TESOL 4140 Curriculum and Materials
This syllabus, course calendar, and other attending
documents are subject to change during the semester in the
event of extenuating circumstances.
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Course Prefix & Number
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TSL 4140
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Credit Hours
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Three (3)
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Prerequisites
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TSL 3740,
Second Language Acquisition
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Date & Time
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3/03 (Summer
2004) May 10-June 18, 2004
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Professor,
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Dr. Luis M. Quesada,
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MDC Tel.
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(305) 237-8753
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e-mail
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Lquesada@mdc&edu
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FEAP: 10a
Course Objectives:
This course provides knowledge and application of TESOL
theories, principles, and current research in the analysis,
planning, design, and evaluation of curriculum and materials
appropriate for ESOL students. This course is required for
Florida Add-on ESOL Endorsement. (3 hr. lecture)
Course Competencies:
Competency 1:
The student will select and develop ESOL materials and
curricula within the parameters, goals, and stipulations of
the Florida Consent Decree (META).
Competency 2:
The student will select and develop appropriate ESOL
content according to students' levels of proficiency in
listening, speaking, reading, and writing, taking into
account:
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Basic
interpersonal communication skills (BICS) and
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Cognitive
academic language proficiency (CALP) as they apply to
the ESOL curriculum by:
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Selecting
and developing appropriate ESOL content according to
students' level of proficiency in listening;
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Selecting
and developing appropriate ESOL content according to
students' level of proficiency in speaking;
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Selecting
and developing appropriate ESOL content according to
students' level of proficiency in reading; and,
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Selecting
and developing appropriate ESOI. Content according to
students' level of proficiency in writing.
Competency 3:
The students will apply content-based ESOL approaches to
instruction by:
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Identifying
content-specific vocabulary.
Competency 4:
The student will evaluate, select, and employ appropriate
instructional materials, media, and technology for ESOL at
elementary, middle, and high school levels by:
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Identifying
state-adopted ESOL curricular materials;
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Demonstrating
the ability to evaluate and select appropriate
instructional materials for specific ESOL proficiency
levels;
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Identifying
characteristics unique to the evaluation of an ESOL
text;
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Identifying
appropriate instructional equipment for ESOL lessons
(e.g., language masters, filmstrips, videocassettes,
audiocassettes, computers, etc;
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Identifying
characteristics to be considered when selecting print
media for ESOL classes; and,
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Identifying
characteristics to be considered when selecting computer
assisted instructional materials for ESOL classes.
Competency 5:
The student will design and implement effective unit plans
and daily lesson plans, which meet the needs of ESDL
students within the context of the regular classroom by:
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Identifying
various ESOL programmatic models, such as pull-out and
immersion;
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Adapting
items from school curricula to cultural and linguistic
differences; and,
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Developing
appropriate curricula for ESOL levels.
Competency 6:
The student will evaluate, adapt, and employ appropriate
instructional materials, media, and technology for ESDL in
the content areas at elementary, middle, and high school
levels by:
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Identifying
culture-specific features of content curricula;
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Distinguishing
between ESOL and English language arts curricula;
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Listing
examples of real media that are designed to teacher ESOL
students; and,
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Determining
strategies for content area teachers to use with ESOL
students.
Competency 7:
The student win develop and implement strategies for using
school, neighborhood, and home resources in the ESOL
curriculum.
Required Text:
Peregoy, S.F. and Boyle, O.F. Reading. Writing, &
Learning in ESL: A Resource Book for K-12 Teachers. N.Y.,
NY: Addison-Wesley Longman, 2001.
Recommended Texts:
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Chamot,
A.U. and O'Malley, J. M (1994) The CALLA Handbook:
Implementing the Cognitive Academic Language Learning
Approach. Reading, MA: Addison-Wesley Publishing Co.
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Winebrenner,
Susan (1996) Teaching Kids with Learning Difficulties in
the Regular Classroom: Strategies and Techniques Every
Teacher Can Use to Challenge and Motivate Struggling
Students. Minneapolis, MN: Free Spirit Publishing.
School-based Experience: N/
A
Supplies Required: N/A
Course Requirements and Expectations:
Due to the participatory nature of this class, attendance
is essential; therefore, students are required to attend
each class meeting unless excused by a note from a doctor,
minister/priest/rabbi, etc., or court official. If possible,
bring this note in advance of your absence. Students are
also excused for recognized religious holidays, though they
are responsible for any and all work missed. Notification in
advance would also be appreciated.
NOTE: This syllabus, readings and
assignments are subject to change if the need arises.
Grading:
The grading scale for the School of Education is:
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100- 90
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A
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89- 70
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B
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79-60
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C
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69-50
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D (Repeat Course)
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59 and below
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F (Repeat Course)
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A grade of I (incomplete) can be assigned only under the
following conditions.
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The
student requests the grade of incomplete.
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The
student bas completed all exams up to that time with the
possible exception of the last unit exam and/or the
final exam.
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The
student has completed all assignments up to that time.
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The
student has at least a C average up to that time.
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The
circumstances that prevent the student from completing
the course by the end of the term must be extenuating
and documented.
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The
student must agree to make up the missing work by a
date specified by the professor or by the end of the
next major term, whichever is agreed upon by both
parties. This agreement must be formalized by completing
the College's Agreement for a Grade of Incomplete
form.
Course Grades:
Student grades will be determined by your grades on the
following:
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Chapter Assignments:
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10%
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Content-based Unit Design Unit Plan:
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10%
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Participation and attendance:
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10%
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Chapter Tests
(or any other unannounced tests)
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70%
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Total
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100%
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Extra Credit:
If you wish to attend a professional meeting/ conference in
ESOL, ESE, reading, classroom management, or an area related
to your studies and/or interests, you may be able to earn
extra credit for your attendance. You will be asked to turn
in a report on what you learned from the meeting; specifics
must be discussed before you attend and approval granted.
Grammar/Phonology/Semantics Portfolio:
The Grammar/ Phonology/Semantics Portfolio described below
will be included in a portfolio that you will turn in
at the end of your degree work. Therefore, you are required
to save your work on this assignment after this class is
finished. If you lose it or misplace it, your grade on the
Portfolio will be severely impacted.
Academic Integrity:
Please be aware that I support the College's policies about
academic integrity and honesty. This includes their policies
regarding cheating, plagiarism, and fabrication of
information. It is your responsibility to fully understand
what those policies are; as such, you are encouraged
to get a copy of and read these policies carefully and
thoroughly (Student Rights and Responsibilities Handbook).
a. Cheating is the improper taking or tendering of any
information or material which is used to determine academic
credit. Taking of information includes, but is not limited
to, copying graded homework assignments from another
student; working together with another individual (s) on a
take-home test or homework when not specifically permitted
by the instructor; looking or attempting to look at another
students paper during an examination and; looking or
attempting to look at text or notes during an exam when not
permitted. Tendering of information includes, but is not
limited to, giving your work to another student to be used
or copied; giving someone answers to exam questions either
when the exam is being given or after having taken an exam;
giving or selling a term paper or other written materials to
another student; sharing information on a graded assignment.
b. Plagiarism is the attempt to represent the work of
another as the product of your own thoughts, whether the
other's work is published or unpublished, or simply the work
of a fellow student. Plagiarism includes, but is not limited
to, quoting oral or written materials without citation on an
exam, term, paper, homework, or other written materials or
oral presentations for an academic requirement; submitting a
paper which was purchased from a term paper service as your
own work; submitting anyone else's paper as your own work.
c. Copyright law: The attempt to represent the work of
another as the product of your own thoughts, whether the
other's work is written or found on the Internet or simply
the work of a fellow student, violates the copyright laws.
It is not limited to quoting oral or written materials; it
includes photographs, c1ipart, and music samples. Submitting
a paper, image, and/or music which was copied from website
as your own work or submitting anyone else's paper as your
own work is considered a breach of copyright laws unless
they fall into the guidelines of the Teach Act:
http://www.lib.ncsu.edu/scc/legislative/teachkit
Assignments
Chapter Assignments: ( 10%)
Pre-service teachers are required to turn in written
responses to indicated end-of-chapter questions.
Unit Plan:
Semester/Year Curriculum
Plan and Individual Unit Plan (10%)
(FEAP 10a artifact)
The pre-service teacher develops a curriculum plan for the
semester/year (depending on whether the course is a one or
two semester course) and a detailed unit plan drawn from the
semester plan.
Included in the unit plan are the specific lesson plans for
one week.
The final product is divided into three parts:
semester/year, unit, and weekly plans.
Pre-service teachers will prepare a content-based unit
plan;
the unit can be for either a science or social studies
class.
The lesson must address at least these areas:
academic language skills,
academic content,
learning strategies instruction,
cognitive theories, and
opportunities for students to demonstrate declarative
knowledge and procedural knowledge, and opportunities for
collaborative teaching/learning.
The unit plan must include
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The text(s)/sources the unit is based on
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all teacher and student materials to be used
(handouts, overheads, manipulatives, etc.), content
objectives,
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language objectives,
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learning strategies objectives, and
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methods for teacher-to-teacher and
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student-to-student collaboration.
Students will also include ways to introduce/present the
lesson,
practice the lesson, expand the lesson, and evaluate it;
pages 316-19 in the CALLA text pro-vide relevant samples.
Don't forget that during the majority of this course and
with the majority of chapters in your text, there were
dozens of different CALL\-based activities that could be
adapted for your unit plan...and would be welcomed. In
addition, you must provide a home activity, one that your
students and students' guardians can be involved in at home.
Your grade on this activity will be based on the following
rubric:
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3 Good
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2 Fail
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1 Lacking
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Learning strategies addressed
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Language concerns addressed
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Content difficulties addressed
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Quality, relevance, and interest of home assignment
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Quality, relevance, and interest of tapping prior
knowledge
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Quality, relevance, and interest of the lesson
presentation
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Quality, relevance, and interest of the lesson practice
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Quality, relevance, and interest of the lesson expansion
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Quality, relevance, and interest of the lesson evaluation
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Opportunities for teacher-to-teacher collaboration
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Inclusion of CALLA-based activities
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Grammar/Phonology/Semantics Portfolio:
(10 pts.)
Pre-service teachers will be given four grammar, phonology,
and/or semantic problems that are relevant to English
language learners. You'll start to solve these problems in
class, but you'll finish them on your own at home. You will
work in groups in class and are permitted
to finish solving the problems with none, one, or more of
your classmates at home.
These activities will all be presented inductively; I'll
give you the data and you're to come up with a rule that
explains the phenomenon. And because these problems can all
be figured out inductively, you'll never need to go to any
ESOL reference book to get help. In fact, most of the
problems you'll be solving aren't found anywhere in any
text.
The problems are due a week after they're assigned and will
be returned the next class meeting; however, the entire set
of finished problems will be due again the next to the last
week of the semester...and will be returned to you the last
day of class.
NOTE: This set of 4 problems is to be SAVED for the entire
time you spend at MDC as it, and the three others sets
you'll do in TSL 3740 Language Acquisition, TSL 4340
Methods, and TSL 4440 Testing. ALL FOUR OF THESE ASSIGNMENT
in their ORIGINAL FORAM (that means the actual assignment
you turned in and having professor comments on them) will be
turned in for inclusion in your final Bachelor's degree
portfolio. If you lose any of the projects, you will NOT
pass the final portfolio project, so keep this first set of
problems safe and under lock and key!
Course Schedule
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Week 1
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Class Introduction
Ch. 1: English Language Learners-Assignment
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Week 7
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Ch. 2: Second Language Acquisition-Assignment
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Week 3
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Ch. 3: Classroom Practices for English Learner
Instruction-Assignment
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Week 4
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Ch. 4: Oral Language Development in Second Lang.
Acquisition
Chapter 5: Emergent Literacy: English Learners Begin
Writing & Reading
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Week 5
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Ch.6: English Learners & Process Writing
Ch. 7: Reading & Literature Instruction for English
Learners.
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Week 6
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Ch. 8 & 9: Pre-Reading and Post-Reading Strategies
Assessment
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Task Number:
10a
Task Name:
Semester/year
Curriculum/Individual Unit Plan
Educator Accomplished Practice: 10
INTASC Principle:
7
Task Description
The pre-service teacher develops a curriculum plan for a
grading period and a detailed unit plan for use during the
same time period.
Included in the unit plan are the specific lesson plans for
one week. The final product is divided into three parts:
grading period, unit, and weekly plans.
Directions:
Part I Grading Period
1. Get a feel for what you are required to do before you
sit down to formally plan anything on paper:
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Review
the required textbook and any materials the district has
provided for you to use.
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Become
thoroughly familiar with any standards you are required to
teach - Sunshine State and district.
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Become
familiar with any national standards related to your content
area.
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Talk
to your faculty advisor, chair, and colleagues in the
department about what they teach and how they teach it –
and anything they do together as a team.
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Last,
but not least, think about what drives you in the content
area. What do you think is important for students to know,
be able to do, and believe/feel about your content area?
2. Identify the units of instruction.
3. Write the overarching goals and the specific objectives
for each unit.
4. Classify the objectives according to Bloom's taxonomy
and make sure they are sequenced hierarchically. Make sure
that you are setting appropriately high standards and
expectations for your student.
5. Identify the standards you are teaching and assessing
for each goal from both the Sunshine State Standards and
district standards (if any). You may also reference national
standards and/or current literature in your field, if you
choose.
6. Identify the broad topics, activities, materials,
resources, and formative and summative assessments,
indicating those which are shared by your departmental /
clinical team.
7. Sequence the units so that they build upon each other.
8. Develop an approximate time frame for each unit that
fits the school calendar, taking into account breaks,
holidays, planning days, sports, events, etc.
Part II: Unit Plan:
1. Select a unit to develop in more detail. The unit should
cover some major ideas or content areas. If you want this
unit to be used for some of the other tasks in this
assessment system, consider selecting one that meets some or
all
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Is
interdisciplinary - lends itself to collaborative work with
a teacher in another department.
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Could
have some opportunities for development in basic skills
areas (reading, writing, listening, mathematics.)
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Could
make use of cooperative learning strategies.
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Develop
the details of one of your units.
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Will
require students to demonstrate their ability to think
critically or creatively or solve problems and produce
evidence of that kind of thinking in the form of products.
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Lends
itself to both traditional and alternative assessments.
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Will
require the collection of various materials and resources,
some that are computer-based
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Will
lead to good discussions among the students and some
independent research by the students.
2. Arrange the goals, objectives, and major activities by
day and write the plan.
Part III: Daily Lesson Plans for One week:
1.
Create the lesson plans for one week.
2.
Use at least two different lesson plan strategies in
your lesson plans (e.g., direct instruction, inquiry
training, learning cycle, concept formation, or unguided
inquiry.)
3.
Include specific activities and materials each day.
Make sure they incorporate a variety of support and
enrichment opportunities and will engage students.
4.
Develop the open, body, and close for each lesson.
Key Anchor Assessment Task 10a: Semester/Year
Curriculum/Individual Unit Plan
Scoring Rubric
Name: _______________________
Decision for F .E.A.P on this Task (check one):
*
Accepted
12 ratings are demonstrated; none are not
demonstrated.
*
Needs Inlprovement 8 or more ratings are partially
demonstrated; none are not demonstrated.
*
Not Accepted 4 or more ratings are not demonstrated.
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Element
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Criterion
for rating
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Rating
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Grading
Period
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Contains
set of units that will comprise grading period and
establish high standards and expectations for the
students
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__D __P
___N
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The
units are appropriate to the content area and meet the
requirements of the district.
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__D __P
___N
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The
units are adequate to address the relevant Sunshine State standards.
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__D __P
___N
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The units follow a logical sequence.
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__D __P
___N
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The
goals and objectives follow a logical sequence and are
appropriately classified according to Bloom or some
other taxonomy.
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__D __P
___N
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Appropriately
broad topics, activities, materials, resources and
summative assessments are identified for each unit and
will help students develop concepts through a variety
of methods.
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__D __P
___N
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The
timeline for grading is realistic.
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__D __P
___N
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Unit
Plan
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The
unit plan is an appropriate component of the grading
period plan.
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__D __P
___N
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The
unit plan has a comprehensive set of goals,
objectives, activities, materials and assessments
(formative and summative) that are relevant and
comprehensive.
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__D __P
___N
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Weekly
Lesson Plans
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A set
of five lesson plans for one of the units is provided
and is appropriate for the unit.
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__D __P
___N
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Each
lesson plan is sufficient, follows agreed upon formats
and includes an opening, body and closing.
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__D __P
___N
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Each
lesson plan includes the necessary specificity with
regard to activities and materials to meet the
instructional objectives.
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__D __P
___N
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The
activities and materials use a wide variety of support
and enrichment opportunities and will engage students.
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__D __P
___N
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The lessons will help students develop concepts through a
variety of methods.
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__D __P
___N
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At least two different lesson plan strategies are used.
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__D __P
___N
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Overall
Judgment
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The
plan indicates that the teacher understands learning
theory, subject matter, curriculum development and student development and knows how
to use this knowledge in planning instruction to meet
curriculum goals.
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__D __P
___N
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