4 - KUDs, I KUDs, I Cans, and KUDs, I Cans, and KUDs, I Cans, or KUDs, I Cans, and Cans, Vocabulary closely Vocabulary align to Vocabulary are not /or Vocabulary Vocabulary align to the GLCEs. the GLCEs. quite aligned to the may be mis-aligned (13 15 points) (10 12 points) GLCEs. to the GLCEs. – – (7-9 points) (0 6 points) – 5 Body of the Unit includes all Unit may have Unit may have Candidate’s unit – unit content required minor omissions of significant overview is poorly – and components and is the required omissions of the written and organization. well-organized. components. required contains few of the (Instructional Procedures are Lessons may lack components. required strategies: used to allow some necessary Lessons may lack components. Lack Cooperative students to learn detail. Possible detail or logical of organization learning, QAR, the KUDs/I Cans. minor organization flow. Weak throughout the Using Gradual problems. Possible organization may unit. Lack of 10 x 10, Release, lessons issues with scope arise throughout knowledge of the are detailed and and sequence. the unit. Limited state expectations lead toward the Lessons knowledge of the and/or accurate understanding of demonstrate state expectations social studies Artifacts, any the selected adequate and/or social knowledge and we learned in expectations. Fully knowledge of social studies content is content is evident class this developed lessons studies content and evident. Some throughout. semester, etc.) demonstrate state expectations, variety in Lessons are accurate an acceptable instructional difficult to follow knowledge of variety of methods, and lack detail. social studies instructional integration of Very little variety content methods, technology in of instruction, use expectations, integration of instruction, and/or of technology. or creative use of a technology, and strategies may be variety in lesson of instructional used, but limited. design. Too much variety instructional strategies for Teacher-based or reliance on lectures methods, student text-based rather or textbook technology, and engagement, but than student-based. instruction. strategies for may not be (7-9 points) (0 6 points) –
4 - KUDs, I Cans, Vocabulary KUDs, I Cans, and Vocabulary closely align to the GLCEs. (13 – 15 points) KUDs, I Cans, and Vocabulary align to the GLCEs. (10 – 12 points) KUDs, I Cans, or Vocabulary are not quite aligned to the GLCEs. (7-9 points) KUDs, I Cans, and /or Vocabulary may be mis-aligned to the GLCEs. (0 – 6 points) 5 – Body of the unit – content and organization. (Instructional strategies: Cooperative learning, QAR, 10 x 10, Artifacts, any we learned in class this semester, 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 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 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. (7-9 points) 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. (0 – 6 points)
01-mmurphy-finalunit.docx