Name _________________

Date __________________
EDUG 506 Subject Matter Standards & Applications
Module Assessment
Common Core ELA standards
Hesss Cognitive Rigor Matrix Blooms Taxonomy/Webbs DOK
P21 or 21st Century Skills (Burden & Byrd, Ch. 3; graphic organizer)
The importance of instructional planning (Burden & Byrd, Ch. 3)
CA ELD standards
Chapter 4 Burden & Byrd (Writing Behavioral and Descriptive Objectives)
Understanding By Design Backwards Mapping pg70
ELD Framework Chapter 2/Snapshots & Vignettes
**Choose 3 concepts or module activities/readings from above and explain how they
deepen your understanding of the following TPEs:
TPE 1: Specific Pedagogical Skills for Subject Matter Instruction
TPE 2: Monitoring Student Learning During Instruction
TPE 3: Interpretation and Use of Assessments
TPE 4: Making Content Accessible
TPE 5: Student Engagement
TPE 6: Developmentally Appropriate Teaching Practices
TPE 7: Teaching English Learners
TPE 9: Instructional Planning

Understanding By Design Backwards Mapping p. 70

Understanding by Design is a guide that helps teachers make important decisions when it
comes to planning. As a teacher you must ask yourself What is my end goal? What do I want
my students to learn? And how can I achieve this? By taking the time to see what the end
goals are you can base a lesson around it. In Burden and Byrd (2013), a technique that they
discuss is Backward mapping this teaches the new teachers how to select and analyze the
standards that needs to be reached, design an assessment and figure out the level of mastery

of the standards, identify what the students must know before they can perform the assessment,
plan and deliver instructional activities that include direct instruction, provide all students with
adequate opportunities to learn and practice the necessary skills and knowledge, and how to
assess students and examine their results to plan further instruction or individual support. Once
you have the goal in mind, I find that it seems easier to plan the lesson. An example of this you
are teaching your students the difference between comparing and contrasting. I would pick a
topic based on the standard that is relevant to a subject that I am teaching, such as science,
and have them compare the difference between a physical and a chemical change. Ensuring
that I plan the lesson based around the standard I will make sure that I am connecting also to
the learning objective In TPE 9.1 states, candidates plan instruction that is comprehensive in
relation to the subject matter to be taught and in accordance with state-adopted academic
content standards for students by incorporating the two, the technique and the standard, I feel
that I will be a successful teacher. Knowing the end goal and checking throughout the lesson
that the students are still connecting with the learning objective will make sure that the
standards are met.

P21 or 21st Century Skills (Burden & Byrd, Ch. 3; graphic organizer
Partnership 21st Century Skills (P21) are the way to infuse certain skills into the content area.
Burden and Byrd (2013) explains P21 as it advocates for the integration of essential skills like
critical thinking, problem solving and communication and collaboration into the teaching of core
academic subjects such as English, reading or language arts, world language, arts,
mathematics, economics, science, geography, history, government, and civics By incorporating
the four Cs into the everyday of my teaching plans this will help bring my students into the 21st
century. The four Cs are: communication, critical thinking, collaboration and creativity. There
are many ways in which I can fit my lesson plan into P21 one way can be by me using realworld digital and other research tools to access, evaluate and effectively apply the information

appropriate for authentic tasks.(21st Century Skills Crosswalk) An example of how I would share
this with my class would be by taking them to the computer lab and having them research a
famous person or an inventor. By them be able to gain knowledge through the real-world
technology and use the World Wide Web as a tool for information versus looking the information
up in a book. Then I would have dress up as their character and present what they learned
about their person. This example that I used includes two of the four Cs critical thinking and
communication because the students need to connect to the person that they have researched,
embody the character then present their new found knowledge. TPE 4.7 proves my theory of
why you should include P21 into your lessons by saying, candidates provide students the
opportunity to use and evaluate strengths and limitations of media and technology as integral
tools in the classroom. When the students are asked to present they are able to further use
technology usage by using PowerPoint to help in their presentation. When connecting
technology and social studies together the possibilities are endless.

Hesss Cognitive Rigor Matrix Blooms Taxonomy/Webbs DOK

Hesss Cognitive Rigor Matrix is the way in which we show how to apply the different levels of
thinking that applies to the lesson objective. Blooms Taxonomy is the main categories in which
to establish your lessons around the domains. The pyramid structure is arranged in the order of
complexity, not difficulty (Burden and Byrd, 2013) it is way to classify thinking according to
cognitive levels. Webbs Depth of Knowledge (DoK) categorizes tasks according to the degree
of complexity and offers ideas on how to assess students according to cognitive levels. This is
how the student will demonstrate their understanding of the information in the lesson and
ensure that I am meeting the standards. The following is an example of how to incorporate the
standard into the matrix and going through the different levels and working my way up to the
harder techniques.

RI.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text.
1. Choose a quote from The Daily Pilot and write one explicit sentence and one inference that relates
to the quote.
2. Students will interpret a quote from The Daily Pilot by writing one explicit sentence and one
inference from the quote.
1. Locate a quote from The Daily Pilot.
2. Translate a quote from The Daily Pilot in your own words.
3. Interpret what the quote means from The Daily Pilot and find a real world example that illustrates
the quote.
4. Compare and contrast the quote from The Daily Pilot to real world examples with a partner.
5. Evaluate the level of impact from the quote from The Daily Pilot.
6. Create a quote with the same meaning that relates to a quote from The Daily Pilot.
In TPE 5.2 under the student engagement it says, Candidates ensure the active and equitable
participation of all students by reaching my students different level of needs I will ensure that all
of my students will be connect to and will gain knowledge from my lessons and me.