMAL - 1

Adequate and intermittent documentation of provisions for adequate clarifying and elaborating activities to bring closure throughout the unit.

6 pts

This criterion is linked to a Learning OutcomeAccommodations

The teacher identifies and designs instruction appropriate to students' stages of development, learning styles, strengths, and needs.

5 pts

ADVANCED - 4

Lesson provides extensive specific accommodations related to students’ content area and literacy needs.

4 pts

PROFICIENT - 3

Lesson provides adequate, specific accommodations related to students’ content area and literacy needs.

3 pts

BASIC - 2

Lesson provides a limited number of specific accommodations related to students’ content area and literacy needs.

0 pts

MINIMAL - 1

Lesson does not adequately address specific accommodations related to students’ content area and literacy needs.

5 pts

Total Points: 50