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Benchmark- Language Arts Unit Plan

This week you will be rounding out the 8 weeks by turning in the benchmark assignment.  This week you should be teaching a 5 day mini lesson plan.  Each day you are to teach a different piece of literacy.  You will turn in your lesson plans, your practicum hour logs, and a reflection that is 1500-1750 words.

In the first part of the practicum, spend 3 hours each in three reading classrooms (9 hours total), grades 4-8. It is suggested that these initial observations occur during Topics 2-4. Analyze how instructors use strategies to ensure students’ understanding in the reading and writing components of the reading lessons. Determine how these strategies will influence the second part of the practicum.

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  1. Include both mainstream and language minority students.
  2. Two observations must be in different grade levels and one observation must be in a Title 1 school.
  3. Choose a specific grade and concept from the Arizona language arts academic standards.

In the second part of the practicum (between Topics 5 and 6), select one of the classrooms you observed and spend an additional 6 hours designing and teaching a week-long (5 day) unit.  For this unit use a single piece of text that is appropriate for the grade level and language arts academic standards. A poem, short story, newspaper article, or content area piece may serve as a single text selection.

Create a mini-lesson (15-30 minutes) to address each of the following areas related to literacy development:

  1. Monday: Oral language and vocabulary
  2. Tuesday: Phonics, word patterns, and word analysis
  3. Wednesday: Fluency
  4. Thursday: Reading Comprehension
  5. Friday:  Writing

Each day’s mini-lesson should address an evaluation of learning that is objective and measurable, and directly assesses the students’ achievement of the targeted academic standards. Every lesson should have the following structure at a minimum:

  1. Objective (linked to academic standards)
  2. Materials (include copies of all materials to teach lesson)
  3. Procedure (a step-by-step description of the lesson from beginning to end)
  4. Assessment (a concrete, measurable way to assess the objective)

Each mini-lesson should be a piece of the larger whole, not individual or unconnected lessons. That is, lessons later in the week should build on lessons from earlier in the week, and they should all reinforce and integrate skills from the prior lessons in the weekly sequence.

The remaining 5 hours of the practicum should be used for conferring with your mentor teacher regarding your teaching, management, and engagement strategies, as well as conducting an analysis of student learning. Use your assessment data to formulate a plan to adjust your teaching to meet student needs. Utilize this data and mentor teacher feedback to adjust your unit plan before submitting it to the instructor and to LoudCloud.

Write a 1,500-1,750-word proacticum reflection that includes the following:

  1. A synopsis of your observations in the reading classrooms, and how they influenced your Language Arts Unit Plan.
  2. A reflection on the language arts unit plan after you taught it. What were its strengths and weaknesses? What would you change and why? What did you learn about teaching from your mentor teacher? Include this reflection with your unit plan.

Ask the classroom teacher to complete the Classroom Teacher Evaluation Form. Include it, your Language Arts Unit Plan, and the Practicum Reflection as the benchmark assignment submission to the instructor. Attach the Practicum Placement Form and Observation Record.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for completion.

Apply Rubrics

Benchmark- Language Arts Unit Plan

1 Unsatisfactory 0.00%

2 Less than Satisfactory 65.00%

3 Satisfactory 75.00%

4 Good 85.00%

5 Excellent 100.00%

15.0 %
Addressing ACEI Standards  
2.0 %
Development, Learning, and Motivation 1.0 Candidates do not know, understand, or use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students? development, acquisition of knowledge, and motivation.Candidates know and understand some of the concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students? development, acquisition of knowledge, and motivation but rarely use them effectively.Candidates know, understand, and effectively use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students? development, acquisition of knowledge, and motivation.Candidates know, understand, and carefully use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students? development, acquisition of knowledge, and motivation.Candidates know, understand, and methodically use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students? development, acquisition of knowledge, and motivation.
15.0 %
Addressing ACEI Standards  
3.0 %
Reading, Writing, and Oral Language 2.1 Candidates do not demonstrate competence in use of English language arts, nor do they know, understand, or use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas.Candidates demonstrate a limited level of competence in use of English language arts and they know, understand, and use few concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas.Candidates demonstrate an adequate level of competence in use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas.Candidates demonstrate a high level of competence in use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas.Candidates demonstrate a comprehensive level of competence in use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas.
15.0 %
Addressing ACEI Standards  
2.0 %
Integrating and Applying Knowledge for Instruction 3.1 InTASC 4(a), 4(n), 5(a), 5(m) COE 1.5 Candidates do not plan or implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, or community.Candidates rarely plan or implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community.Candidates plan and implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community.Candidates skillfully plan and implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community.Candidates methodically plan and implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community.
15.0 %
Addressing ACEI Standards  
2.0 %
Adaptation to Diverse Students 3.2 Candidates do not understand how elementary students differ in their development and approaches to learning, nor do they create instructional opportunities that are adapted to diverse students.Candidates do not completely understand how elementary students differ in their development and approaches to learning, and rarely create instructional opportunities that are adapted to diverse students.Candidates understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students.Candidates understand how elementary students differ in their development and approaches to learning, and skillfully create instructional opportunities that are adapted to diverse students.Candidates understand how elementary students differ in their development and approaches to learning, and methodically create instructional opportunities that are adapted to diverse students.
15.0 %
Addressing ACEI Standards  
2.0 %
Development of Critical Thinking and Problem Solving 3.3 Candidates do not understand or use a variety of teaching strategies that encourage elementary students? development of critical thinking or problem solving.Candidates understand but rarely use a variety of teaching strategies that encourage elementary students? development of critical thinking and problem solving.Candidates understand and use a variety of teaching strategies that encourage elementary students? development of critical thinking and problem solving.Candidates understand and efficiently use a variety of teaching strategies that encourage elementary students? development of critical thinking and problem solving.Candidates understand and meticulously use a variety of teaching strategies that encourage elementary students? development of critical thinking and problem solving.
15.0 %
Addressing ACEI Standards  
2.0 %
Assessment for Instruction 4.0 InTASC 6(b), 7(f) COE 2.2 Candidates do not know, understand, or use formal and informal assessments strategies to plan, evaluate or strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of elementary student.Candidates do not know, understand, or use formal and informal assessments strategies to plan, evaluate or strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of elementary student.Candidates know, understand, and use formal and informal assessments strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of elementary student.Candidates know, understand, and effectively use formal and informal assessments strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of elementary student.Candidates know, understand, and strategically use formal and informal assessments strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of elementary student.
15.0 %
Addressing ACEI Standards  
2.0 %
Professional Growth, Reflection, and Evaluation 5.1 InTASC 9(a), 9(b) COE 5.1 Candidates are not aware of and do not reflect on their practice in light of research on teaching, professional ethics, and resources available for professional learning; they do not evaluate the effects of their professional decisions and actions on students, families and other professionals in the learning community or actively seek out opportunities to grow professionally.Candidates are rarely aware of and scarcely reflect on their practice in light of research on teaching, professional ethics, and resources available for professional learning; they seldom evaluate the effects of their professional decisions and actions on students, families and other professionals in the learning community and do not seek out opportunities to grow professionally.Candidates are aware of and reflect on their practice in light of research on teaching, professional ethics, and resources available for professional learning; they occasionally evaluate the effects of their professional decisions and actions on students, families and other professionals in the learning community and seek out opportunities to grow professionally.Candidates are aware of and reflect on their practice in light of research on teaching, professional ethics, and resources available for professional learning; they typically evaluate the effects of their professional decisions and actions on students, families and other professionals in the learning community and seek out opportunities to grow professionally.Candidates are aware of and reflect on their practice in light of research on teaching, professional ethics, and resources available for professional learning; they continually evaluate the effects of their professional decisions and actions on students, families and other professionals in the learning community and actively seek out opportunities to grow professionally.
70.0 %
Mini-lessons  
12.0 %
Oral Language and Vocabulary The oral language and vocabulary lesson plan is missing many of the required components. Attention to prior knowledge and essential vocabulary is weak or missing.The oral language and vocabulary lesson plan consists of most of the required components. Attention to prior knowledge and essential vocabulary is minimal or underdeveloped.The oral language and vocabulary lesson plan consists of all the required components. The lesson activates prior knowledge and teaches essential vocabulary that enhances comprehension.All lesson plan components are addressed. Prior knowledge is surveyed and built to support new learning. Essential vocabulary is thoughtfully developed and meaningfully connected to prior knowledge.All lesson plan components are addressed. Exceptionally organized activities that create depth of understanding through connecting old knowledge with new knowledge and predictions.
70.0 %
Mini-lessons  
12.0 %
Phonics, Word Patterns, and Word Analysis The phonics, word patterns, and word analysis lesson plan is missing many of the required components. Attention to phonics, word patterns, and word analysis is weak, missing, or incomplete. Skills and activities are not grade appropriate.The phonics, word patterns, and word analysis lesson plan consists of most of the required components. Attention to phonics, word patterns, and word analysis is minimal or underdeveloped. Skills and activities are mostly grade appropriate.The phonics, word patterns, and word analysis lesson plan consists of all the required components. The phonics, word patterns, and word analysis activities are grade appropriate and teach students to actively analyze word parts in an effort to generalize to new words and to aid in fluency and comprehension. The phonics and word patterns come directly from the text piece.All lesson plan components are addressed. The phonics, word patterns, and word analysis skills and activities are thoughtfully developed and meaningfully connected to new words and patterns.All lesson plan components are addressed. Exceptionally organized activities that create multiple and meaningful opportunities to learn new word patterns that are high utility. There is a strategic balance between word parts and whole text applications.
70.0 %
Mini-lessons  
12.0 %
Fluency The fluency lesson plan is missing many of the required components. The fluency activities are missing, weak, or incomplete. Skills and activities are not grade appropriate.The fluency lesson plan consists of most of the required components. Attention to fluency is minimal, underdeveloped, or inappropriate for teaching fluency. Skills and activities are mostly grade appropriate.The fluency lesson plan consists of all the required components. The fluency activities develop ways to build speed and accuracy with text. Activities are appropriate for grade level and encourage participation.All lesson plan components are addressed. The fluency skills and activities are thoughtfully developed and provide meaningful practice with familiar text. The fluency activities are fun, interactive, and creative.All lesson components are addressed. Exceptionally organized activities that create multiple and meaningful opportunities to practice reading text with smoothness, accuracy, speed, and prosody. Activities are engaging and focus on fluent processing of whole text.
70.0 %
Mini-lessons  
12.0 %
Reading Comprehension The reading comprehension lesson plan is missing many of the required components. Attention to reading comprehension is weak, missing, or incomplete. Skills and activities are not grade appropriate.The reading comprehension lesson plan consists of most of the required components. Attention to reading comprehension is minimal or underdeveloped. Minimal or no attention is given to quality ?before, during, and after? reading activities to develop comprehension. Skills and activities are mostly grade appropriate.The reading comprehension lesson plan consists of all the required components. The reading comprehension activities address ?before, during, and after? reading stages. The learning activities are high quality and strategically selected.All lesson plan components are addressed. The reading comprehension activities are thoughtfully developed and focus on building understanding of text and extending learning beyond the text.All lesson plan components are addressed. Exceptionally organized activities that create multiple and meaningful opportunities to create and extend learning of the text. There is a variety of useful strategies in activity selection. The specific comprehension strategies teach student independence.
70.0 %
Mini-lessons  
11.0 %
Writing The writing lesson plan is missing many of the required components. Attention to writing is weak, missing, or incomplete. Skills and activities are not grade appropriate.The writing lesson plan consists of most of the required components. Attention to writing is minimal or underdeveloped. Minimal or no attention is given to incorporating the skills and objectives from days 1-4 in the Unit. Skills and activities are mostly grade appropriate.The writing lesson plan consists of all the required components. The writing activities incorporate the skills and objectives from the days 1-4 in the Unit. The lesson is based on the academic writing standards in language arts.All lesson plan components are addressed. The writing activities are thoughtfully developed and focus on meaningfully synthesizing and reinforcing the skills from earlier in the Unit.All lesson plan components are addressed. Exceptionally organized activities that create multiple and meaningful opportunities to use writing as a tool to create and extend learning of the text. There is a variety of response choices in activity selection.
70.0 %
Mini-lessons  
11.0 %
Unit Cohesiveness and Scaffolding InTASC 3(d), 3(j) COE 3.3 There is weak or no attention to thoughtful organization of the overall scope and sequence of the lessons in the Unit. Lessons seem random and do not scaffold.There is minimal/ some attempt to organize the overall scope and sequence of the lessons in the Unit, but it is incomplete or underdeveloped. An attempt is made to scaffold lessons but the skill development is not clear or well thought-out.The 5-day Unit Plan flows smoothly as a holistic unit. The lessons build on and reinforce each other. There is a fluid and logical sequence of lesson development throughout the week.The Unit has a solid structure of interrelatedness of lessons that weave previous skills into the new activities so that learning is meaningful and seamless.There is exceptional cohesiveness and scaffolding throughout the entire Unit. All lessons build on and reinforce earlier lessons while directly teaching the core skills and objectives of the 5 days.
10.0 %
Reflection 
10.0 %
Content No reflection is submitted with the Unit Plan.Reflection is cursory at best; mentor teacher observations are alluded to; some Unit Plan analysis is present but lacks detail; limited indication of influence of mentor teachers on lesson plans.Reflection includes observation synopses and mentor teacher influences on mini-lesson plans; analyzes Unit Plan?s strengths/weaknesses, change requirements, learning experiences.Unit Plan?s analysis is organized and focuses in its component parts.Rigorous analysis of Unit Plan.
5.0 %
Organization 
5.0 %
Mechanics of Writing (includes spelling, punctuation, grammar) Surface errors are pervasive enough that they impede communication of meaning.Frequent and repetitive mechanical errors distract the reader.Some mechanical errors or typos are present, but are not overly distracting to the reader.Prose is largely free of mechanical errors, although a few may be present.Writer is clearly in control of standard, written American English.
100 %
Total Weightage 

 

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