Pre K - K Unit.doc.docx - Weebly
Attachment 9
Unit Designers: Gloria, Brenda, Andrea, and Kathleen
Unit Title: Pumpkin, Pumpkin, Round & Fat!
Grade Level: PreK - Kindergarten:
PART I: BACKGROUND
|Unit overview: |
|The class is made up of 12 students, 7 boys and 5 girls. The school is located in an upper middle class suburb where most parents have attained a high level of education. Eighty-five percent of the |
|student population is Caucasian, 8% Asian, 3% African American and 4% Latino. About 10% of the student body has identified special education needs. Two of the students in the current classroom have |
|been identified with special needs. |
| |
|Rationale: |
|A pumpkin unit fits well with the fall season and answers students’ curiosities about pumpkins. In the spirit of Halloween, many children’s families have pumpkins at home, so this is a relevant topic of|
|conversation in the classroom. Given that children at this age are naturally inquisitive about their physical world, this unit affords a wealth of hands-on, inquiry-based, and student-driven learning |
|opportunities. Likewise, a pumpkin unit is well-suited to state standards, being that such a theme naturally facilitates an integrated, cross-curricular unit of study. |
| |
|Accommodations: |
| |
|What specific accommodations must be in place for any student(s) with an IEP? |
|AJ and SL both utilize a visual schedule. AJ is also in the process of learning how to appropriately implement the Picture Exchange Communication System, commonly known as PECS. |
| |
|What differentiated practices should be in place? Why? |
|AJ is a 3 year-old boy with ASD who displays awkward motor skills, has no words, and communicates by reaching and pointing. Although familiar with ten signs, AJ is unable to use them for purposeful |
|communication, due to poor motor imitation skills. AJ often appears disengaged during classroom activities, but readily participates and displays enthusiasm for activities incorporating song and |
|movement. Current goals include (1) increasing instances of joint attention and (2) joint activity routines, in addition to (3) learning appropriate use of the Picture Exchange System (PECS). |
|SL is a 5 year-old girl with ASD and Expressive and Receptive Language Disorder. Behavioral concerns have decreased, but continue to exist, namely in the way of tantrums. Although exhibiting difficulty|
|when separating from parents, SL successfully interacts with her peers. She learns best through memory and repetition, and demonstrates strong pre-readiness skills , such as color, number, and letter |
|identification. Delays have been noted in self-help skills, fine-motor coordination, and visual-motor skills. With limited strength in her hands, fine motor use is impeded. SL struggles with verbal |
|cues and has difficulty maintaining attention for seated activities. SL benefits from choice and structure, demonstrates strong gross-motor skills, and displays an impressive memory. While displaying |
|basic language-labeling skills, SL seldom incorporates verb tenses or subjects. She does not engage in sociodramatic play, share stories, or discuss past/ future events. Current goals include: (1) |
|increasing vocabulary of objects, concepts, and procedures, (2) strengthening ability to recall and formulate sentences, and (3) decreasing tantrum occurrence. |
|In terms of differentiated practices in the classroom, choice of activities and timing will be provided to give children a sense of ownership and to promote classroom engagement. Sensory breaks will be |
|included to aid in attention and self-regulation. Opportunities for dance and movement will also be integrated to appeal to students’ kinesthetic learning styles. Visual aids will be used in various |
|activities to reinforce content/skills and to support verbal cuing. Modeling, positive reinforcement, behavior shaping, and scaffolding will also play a crucial role in instructional practice. |
|Topic: Pumpkins |
|Enduring Understandings (EU) | |Essential Questions (EQ) |
| | | |
|1. Living things, such as pumpkins, | |1. Are pumpkins living things? |
|grow in predictable ways, known as | | |
|life cycles. | |2. What do pumpkins need in order to grow? |
| | | |
|2. Pumpkins require certain | |3. What do all pumpkins have in common? |
|resources in order to grow. | | |
| | |4.What purposes do pumpkins serve? |
|3. All pumpkins have recognizable | | |
|structures and features. | | |
| | | |
|4.Pumpkins satisfy agricultural, | | |
|decorative, and consumptive | | |
|purposes. | | |
|Content Standards by Centers: |
| |
|Library: |
|COG 9: Understands and participates in conversations |
|EU Connection #4: Discuss how pumpkins serve decorative purposes outside (and inside!) our homes. |
|COG 11: Displays knowledge of books and print |
|EU Connections #s 1-4: The library is stocked with a variety of pumpkin books, so students will be able to explore all of the previously aforementioned EUs/ EQs throughout the week. |
|Writing: |
|PHY 2: Uses coordinated small muscle movements |
|EU Connection #3: Explore the physical features of pumpkins, while creating still-life representations. |
| |
| |
|Math: |
|COG 6: Relates number to quantity |
|EQ Connection #2: Generate similarities and differences re: common features associated with pumpkins. |
|Science: |
|COG 1: Engages in scientific inquiry |
|EQ Connections #s 1-2: Depict the life cycle of a pumpkin and determine essential resources for growth and survival. |
| |
|Dramatic Play: |
|CRE 3: Represents experiences and fantasies in pretend play |
|EU Connection #4: Investigate the agricultural and consumptive purposes of pumpkins by running a farm stand. |
| |
|Block Corner: |
|CRE 1: Builds and constructs to represent own ideas |
|EQ Connections #s 2/4: Examine pumpkins from an agricultural perspective, while identifying the resources necessary to sustain growth. |
|Key Content Knowledge by Center |Skill Acquisition by Center |
| | |
|Pre-assessments - to inform instruction at each center: |Pre-assessments - to inform instruction at each center |
|Modified K-W-L, known as a “T-W-F-L” chart |Modified K-W-L, known as a “T-W-F-L” chart |
|T - What do I think I know about pumpkins? |F - How might we find this information? |
|W - What do I want to learn OR wonder about pumpkins? |(Relates to inquiry skills!) |
|F - How might we find this information? |Pumpkin Anchor Chart |
|L - What did I learn? |The chart is separated into different sections on pumpkins, such as: appearance - size, color, shape,|
|Pumpkin Spider Diagram |texture, growth patterns, and uses. This information, some of which may have already been included |
|Students’ brainstorm the physical characteristics of pumpkins |in the T-W-F-L chart, will help to set the tone for upcoming learning centers, while allowing the |
|Library: |teacher to pre-assess students’ initial explanations and observations. |
|Students will know that... |Checklists re: Print Awareness & Fine Motor Control |
|Pumpkins are living things that need water, sunlight, soil, and air to grow. |The teacher will informally assess students’ print awareness. Potential areas of observation |
|Pumpkins serve a variety of purposes, including home decoration. |include: orienting a book correctly,understanding that words are read from left to right and top to |
| |bottom, differentiating between pictures and print, identifying the location for the beginning and |
|Writing: |ending of a story, and using pictures to generate meaning. |
|Students will know that... |Library: |
|Pumpkins display a variety of physical properties. |Students will be able to... |
| |Identify pumpkins as living things in conversation, and explain their decorative purpose. |
| |Demonstrate book-handling skills. |
| | |
|Math: |Writing: |
|Students will know that... |Students will be able to... |
|Pumpkins vary in size, namely length and width. |Discuss the properties of pumpkins and record written/ pictorial observations using a variety of |
| |writing instruments. |
|Science: | |
|Students will know that... |Math: |
|Pumpkins begin as seeds that grow into sprouts. The sprouts develop into vines that bear flowers. |Students will be able to... |
|These flowers grow into green pumpkins. Generally, the green pumpkins develop into orange pumpkins. |Compare pumpkins based on size, using nonstandard measurements to determine length and width. |
|Pumpkins are living things that need water, sunlight, soil, and air to grow. | |
| |Science: |
|Dramatic Play... |Students will be able to... |
|Students will know that: |Describe how pumpkins grow and what pumpkins need in order to grow. |
|Pumpkins can be sold for profit at farm stands. |Observe pumpkins, using their five senses and a hand lens. |
|Families can use pumpkins to decorate their home and/or to cook various dishes. | |
| |Dramatic Play: |
|Block Corner... |Students will be able to... |
|Students will know that: |Model selling and purchasing behaviors at a farm stand. |
|Pumpkins serve agricultural purposes, so farmers must prepare their gardens to accommodate these | |
|fruits. |Block Corner: |
| |Students will be able to... |
| |Model and describe the agricultural aspects of planting pumpkins. |
PART II: ASSESSMENT
|Combination Checklist - Rubric, Aligned with Performance Standards and Benchmarks |Relationship Between Assessment Strategy and Unit Standards |
| | |
|A checklist is supplied for each center, aligned with the previously selected performance standards, |In the spirit of UbD’s Backwards Design, all performance standards were identified prior to |
|specifically designated for the center activity. To allow for a seamless assessment process, the |developing the center activities. Consequently, the standards for the unit underscore the learning |
|benchmarks from CT’s Preschool Assessment Framework are coupled with the standards. In doing so, the|objective(s) for each center, and the checklists tie back to each of the standards represented within|
|benchmarks serve as a purposeful, yet convenient rubric, encapsulating the gradations typical of each|the center. Therefore, continuity between the unit plan, centers, and assessment practices is |
|developmental milestone, in this mixed age classroom. |established, in order to secure performance data that is valid, meaningful, and robust. |
| | |
|On each center-based checklist, an applicable standard will run across the top of the page, followed | |
|by the four corresponding benchmarks. A grid is also provided with separate boxes for each student. | |
|The teacher, then, checks off the appropriate benchmark for a particular student, and includes any | |
|pertinent anecdotal records in the space provided. | |
| | |
|By the end of the week, the teacher will have an opportunity to circulate throughout the centers, | |
|supporting, extending, and shaping students’ understandings. Observations garnered from these | |
|interactions will become the basis for students’ benchmark assignments. | |
Create the Rubric for use at the end of one week in each center.
Please see checklists below, with embedded rubrics. The boxes, running from left to right, represent a student’s placement along the continuum (i.e. benchmarks 1 to 4)
Library Center (1/2)
Performance Standard: COG 9 – Understands and participates in conversations
|Understands and makes verbal responses to comments|Understands and participates in a short |Understands and participates in an extended |Understands and participates in an extended |
| |conversational exchange |conversational exchange |conversational exchange about past and future |
| | | |events or experiences |
|1. |2. |3. |4. |
|⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |
| | | | |
| | | | |
|5. |6. |7. |8. |
|⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |
| | | | |
|9. |10. |11. |12. |
|⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |
| | | | |
| | | | |
Library Center (2/2)
Performance Standard: COG 11- Displays knowledge of books and print
|Holds book and turns pages conventionally |Knows that pictures in book tell a story |Understands that the printed words in book convey |Understands that printed words in book are read |
| | |the story |left to right and top to bottom |
|1. |2. |3. |4. |
|⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |
| | | | |
| | | | |
|5. |6. |7. |8. |
|⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |
| | | | |
| | | | |
|9. |10. |11. |12. |
|⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |
| | | | |
| | | | |
Writing Center (1/1)
Performance Standard: PHY 2 – uses coordinated small-muscle movements
|Uses fingers to take apart and put together small |Uses eye-hand coordination to manipulate objects |Uses eye-hand coordination to manipulate smaller |Uses opposing hand movements to manipulate |
|objects |with increasing precision |objects with refined precision |materials, including cutting and drawing with |
| | | |control |
|1. |2. |3. |4. |
|⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |
| | | | |
| | | | |
|5. |6. |7. |8. |
|⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |
| | | | |
| | | | |
|9. |10. |11. |12. |
|⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |
| | | | |
| | | | |
Math Center (1/1)
Performance Standard: COG 6- Relates number to quantity
|Uses number-related vocabulary |Rote counts to 10 and uses number-related |Counts 10 to 20 objects and puts two groups of 5 |Counts 10 to 20 objects and identifies groups of |
| |vocabulary with some accuracy |to 10 objects in 1-to-1 correspondence |objects with less, same or more |
|1. |2. |3. |4. |
|⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |
| | | | |
| | | | |
|5. |6. |7. |8. |
|⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |
| | | | |
| | | | |
|9. |10. |11. |12. |
|⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |
| | | | |
| | | | |
Science Center (1/1)
Performance Standard: COG 1 - Engages in scientific inquiry
|Observes or explores and notices effects |Experiments, observes and comments |Experiments, observes purposefully and describes |Describes, predicts and plans for purposeful |
| | |how effects vary |exploration or observation |
|1. |2. |3. |4. |
|⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |
| | | | |
| | | | |
|5. |6. |7. |8. |
|⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |
| | | | |
| | | | |
|9. |10. |11. |12. |
|⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |
| | | | |
| | | | |
Dramatic Play Center (1/1)
Performance Standard: CRE 3- Represents experiences and fantasies in pretend play
|Plays alone and imitates simple aspects of a role |Engages in parallel and associative play with |Engages in cooperative role-play with peers |Engages in extended, planned cooperative role-play|
|using realistic props and sounds |peers | |with peers |
|1. |2. |3. |4. |
|⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |
| | | | |
| | | | |
|5. |6. |7. |8. |
|⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |
| | | | |
| | | | |
|9. |10. |11. |12. |
|⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |
| | | | |
| | | | |
Block Center (1/1)
Performance Standard: CRE 1 – builds and constructs to represent own ideas
|Explores with sensory and building materials in |Uses sensory and building materials with purpose |Creates simple constructions to represent own |Creates elaborate constructions to represent own |
|repetitive | |ideas |experiences, thoughts and ideas |
|1. |2. |3. |4. |
|⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |
| | | | |
| | | | |
|5. |6. |7. |8. |
|⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |
| | | | |
| | | | |
|9. |10. |11. |12. |
|⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |⬜ ⬜ ⬜ ⬜ |
| | | | |
| | | | |
| | | | |
Part III: The Center-Based Classroom
|Classroom Environment |
|The classroom is separated into six different centers: library, writing, math, science, dramatic play and blocks. The centers will engage and promote independent and social learning, supporting the |
|child’s developmental domains. The children are allotted time for free-choice to move and explore in all areas. The Library center is labeled “library” with a chart showing two spaces allowing two |
|friends to visit at a time. It is a comfy, cozy place that is well defined by a soft fuzzy rug and furniture, located in a quiet area of the classroom. The library center has calming pictures of |
|artwork hanging on the walls, as well as other children’s artwork, big soft body pillows, and a soft couch. The library center has big books and a bookshelf with books of various sizes and topics, and |
|a basket labeled “All about Pumpkins” that has books specifically related to the theme about pumpkins. It also includes an I-pad with stories related to pumpkins loaded onto it and comprehension wands. |
| |
|The Writing center is labeled “writing” with a chart showing four spaces, allowing four friends to visit at a time. The writing center is an area that is near the library center, where focusing as well |
|as socialization should occur. The writing area has one round table with four chairs. In the middle of the table sits a vocabulary card holder that contains words represented with the pumpkin theme and|
|several pumpkins of various shapes and sizes. This allows children the opportunity to say, discuss and write about the words they will hear frequently over the next seven to ten days. The two shelves |
|that sit near the writing table have a basket of the children’s daily writing journals and a basket of the children’s name cards for tracing, writing, and name recognition. Name cards are also used, by |
|allowing children who are not finished with their work to place their name card on their work to save it for later, or the next day. The writing center has a few paper trays that have various types of |
|paper, such as white drawing paper, picture-story paper and lined paper. There are several baskets for writing utensils, such as crayons, markers, chalk, colored pencils and regular pencils. The shelf |
|has plastic shape stencils and cardboard cut outs stencils of pumpkins, leaves and acorns. There are other various writing props included on the shelf, such as envelopes, stamps, stickers, ink pads and |
|stamps, alphabet cards, sandpaper letters, calendars, catalogues, notepads, clipboards, stapler, scissors, colorful art tape, yarn and different styles of hole punchers for making books. On another |
|shelf, there are dry erase boards and an etch-a-sketch for fine motor practice. |
| |
|The Math center is labeled “math” with a chart showing four spaces, allowing four friends to visit at a time. It is well defined by shelves and a magnet board that has numbers and mathematical symbols |
|in a container at the bottom of the magnet board, and a dry erase board on the other side. The shelves have math and geometrical books as well as a few clipboards, paper and pencils, on top of the |
|shelf, for exploratory writing or counting things made by the children. In each shelf space, there are hands on counting activities and corresponding objects that begin with smaller numbers from 0-5, |
|then progressing to higher numbers from 0-10, 1-15, 0-20 and up to 100. There are activities for adding, subtracting and patterning. There are multi-colored connecting cubes and number/picture matching |
|cards. There is a scale, a large child’s measuring tape, number puzzles, and numbers 1-10 size gradation activities. The higher counting number activities are for children who are ready for higher |
|numbers and counting. There is an anchor chart with specific sections for predictions and results. Three pumpkins of different sizes sit on top of the shelf. |
| |
|The Science center is located next to the math center and must also be next to a window for experiments, planting and creative science creations. It has interesting, real-life pictures of animals, plants|
|and the seasons on the walls. The science center is labeled “science” with a chart showing three spaces, allowing three friends to visit at a time. The science area has two shelves, a table with three |
|chairs and a small table. On the small table, is the classroom fish, the worm habitat and the freshly planted pumpkins seeds that sit, growing in small containers by the window. The science area has |
|science books related to fall, pumpkins and animals placed throughout. There is also a tray with paper, clip boards, and markers to promote drawing and writing through science inquiries. There are |
|plastic animals on a shelf, with pictures showing the animal’s habitat, that children can match. There is a scale with small bears for counting and measuring. There are colored bottles for students to |
|shake, mix and explore. Insects have been placed in clear framed boxes for students to observe. There are magnifying glasses and two pumpkins, one of which has been cut open. There is a pocket chart |
|with real life images, documenting each stage of a pumpkin’s life cycle and sentence strips with brief explanations of each stage. There is a bag of soil, a watering can, pumpkin seeds and a small shovel|
|for planting. |
| |
|The Dramatic play center is located next to the block center. It is an area with a higher volume of noise level and supports children’s language and socialization skills. The Dramatic play center is |
|labeled “dramatic play” with a chart showing four spaces, allowing four friends to visit at a time. The dramatic play center changes according to the theme, and the children help create a name for the |
|theme area. It has a small table for the four friends, kitchen appliances, a rug, kitchen curtains and a matching table cloth, allowing it to look like a home. The small table has a vase with flowers |
|on it, table mats, napkins, pepper and a salt shaker. The dramatic play area has various dolls of sizes, color and hair texture. It has baby supplies, food, dishes, a doctor’s kit, jewelry, dress up |
|clothing, shoes, dishes and a telephone to allow a child’s experience to become real, fun and inviting. There are props added in for the pumpkin theme such as: denim overalls and shirts, work gloves, |
|straw hats, money pouches, s set of pumpkins and other play fruits and vegetables, baskets, scale, cash register, clipboards, adhesive tags, and baking supplies. |
| |
|The Block center is labeled “blocks” with a chart showing four spaces that allow four friends to visit at a time. It is well defined by four long shelves and a very large cushioned rug, complete with |
|the classroom’s musical equipment, graphic organizers, and a small pillow for the teacher to sit on. This is a very large area that is also shared by the classroom for meetings and learning activities, |
|songs as well as dance and large motor movement. During free-choice time or small group learning activities, children construct various types of buildings, structures and scenes using freedom of choice |
|decisions to construct or play. To support children’s play in the block center, it has various automobiles, trucks and other forms of transportation of various sizes and colors, placed on the bottom of |
|the shelf. Next to it, on another shelf, are many different styles of blocks. There are large wooden hollow blocks of various sizes and widths, regular wooden building blocks of many sizes and shapes, |
|soft and quiet colorful blocks and the cardboard brick blocks. Another shelf has a large container of train tracks, trains, community figurines and people. The shelves also have a basket of community |
|people, floor puzzles, Lincoln logs, and other various large manipulatives that are constructed better on the floor, in the block center, rather than on a table. Mini wheel barrels, blocks covered with |
|orange paper to represent pumpkins, tractors, wagons, fences, watering cans and hoses are added to promote the pumpkin theme. |
|Center Management - Traveling |
|Students are assigned a card with a picture of their face attached, and a strip of Velcro on the back. Each center will have a predetermined number of students allowed at any one time. To ensure that |
|students do not exceed the maximum occupancy, each center will also have a board with a predetermined number of Velcro spaces for the students to place their face cards on. At the beginning of center |
|time, the students will decide which center to start at, by looking to see which center has open spaces on the face chart. Students may change their center when they want. The teacher will have a skill|
|checklist to monitor student learning at the centers. |
|Center Management - Introductions |
|At the beginning of the week, students will join the teacher on a tour of the classroom centers. The teacher will introduce the activity, model appropriate use of supplies, including clean-up |
|procedures, and discuss directions applicable to each center. With this information, students will be able to (a) select a center of their choice and (b) successfully navigate the center activity, with |
|minimal guidance from the teacher. It is important to note that school has been underway for the past six to seven weeks, so the teacher has already introduced students to each of the previously |
|aforementioned centers, in the context of earlier thematic units. As best practice dictates, new centers were strategically added during the first few weeks of the school year, to ensure for sufficient |
|modeling and guided practice. |
|Center Snapshots: |
|Essential questions, Main Objective, Key Learning Activities/Strategies, and Teacher Questions |
| |Library |Writing |Math |Science |Dramatic Play |Block Area |
|Essential Question|Are pumpkins living things? |What purposes do pumpkins serve?|What do all pumpkins have in |Are pumpkins living things? |What purposes do pumpkin |What do pumpkin need in order |
| | | |common? | |serve? |to grow? |
| | | | |What do pumpkins need in order| | |
| | | | |to grow? | |What purposes do pumpkins |
| | | | | | |serve? |
|Main Objective |1) Demonstrate print |1) Discuss the properties of |1) Compare pumpkins based on |1) Describe how pumpkins grow |1) Model selling and |1) Model and describe the |
| |awareness and book handling |pumpkins and record written/ |size, using nonstandard |and what pumpkins need in |purchasing behaviors at a |agricultural aspects of |
| |skills (COG 11) |pictorial observations using a |measurements to determine |order to grow. |farm stand. |planting pumpkins. |
| | |variety of writing instruments |length and width |(COG 1) |(CRE 3) |(CRE 1) |
| |2) Identify pumpkins as |(PHY 2) |(COG 6) | | | |
| |living things that may serve | | |2)Observe pumpkins, using the | | |
| |decorative purposes, in group| | |five senses and a hand lens. | | |
| |conversation | | |(COG 1) | | |
| |(COG 9) | | | | | |
|Activities/ |Students read and explore |A variety of pumpkins are |Students (1) generate |Students (1) observe the |The dramatic play corner |Students will design a farm |
|Strategies |books individually, in small |displayed for exploration. |predictions for how tall and |outside (and inside!) of a |will be transformed into a |where pumpkins are grown, |
| |groups, or within the context|Students are invited to use any |wide they think each of the 3 |pumpkin, using their five |farmer’s market, where |taking care to provide all of |
| |of a teacher read-aloud, |materials in the writing center |pumpkins will be in cubes, (2) |senses, (2) revisit the book, |students practice selling, |the essentials for healthy |
| |supported by pre-reading/ |to create still life |use nonstandard measurement |Seed, Sprout, Pumpkin Pie |purchasing, and even baking|growth! Periodically, the |
| |post-reading comprehension |representations. Written |tools to determine the width |(located in the classroom |pumpkins, among other |teacher will visit this area |
| |questions |descriptions, authored by the |and height of each, and (3) |library) to identify the |fruits and vegetables. |to facilitate and extend |
| | |students or dictated to the |with the teacher’s help, create|stages of pumpkin growth, (3) |Periodically, the teacher |students’ learning, by asking|
| | |teacher, accompany students’ |a prediction/result anchor |sequence the life cycle of a |will visit the dramatic |questions. |
| | |illustrations. |chart. |pumpkin using pictures and |play corner to facilitate | |
| | | | |sentence cards, and (4) plant |and extend students’ | |
| | | | |pumpkin seeds inside of a |learning, by asking | |
| | | | |hollow pumpkin. |questions. | |
|Materials |The following titles will be |Everyday Materials |(1) anchor chart with specific|Pumpkin Observations |Clothing |In addition to the collection |
| |available in the library: | |sections for predictions & | | |of blocks already housed in |
| |Ready for Pumpkins |Writing Tools |results |(1) 2 magnifying glasses |(1) denim overalls and |this center, the following |
| |Pumpkin Day |crayons | | |shirts |will also be available to |
| |The Biggest Pumpkin Ever |markers |(2) 3 pumpkins of different |(2) 2 pumpkins (1 of which has| |spur creativity: |
| |Patty’s Pumpkin Patch |pencils |sizes |been cut open) |(2) work gloves | |
| |Pumpkin People |colored pencils | | | |(1) mini wheel barrows |
| |A Mystery Vine |chalk |(3) multi-colored connecting |Life Cycle Chart |(3) straw hats | |
| |The Pumpkin Fair | |cubes | | |(2) blocks covered with orange|
| |Big Pumpkin |Writing Materials | |(1) Book, Seed, Sprout, |(4) money pouches/ aprons |paper to represent pumpkins |
| |Pumpkin Jack |“Vocabulary on a ring” with |(4) Number/ picture matching |Pumpkin Pie | | |
| |The Vanishing Pumpkin |thematic sight words to |cards | |Sets |(3) orange tissue paper for |
| |Pumpkin Eye |encourage writing connections | |(2) real-life images |(1) small table |students to form their own |
| |Jeb Scarecrow’s Pumpkin Patch|from the literature | |documenting each stage of | |pumpkins |
| |Pumpkin Pumpkin |alphabet cards | |development |(2) wooden crates | |
| |Seed, Sprout, Pumpkin Pie |paper in a variety of sizes, | | | |(4) tractors, wagons, fences |
| |I-pad with e-books The |colors, textures (lined and | |(3) sentence strips with brief|(3) umbrella | |
| |Littlest Pumpkin and Pumpkin |unlined) | |explanations of each stage | |(5) watering cans, hoses |
| | | | | |(4) play stove from kitchen| |
| |Comprehension wands with 5”W”|Writing Enhancers | |(4) pocket chart - if | | |
| |questions relating to plot, |stencils | |available |Additional Supplies | |
| |characters, setting, problem,|sandpaper letters | | |(1) set of pumpkins & a | |
| |and solution |wipe off boards and markers | |Pumpkin Planting |variety of play fruits and | |
| | |rubber stamps | | |vegetables | |
| | | | |(1) 3 “hallow” pumpkins | | |
| | |Real and Found Materials | | |(2) multiple baskets to | |
| | |calenders | |(2) 2 bags of soil |display produce | |
| | |catalogues | | | | |
| | |envelopes | |(3) 1 watering can |(3) scale | |
| | |notepads | | | | |
| | | | |(4) pumpkin seeds, pre- soaked|(4) cash register/ money | |
| | |Other Resources | |evening prior | | |
| | |students’ composition notebooks | | |(5) clipboards, paper, and | |
| | |clipboards | |(5) 1 small shovel |adhesive tags, so children | |
| | |hole punch | | |can create signs and assign| |
| | |mini stapler | | |prices | |
| | |scissors | | | | |
| | |tape | | |(b) baking supplies - | |
| | |stickers | | |bowls, spoons, trays | |
| | | | | | | |
| | |Thematic Specific Materials | | | | |
| | |pumpkins of various shapes, | | | | |
| | |sizes, and colors | | | | |
|Sample Teacher |What did we learn about |What do you notice about the |What do you notice is similar |Use your eyes to observe the |Have you ever been to a |What will you need on your |
|Questions |pumpkins in this book? |pumpkins? Does anything |among all of the pumpkins? |pumpkins...what do you see? |farmer’ s market? |farm to grow pumpkins? |
| | |surprise you about these | | | | |
| |Do you have pumpkins at your |pumpkins? |How are the pumpkins different?|What sound does the pumpkin |What is the name of your |Which tools(s) do you think |
| |house? Why? | | |make when you knock on it? |farmer’s market? |will be most helpful? |
| | |Can you describe your |Who can remind us what a | | | |
| |Do you think pumpkins are |illustration to me? |“prediction” is? (Term |How does the pumpkin feel? |How much is each item? |What’s the first thing you |
| |living things? How do you | |discussed in prior lesson.) | | |might have to make to make |
| |know that? |What are you writing? Let’s try | |What part of the pumpkin is |If your job is to sell |to plant your pumpkin seeds? |
| | |and stretch that word our |How tall/wide, in cubes, do you|hard? Soft? |these fruits and veggies, | |
| | |together! |predict this pumpkin will be? | |how might you help that |Are there any jobs , on the |
| | | | |What does the pumpkin smell |customer I see? |farm, that you will have to do|
| | | |Can you show me how to line up |like? What might that smell | |everyday? |
| | | |the cubes in order to measure |remind you of? |What would you like to buy | |
| | | |the pumpkin’s height? | |at the farmer’s market? |What other fruits and veggies |
| | | | |Does anyone remember how a |Who is going to share all |might you like to grow? |
| | | |Where do we start counting? |pumpkin starts out? What |of that food with you? | |
| | | | |happens next? (Use sequencing | | |
| | | |How close were our predictions |terms: first, then, next, |What kinds of foods have | |
| | | |to the results? |last...) |you eaten that are made | |
| | | | | |from parts of a pumpkin? | |
| | | | |What do you think a pumpkin | | |
| | | | |needs to grow? | | |
| | | | | | | |
| | | | |Do you think we can grow a | | |
| | | | |pumpkin inside of another | | |
| | | | |pumpkin? | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | |
Part IV: Categories of Materials for use with Students (use in the description above)
|Print |Please see list of pumpkin themed books in the library center |
|Audio-Visual |“T-W-F-L” and anchor charts |
|Technology |1 iPad - loaded with e-books from library |
| |Online Storytime from Barnes and Noble -- FREE App! |
|• Equipment, peripherals |Children’s books read by authors and celebrities |
| |Smartboard - pre-loaded templates to create “T-W-F-L” chart |
|• Software |Triptico |
| |FREE customizable templates/ classroom management tools for interactive learning; can be used on |
| |SmartBoard, iPad, or desktop computer |
| | |
| |LittleBirdTales - FREE web 2.0 application |
| |Extend activity at the writing center, by creating a digital book of students’ pumpkin sketches and |
| |descriptions, shared electronically with families |
| |Scan illustration and invite students to narrate descriptions |
|Internet URLs | |
| |Online Storytime: |
| | |
|People |A culminating lesson, might include a visit from a local farmer OR a field trip to the pumpkin patch |
|Supplies |Please see detailed list above, organized by center |
|For identified needs |2 visual schedules -SL/ AJ, PECS - AJ |
|CMT/CAPT Connection |N/A |
Part V: Teacher Resources and References
Saint Joseph College • Unit Planner Rubric for Performance Task 1 in Student Teaching
( ) = how it aligns with ACEI standards
| |Not Proficient |Proficient |Target |
|Demonstration of Content Knowledge |
| |Unit Overview Goals/Rationale |• Unfocused rationale and goals |Focused, clear purpose; goals relate to |• Has highly articulate explanation of |
| | | |standards |goals showing importance of unit in the |
| | |• Relevance is superficial, forced, | |curriculum related to relevant standards|
| | |lacking, or inappropriate to unit |Relevance evident between learners’ | |
|Conceptual Framework |(1.0, 2.1 and/or 2.2 and/or 2.3 and/or | |interests and individual needs. |• Tight fit between unit and learners’ |
| |2.4 and/or 2.5 and/or 2.6 and/or 2.7) | | |interests and individual needs |
|Connections | | | | |
| | | | | |
| | | | | |
| | | | | |
|•Rigorous of mind | | | | |
| | | | | |
| | | | | |
| | | | | |
|•Change agent | | | | |
| | | | | |
| | | | | |
| | | | | |
|•Assessment | | | | |
| | | | | |
| | | | | |
| | | | | |
|•Standards | | | | |
| | | | | |
| | | | | |
| | | | | |
| |Theme/Topic |• Superficial to the unit |Purposeful to the goals |• Essential to the goals/rationale |
| | | | | |
| |(2.1 and/or 2.2 and/or 2.3 and/or 2.4 | |Evident through the unit |• Integrated throughout the unit |
| |and/or 2.5 and/or 2.6 and/or 2.7) | | | |
| |Standards |• Unit connection to national or state |Unit loosely focused on identified |• Focused on appropriately identified |
| | |standards is broad |national or state standards |state and local standards |
| |(2.1 and/or 2.2 and/or 2.3 and/or 2.4 | | | |
| |and/or 2.5 and/or 2.6 and/or 2.7) |• No evidence of integrated learning |Integration is evident but not essential|• Integration is natural to the unit and|
| | | |to the unit |highly connected |
| | | | | |
| |Content |• Is inaccurate, or has factual or |Is accurate and current with scholarship|• Accurate, relevant, and reflective of |
| | | | |current scholarship. |
| |(2.1 and/or 2.2 and/or 2.3 and/or 2.4 |errors of interpretation |Is aligned with CT Frameworks | |
| |and/or 2.5 and/or 2.6 and/or 2.7) | | |• Is well-defined, selective and aligned|
| | |• Is minimally, or not aligned, with |Show subject understanding |to national and state standards and unit|
| | | | |goals |
| | |national or state standards | | |
| | | | |• Shows depth of subject understanding |
| | |• Is unclear or superficially | | |
| | | | | |
| | |explained | | |
| |Resources and Materials |• Is only text driven or |Use several types of resources |• Uses highly relevant materials |
| | | |appropriate to the unit | |
| |(2.1 and/or 2.2 and/or 2.3 and/or 2.4 |inappropriate for the unit | |• Meets instructional goals and |
| |and/or 2.5 and/or 2.6 and/or 2.7) | |Meet instructional goals and objectives |objectives for all learners providing |
| | |• Does not meet the learning |for the learning group as a whole |differentiated resources for ability |
| | | | |levels and learning styles |
| | |needs of the group as a whole |Show evidence of research from several | |
| | | |sources |• Shows thorough research |
| | |• Show a minimum of research | | |
| | | |Includes a primary source as needed |• Uses primary sources as needed |
| | |• Uses no primary source when | | |
| | | |Includes some multicultural materials |• Incorporates multicultural materials |
| | |needed |appropriately |authentically |
| | | | | |
| | |• Misses or ignores use of multicultural| | |
| | |resources | | |
| |Enduring Understandings and Essential |• Have a general or simple focus. |Have a strong conceptual focus |• Have value beyond classroom, are at |
| |Questions | | |the “heart of the discipline,” “require |
| | |• Are more obvious than complex |Are authentic and transferable |uncoverage”, are sophisticated, |
| |(2.1 and/or 2.2 and/or 2.3 and/or 2.4 | | |authentic, and directly linked to |
| |and/or 2.5 and/or 2.6 and/or 2.7) |• Requires only content coverage |Require higher order thinking. |standards. |
| | | | | |
| | | | |• Drive the unit; promote inquiry and |
| | | | |higher order thinking, or |
| | | | |investigationactive learning. |
| | | | | |
| | | | |• ”Misperceptions” evident |
| | |Not Proficient |Proficient |Target |
| |Knowledge & Skills |• Broadly related to unit content |Specific and accurate to unit content |• Critical to development of unit and |
| | | | |achievement of standards |
| |(2.1 and/or 2.2 and/or 2.3 and/or 2.4 |• Inconsequential to the standards |Necessary for achievement of standards | |
| |and/or 2.5 and/or 2.6 and/or 2.7) | | |• Closely aligned to standards |
| | |• Incidental to EU and EQ |Relevant to achievement of EU and EQ | |
| | | | |• Essential to achievement of EU and EQ |
| |Unit Performance Assessment |• • Provides a performance assessment |Provides a realistic performance |Presents authentic, complex culminating |
| | |task that does not focus on unit |assessment task, aligned with standards,|scenario and open-ended task aligned |
| |(4.0) |experiences, standards, or use of higher|that requires learners to use higher |with standards |
| | |order thinking skills. |order thinking skills | |
| | | | |Requires integration of knowledge and |
| | |• • Choices are irrelevant to the goals.|Is inviting to learning styles and MI in|higher order thinking to complete |
| | | |ways that are accurate to the content |successfully |
| | | |and achievement of unit goals. | |
| | | | |• Includes choices for |
| | | | | |
| | | | |appropriate differentiation |
| |Performance Task Rubric |• Does not relate to the standards |Is aligned with unit standards |• Is tightly aligned with unit standards|
| | | | | |
| |(4.0) |• Has minimal or insufficient |Has clear & sufficient criteria and |• Has indicators directly linked to EU |
| | | |defined indicators of quality related to|and EQ |
| | |criteria to define quality of work |EU and EQ | |
| | | | | |
| | |related to EU and EQ. | | |
| |Summative unit assessments |• General to standards |Are aligned with standards |• Are tightly aligned with standards |
| | | | | |
| |(4.0) |• Assess awareness of knowledge and |Assess important knowledge and skills |• Assess depth of knowledge and skills |
| | |skill | | |
| | | |Are varied |• Are varied in purposeful ways |
| | |• Are limited in variety and | | |
| | |appropriateness |Require high order thinking of some |• Require higher order thinking of all |
| | | |students |students. |
| | |• Require little or no higher order | | |
| | |thinking | | |
| | | | | |
| |Analysis of student work/Impact on |Analysis of pre, mid, and post unit |Analysis of pre, mid, and post unit |Analysis of pre, mid, and post unit |
| |student learning |student work shows little or no |student work gives general information |student work gives specific information |
| | |information about the level of learning |about the level of learning that |about the level of learning that |
| |(4.0) |that occurred for typical and atypical |occurred for typical and atypical |occurred for typical and atypical |
| | |learners. |learners. |learners. |
| |Ability to plan effectively based on |Candidate reflection shows lack of |Candidate reflection discusses general |Candidate reflection discusses strengths|
| |assessment data |awareness of strengths and weaknesses of|awareness of strengths and weaknesses of|and weaknesses of the unit in terms of |
| | |the lesson in terms of typical and |the unit in terms of typical and |typical and atypical student learning. |
| |(3.1) |atypical student learning. Plans show |atypical student learning. Plans show |Plans for next unit are identified for |
| | |little or no indications of next steps |broad indications of next steps for |teaching and learning. |
| | |for teaching and learning. |teaching and learning. | |
|Unit Presentation |• Errors distract from the document; student |Minor errors do not distract from document; all |• Free of any errors, documented fully, APA |
| |documents contain errors; documentation incomplete|student documents are error free; documentation is|format. |
|(5.1) |or missing. |complete. | |
| |Not Proficient |Proficient |Target |
|Demonstration of Content Pedagogy |
|•Rigorous of mind |Broad Unit and Lesson Map: sequence of |• Identifies content coverage only |Includes topics and skills needed to |Provides a clear picture of ways in |
| |lessons/ | |achieve goals and prepare for |which learning experiences effectively |
| | |• Sequences learning activities poorly |performance task. |sequence and lead to the performance |
| |(3.1, 3.3) |with | |task |
| | | |Sequences learning activities | |
| | |lower level thinking skills emphasized |appropriately with some higher-level |Shows progression toward higher order |
| | | |thinking evident |thinking |
| | |• Is inconsistent within timeframe | | |
| | | |Is reasonable within the timeframe |Is realistic to a timeframe and pacing. |
| | |• Ignores students socio-cultural | | |
| | |background |Relates to students’ socio-cultural |Deliberate attention to students’ |
| | | |background |socio-cultural background |
|•Constructivist |Constructivist orientation |• Unit planning and lesson development |• Unit planning and lesson development |• Unit planning and lesson development |
| | |are done without regard to students’ |address prior knowledge of students |address prior knowledge of students and |
|•Collaborative |(3.4) |prior knowledge | |involve students in determining learning|
| | | |• Major unit assessments and criteria |experiences that challenge suppositions |
| | |• Students do not have opportunity to |for evaluation are discussed with | |
| | |provide feedback on assessment or |students and allow for student feedback |• Major unit assessments and criteria |
| | |assessment criteria | |for evaluation are constructed with |
| | | |• Learning experiences and assessments |involvement from students |
| | |• There is little meaningful choice. |provide for student choice | |
| | | | |• Differentiated learning experiences |
| | |• Assessment takes place in isolation of|• All assessment is ongoing |and assessments provide for student |
| | |learning | |choice |
| | | | | |
| | | | |• All assessment is embedded and ongoing|
|•Diversity |Content Differentiation |• Uses few instructional strategies and |Uses some instructional strategies and |• Uses multiple types of instructional |
| | |methods. |methods to address instructional levels |strategies and methods to address |
| |(3.2) | |of most learners. |instructional levels of all learners. |
| | |• Is only cognitive | | |
| | | |Is predominantly cognitive |• Balances cognitive and affective |
| | |• Does not require-higher order thinking| |thinking |
| | | |Requires higher-order thinking of some | |
| | |• Uses no reflective questioning |students |• Requires higher-order thinking of all |
| | | | |students |
| | |• Fails to address a variety of learning|Uses reflective questioning | |
| | |styles/multiple intelligences | |• Requires meta-cognitive or reflective |
| | | |Addresses a wide variety of learning |thinking |
| | | |styles/multiple intelligences | |
| | | | |• Addresses the variety of learning |
| | | | |styles/multiple intelligences in the |
| | | | |class. |
|•Technology |Technology |• Misses opportunity to include relevant|Uses technologies in some relevant way |• Integrates a variety of technologies |
| | | |within the unit |to address students’ learning. |
| |(3.5) | | | |
| | |technology. | | |
|CMT or CAPT Connections | • Does not include CMT or CAPT-like activity |• Includes CMT s or CAPT-like activity |• Integrates CMT or CAPT-like thinking |
|•Reflective |Define this in terms of program needs |• Can identify the elements of the unit |Shows understanding of the unit |• Shows ownership of the unit |
| |and expectations |with | | |
|•Collaborative | | |Shows thinking about the unit in terms |• Shows thorough investment in |
| |(5.1) |limited thinking about its purpose and |of content delivery and student needs |understanding unit content and |
| | | | |development as it relates to perceived |
| | |value in light of content or students. |Shows recognition of unit strengths with|needs of students |
| | | |less understanding of unit weaknesses as| |
| | |• Does not show understanding of reasons|it relates to educational pedagogy and |• Shows understanding of unit strengths |
| | |for the strengths or limitations of the |national/state standards. |and weaknesses as it relate to |
| | |unit or its activities as it relates to | |educational pedagogy and national/state |
| | |educational pedagogy and national/state |Can provide effective alternative |standards |
| | |standards. |approaches to the unit and activities to| |
| | | |improve student learning experiences and|• Can provide highly effective |
| | |• Is unable to create effective |achievement. |alternative approaches to the unit and |
| | |alternative approaches. | |activities to improve student learning |
| | | | |experiences and achievement. |
Saint Joseph College • Lesson Planning Template • Student Teaching
|LESSON BACKGROUND |
|Subject/Lesson |Grade Level |
| | |
| |Heterogeneous inclusive classroom |
|Differentiation by |
| |
|Content Readiness Tiered model |
| |
|Process Interests Cooperative group |
| |
|Product Learning preferences Learning styles or MI |
| |
|Choice: |
|Differentiation narrative (rationale – how you are differentiating and why) |
| |
|Standard(s) |
|Key Question for the lesson |
|Instructional Objective(s) |
|Materials, Media, Resources, Multi-cultural connections |
|Assessment of Prior Knowledge (Readiness/Interest) |
|LESSON PROCEDURE |
|Bellwork (as defined by Harry Wong) | |
| | |
|or transition into lesson | |
| |Timing |
|Initiation with students | |
| | |
|• Hook to lesson | |
| | |
|• Explanation of Objectives | |
|Development of lesson including assessment(s) |Timing |
|Closure |Timing |
|Assessment Strategies |
|Analysis of student performance data in light of objectives |
|Self reflection on the lesson |
Saint Joseph College • Lesson Plan Rubric for Performance Task 2 in Student Teaching
| |Not Proficient |Proficient |Target |
|BACKGROUND |
|Standards |Standards are identified but are not directly |Appropriate standards are identified and |Appropriate standards are identified and |
| |aligned with the lesson. |accurately developed in the lesson so that |accurately developed in the lesson so that |
|(3.1) | |concepts are understood by all learners. |concepts are understood by all learners; |
| | | |misunderstandings are clarified. |
| | | | |
|Key Question of the lesson |Is identified but does not relate to the essential|Relates well to the essential question of the unit|Relates strongly to the essential question of the |
| |question of the unit or the content of the lesson.|and includes larger ideas. |unit and clearly focuses on the larger ideas that |
|(3.1) | | |students are to learn. |
| | | | |
|PLANNING INSTRUCTION |
|Objectives |Are unclear or unrelated to standards. |Appropriate for students and grade. Objectives |Developmentally appropriate. They describe the |
| | |describe the purpose of the lesson in terms of |purpose of the lesson in detail in terms of what |
|(3.1) |Address lower-level thinking. |what students will do and how students will |students will do and how students will demonstrate|
| | |demonstrate achievement of the objectives. |that they have achieved the objectives. |
| | | | |
| | |Objectives relate reasonably to the standards and |Objectives are purposeful and accurate to meeting |
| | |the key question of the lesson, and are accurate |the standards and addressing the key question of |
| | |to the content. |the lesson. |
| | | | |
| | |Address mainly the cognitive domain and are |Include both cognitive and affective components. |
| | |appropriately sequenced in the unit to engage | |
| | |higher-level thinking by most students. |Objectives are appropriate sequenced in the unit |
| | | |so that they increasingly call for more complex |
| | | |thinking by all learners |
| | | | |
|Materials |Are minimally able to address the objectives. |Are appropriate to address the objectives. |Are aligned with instructional goals and |
| | | |objectives. |
|(3.1) |Use of technology is inappropriate. |Includes technology as appropriate. | |
| | | |Meet the needs of linguistically and culturally |
| |Meet the needs of mainstream learners. |Meet the needs of linguistically and culturally |diverse learners. |
| | |diverse learners. | |
| | | |Address universal design. |
| | |Provide for the use of inclusive strategies. | |
| | | |Uses appropriate community and authentic |
| | |Makes use of community resources. |resources, including multicultural |
| | | | |
| | | |resources. |
| | | | |
|Pre-assessment |The lesson references no prior knowledge or |The lesson builds on students’ prior knowledge or |The lesson builds on students’ prior knowledge or |
| |experience. |experience with pre-assessment. |experience with pre-assessment. |
|(4.0) | | | |
| |Not proficient |Proficient |Target |
|LESSON DEVELOPMENT |
|Lesson initiation |Tells students something about the lesson, what |Motivates students to attend to the lesson in a |Engages students’ curiosity and stimulates |
| |they will do in the lesson, or moves directly into|relevant and meaningful way. |higher-level thinking in light of EU and EQ. |
|(3.1) |learning activities without explanation. | | |
| | |Provides a clear explanation of the objectives as |Provides a clear explanation of the objectives as |
| | |well as connections to big ideas and key |well as connections to big ideas and key |
| | |questions. |questions. |
| | | | |
|Lesson |Provides mostly teacher-directed learning |Provides mostly constructivist experiences based |Provides extensive constructivist experiences |
| |experiences with little student engagement. |on students’ needs that relate to the objectives. |based on students’ needs that related directly to |
|Development | | |objectives. |
| |Is mostly teacher-centered. |Utilizes indirect learning effectively. | |
|(3.1) | | |Utilizes indirect learning for highly engaged |
| |Misses the relevance of modeling. |Provides appropriate models and directions. |learning. |
| | | | |
| |May relate loosely to objectives. |Asks a variety of questions to stimulate student |Provides appropriate models and thorough |
| | |learning. |directions. |
| |Asks mostly lower-level questions. | | |
| | |Monitors student learning through interaction that|Asks a full range of questions to stimulate |
| |Directs/controls students’ work unnecessarily. |is appropriate to the task. |student learning. |
| | | | |
| |Uses no transitions. |Uses some transition activities. |Monitors and guides student learning appropriate |
| | | |to the task. |
| |Keeps students busy but not engaged in meaningful |Engages most students in meaningful work. | |
| |work. | |Uses transition & sponge activities well. |
| | |Uses good variety of content pedagogy and accurate| |
| |Uses few content-based strategies and misses |content. |Engages all students in meaningful work. |
| |important content. | | |
| | |Uses technology to help many students work more |Uses rich content pedagogy and deep content. |
| |Uses technology in superficial ways. |effectively or to achieve objective. | |
| | | |Uses technology in seamless manner to improve the |
| | | |lesson and enhance learning. |
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|Lesson closure |Not stated. |Less than clear statements. |Clearly stated. |
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|(3.1) |Minimally connected to the objectives and student |Relates to the objectives and expected student |Relates directly to the objectives and expected |
| |outcomes |outcomes. |student outcomes |
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| |All teacher talk. |Includes student participation. |Involves students thinking in drawing conclusions.|
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| |Fails to link to previous and future lessons. |Ties into previous and next lesson. |Asks for meta-cognitive links to real |
| | | |life/previous and future lessons. |
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| |Not Proficient |Proficient |Target |
|ASSESSMENT |
|Assessment evidence of student learning |Uses no pre-assessment |Uses some pre assessment. |Uses pre and post assessments that relate |
| | | |effectively. |
|(4.0) |Uses an assessment that relates minimally to the |Relies on post assessments. | |
| |objective or forgets assessment. | |Uses varied, appropriate authentic assessments. |
| | |Uses appropriate assessment related to objectives.| |
| |Gives little or no grading criteria. | |Assessment relates directly to objectives. |
| | |Assessment includes real-world connections. | |
| |Does not ask for meaningful student reflection. | |Appropriate grading criteria provided to students |
| | |Gives appropriate grading criteria to students. |(checklist, rubric). |
| | | | |
| | |Asks students to reflect on learning. |Involves students in assessing their progress. |
|OVERALL | |
|Lesson |Does not take into account student interests. |Motivating, appeals to student interest. |Intrinsically motivating, creative. |
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|(3.1) |Written and sequenced with teacher-directed |Oriented towards worthy objectives with attention |Meets worthy objectives with opportunities for |
| |activities. |to student engagement. |student engagement. |
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| |Students can only restate the obvious. |Students can tell an outsider in general terms |Students can explain to an outsider what they are |
| | |what they are doing and why. |doing and why they are doing it. |
| |Would be described with words such as: | | |
| | |Would be described with words such as: interesting|Would be described with words such as: |
| |useless | | |
| | |fun |engaging, |
| |unclear | | |
| | |motivating |meaningful, |
| |I don’t know | | |
| | |practical |relevant, |
| |boring | | |
| | |fast |thought-provoking |
| | | | |
| | |good stuff |real |
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| | |important |inspiring |
| | | | |
| | |pretty good |exciting |
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|Reflection |Some reflective questions answered to varying |All reflective questions answered and shows |All reflective questions answered in thoughtful |
| |degrees but shows only limited awareness of self, |partial understanding of awareness of self, |and detailed way that shows awareness of self, |
|(5.1) |students, and/or content. |students, and content. |students, and content. |
| | | | |
| |Able to make a few connections, with significant |Able to make connections, with guidance, into |Able to gain insight into student learning and |
| |guidance, into student learning and has little |student learning and strategies for building a |strategies for building a learning community. |
| |sense of building a learning community. |learning community. | |
| | | |Identifies strengths and limitations of the |
| |Identifies some qualities lesson, and makes |Identifies strengths and limitations of the |lesson, and knows how to make effective |
| |minimal adjustments or improvements for whole |lesson, and makes reasonable adjustments and |adjustments and improvements for whole class as |
| |class as well as individual students. |improvements for whole class as well as individual|well as individual students. |
| | |students. | |
| |Not Proficient |Proficient |Target |
|DIFFERENTIATION | |
|Differentiation within lessons |Limited use of universal design. |Uses some principles of universal design. |Uses principles of universal design. |
| | | | |
|(3.2) |Does not accommodate the needs of inclusion and |Differentiates in general manner, not emanating |Differentiates content, process, and assessment |
| |diverse students. |from student needs, both with special and diverse |based on students’ needs and diversity in formal |
| | |students. |and informal ways. |
| |Uses too much or too little group work. | | |
| | |Uses well-balanced whole class and group learning |Uses well-balanced whole class and cooperative |
| |Does not connect group assessment with learning. |strategies. |learning strategies. |
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| |Analysis of pre and post lesson student work shows| |Assesses both content and group process with |
| |little or no information about the level of | |individuals and groups. |
| |learning that occurred for typical and atypical |Assesses both content and group process with | |
| |learners. |individuals and groups. |Analysis of pre and post lesson student work gives|
| | | |specific information about the level of learning |
| | | |that occurred for typical and atypical learners. |
| | | | |
| | |Analysis of pre and post lesson student work gives| |
| | |general information about the level of learning | |
| | |that occurred for typical and atypical learners. | |
|Ability to plan effectively based on assessment |Candidate reflection shows lack of awareness of |Candidate reflection discusses general awareness |Candidate reflection discusses strengths and |
|data |strengths and weaknesses of the lesson in terms of|of strengths and weaknesses of the lesson in terms|weaknesses of the lesson in terms of typical and |
| |typical and atypical student learning. Plans show |of typical and atypical student learning. Plans |atypical student learning. Plans for next steps |
|(4.0) |little or no indications of next steps for |show broad indications of next steps for teaching |are identified for teaching and learning. |
| |teaching and learning. |and learning. | |
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