For This Benchmark, You Will Complete A Mini Unit Of Three I

For This Benchmark You Will Complete A Mini Unit Of Three Information

For this benchmark, you will complete a mini-unit of three informational text-based lesson plans and a corresponding assessment plan. You should utilize the lesson plan and other materials that you have created throughout this course. Complete three informational text-based lesson plans that will be taught as a unit for a grade level that you specify based on the “Class Profile.” Complete Parts I, II, and III of the “COE Lesson Plan Template” for three lessons. You will elaborate on Part III of the “COE Lesson Plan Template,” which includes examples of summative assessment, within your assessment plan. Each lesson plan should share a theme around your previously chosen informational text.

Be sure to mention the materials and technology utilized within each lesson. Utilize research-based strategies and technology that facilitate critical thinking and problem solving. Provide opportunities for questioning, collaboration, and supportive interaction among your students within your lessons. Include at least two of the following strategies within each of your three lessons: Direct instruction, Indirect instruction, Collaborative learning, Experiential learning, Independent study, Interactive instruction. Describe how your activities would be differentiated for your students in the “Class Profile.”

Create an assessment plan for your mini-unit that includes demonstrating alignment between formal and informal assessment strategies and techniques. Your assessment plan will consist of the following two parts:

Part I - Introduction

In a word introduction, include the following: A brief summary of your mini-unit for context. A description that demonstrates alignment between the standards, learning targets/objectives, learning activities, and formative and summative assessments. Identify other content areas in which your theme could be utilized. Provide examples.

Part II – Summative Assessment

Three summative assessments (one for each lesson) with answer keys or rubrics.

References

• Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.
• Gagné, R. M. (1985). The conditions of learning and theory of instruction. Holt, Rinehart & Winston.
• Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
• Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective instruction. ASCD.
• Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. ASCD.
• Harwood, C. (2010). Strategies for formative assessment. Educational Leadership, 68(6), 78-81.
• Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-148.
• Pellegrino, J. W., Chudowsky, N., & Glaser, R. (2001). Knowing what students know: The science and design of educational assessment. National Academies Press.
• McTighe, J., & Wiggins, G. (2012). Understanding by design. ASCD.
• Wiggins, G., & McTighe, J. (2005). Understanding by design. ASCD.