Professional Documents
Culture Documents
Rationale
Like
the
sentences
in
this
paragraph,
each
lesson
in
a
unit
contributes
to
the
whole;
each
is
influenced
by
the
previous
and
influences
the
next.
In
addition,
each
lesson
should
connect
to
students
and
their
interests
and
needs
as
the
unit
progresses.
This
assignment
is
intended
to
give
you
practice
in
planning
for
alignment,
coherence,
and
flexibility.
Assignment
Use
your
genre
study
of
Unit
Plans
at
http://www.coe.uga.edu/~smago/VirtualLibrary/index.html;
for
models
of
what
to
include
and
how;
at
minimum
your
Unit
Plan
should
include
the
following:
Cover
Page
that
briefly
describes
your
topic,
audience,
context,
and
trajectory
in
the
year
Rationale
that
thoroughly
describes
your
choices
for
this
audience/context
with
regard
to
o Big
Question(s)
that
provide
a
coherent
inquiry
for
students
o Goals
that
break
down
Big
Question(s)
into
parts
and
align
with
assessment(s)/standards
o Objectives
that
break
down
goals
into
lesson-size
parts
and
align
with/build
toward
assessments
o Assessment(s)
that
measure
whether/how
students
learned
(include
handout
for
students)
o Overview
that
outlines
and
explains
the
sequence
of
lessons
(can
be
in
calendar
form)
You
should
draw
on
Smagorinskys
TETPP
ch.
2,
4-5,
Milners
BE
ch.
2,
13,
and
other
relevant
sources
Lessons
(10)
that
sequence
activities
to
align
with
objectives/goals
and
build
toward
assessments;
lessons
typically
include
the
following
sections:
o Objectives
I
recommend
the
formulation
Students
willin
order
to.
o Materials
List
texts
or
resources;
include
actual
handouts;
cite
sources
o Activities
Include
estimated
time
and
brief
description
o Assessment(s)
Describe
how
you
will
know
whether
students
have
addressed
objectives
(be
specific:
its
not
enough
to
write,
I
will
know
by
their
participation
in
discussion.)
o Modifications
Include
special
needs
accommodations
Reflection
that
explains
how
the
unit
addresses
the
rubric,
how
you
incorporated
instructor/colleague
feedback,
and
what
you
learned
from
this
process
Sherry TCSS11 Model
Rubric
(developed
by
TCSS11
based
on
Unit
Plan
Genre
Study)
Criteria/Grade Diversity Addresses learners of a variety of backgrounds and learning styles; includes special needs accommodations Relevance Has value for the discipline(s) as well as to student needs and interests Coherence Connects standards, goals, lesson activities, assessment(s), and potential modifications Alignment Scaffolds connection among standards, goals, lessons, assessments Conventions Maintains consistent and appropriate structure, format, and language 4 3 2 1
Checklist: Rationale (addressing the categories below) Big Questions/Standards/Goals/Objectives Assessment(s) (including handouts) Lessons o Objectives o Materials o Activities o Assessment(s) o Modifications Reflection (on UPLAN assignment)