Assignment - Unit Outline

Assignment: Unit Outline
Link to Word File: http://coe.nevada.edu/ckeeler/SSM/Assignments/UnitOutline.doc
Link to Outline Planning Form: http://coe.nevada.edu/ckeeler/SSM/Assignments/UnitPlanningForm.doc

Description:

Identify a social studies unit you would like to teach in your elementary-level classroom. The unit must explicitly align with the NCSS Standards and your objectives must appear verbatim from the CCSD Curriculum Essentials Framework. The unit plan must appear on the unit outline form available from the course outline. You do not need to explain all the procedures you will undertake during each lesson, but you need to provide enough information for the reader to discern your overall plan. You also do not need to include a list of required materials or a unit assessment.

Be certain to choose a unit you think you will realistically teach to one of your future classes of students. It should be between five and seven days long and you may use as many or few objectives as necessary to adequately address your intended goals. Use varied instructional strategies with the intent of reaching all learners in your classroom.

The unit must explicitly integrate at least two other subject areas (mathematics, science, or language arts), must be engaging for students, and must include use of:

Social studies trade books;
A textbook;
Advanced technologies (e.g., computers, handhelds); and,
Primary source materials.

Unit Outline Grading Rubric

Name: ________________________________________ Section: __001 __002 __004 Total: ___/50

	4	3	2	1	0	Score
Identifies NCSS Standards (2)			Lists and cites all NCSS Standards aligning with the unit.	Lists NCSS Standards.	Does not list or cite NCSS Standards.
Identifies CCSD CEF objectives (2)			Lists and cites all CCSD CEFs aligning with the unit.	Lists CCSD CEFs.	Does not list or cite CCSD CEFs.
Includes all component parts of unit plans (1)				Includes all component parts of unit plans as defined by the unit outline form.	Does not include all component parts of unit plans as defined by the unit outline form.
The unit is teachable (4)	The unit is teachable to students in the stated grade level given accepted contemporary materials access and curricular, instructional, and facilities infrastructures.		The unit is teachable to students in the stated grade level.	The unit teachability is questionable for students at the stated grade level.	The unit is not teachable to students in the stated grade level.
Unit, standards, and objectives align (2)			Unit goals, activities, NCSS Standards, and CCSD CEF objectives explicitly align to create a cohesive unit.	Some unit goals, activities, NCSS Standards, and CCSD CEF objectives do not align; therefore, creating questions about the cohesiveness of the unit.	Unit goals, activities, NCSS Standards, and CCSD CEF objectives do not align; therefore, creating concerns about the cohesiveness of the unit.
General unit descriptive information is clear and logical (4)	General unit descriptive information is clear, complete, and logical. It is presented in a professional manner with appropriate detail to justify curricular and instructional choices.	General unit descriptive information is clear, complete, logical, and detailed.	General unit descriptive information is two of the following: clear, complete, logical, or detailed.	General unit descriptive information lacks completion or is one of the following: clear, logical, or detailed.	General unit descriptive information lacks clarity, logic, and detail.
Unit theme and activities are age-appropriate (3)		Unit theme and all activities are age-appropriate for the stated grade level.	Unit theme and all activities are mostly age-appropriate.	Unit theme and most activities are age-appropriate.	Unit theme or several activities are not age-appropriate.
Sequence order is appropriate (3)		Unit objective(s) and activity sequencing are appropriate for students at the stated grade level and timing aligns with developmental abilities of students at that grade level.	Unit objective(s) and activity sequencing are appropriate for students at the stated grade level.	Unit objective and activity sequencing is mostly appropriate for students at the stated grade level.	Unit objective and activity sequencing is inappropriate for students at the stated grade level.
Activities match objectives (3)		All daily activities explicitly align with daily objectives.	All daily activities align with daily objectives.	Most daily activities align with daily objectives.	Some or all daily activities fail to align with daily objectives.
Lesson activities clearly defined (4)	Daily lesson activities are defined in a clear manner allowing educators to create similar lessons from the descriptions.			Daily lesson activities lack detailed descriptions.	Daily lesson activity recommendations lack clarity or sufficient description.
Instructional strategies are varied (3)		Utilizes a variety of research-based social studies instructional methodologies on a daily basis with the intention of motivating student learning, increasing content retention, and appreciating differentiated learners.	Utilizes a variety of research-based social studies instructional methodologies on a daily basis.	Provides use of different instructional methodologies in at least three lessons.	Instruction lacks methodological variety.
Instructional strategies are engaging (3)		Utilizes contemporary instructional strategies to engage and motivate millennial elementary children on a daily basis.	Mostly utilizes contemporary instructional strategies that engage and motivate millennial elementary children.	Utilizes some instructional strategies that engage and motivate millennial elementary children.	Fails to utilize or uses few instructional strategies that engage and motivate millennial elementary children.
Integrates 2+ non-social studies subject areas (4)	Explicitly includes use of two of the following subject areas: language arts, mathematics, or science.		Explicitly includes use of one of the following subject areas: language arts, mathematics, or science.		Does not include explicit use of the following subject areas: language arts, mathematics, or science.
Includes use of advanced technologies (2)			Explicitly includes student use of advanced technology.	Includes explicit teacher use of an advanced technology.	Does not include explicit teacher or student use of an advanced technology.
Includes social studies textbook use (2)			Explicitly and meaningfully requires student use of a social studies textbook.	Explicitly includes student or teacher use of social studies textbook.	Does not include use of a social studies textbook.
Includes social studies trade book use (2)			Explicitly and meaningfully requires engagement with at least one social studies trade book.	Explicitly includes student or teacher use of a social studies trade book.	Does not include use of a social studies trade book.
Includes primary document use (2)			Includes use of a primary source document by students (grades 3-8) or by the teacher (grades K-2).	Includes use of a primary source document by the teacher (grades 3-8).	Does not include use of a primary source document.
Correct Syntax (3)		No spelling or grammatical errors.	Few syntactical errors.		Replete with syntactical errors.
Proper formatting (1)				Properly uses Word form, maintaining pre-set structure or improving upon that structure. Presentation is neat, orderly, and intuitive for readers to follow.	Presentation of content is presented in a disorderly manner or fails to use the assigned form.