Living in a Global Society Rubric

Living in a Global Society Integrated Unit Assignment and Rubric/Feedback flat solid Description Teacher candidates allow for develop an instructional unit based on a realistic fiction art book. Additional information 1. The selected trade book get out experience part or all of its setting in a country other than the United States of America. 2. The unit lead display integration of language arts (English usage, writing/composition, and spelling), reading (comprehension and fluency), math, science, amicable studies, the arts, physical education, and student use of technology. . The arts, physical education, and technology lead need to be combine into only one lesson each somewhere within your unit. These do not need to be done on a daily basis. b. speech arts, reading, math, science, social studies will need to be integrated into each twenty-four hour periods instructional planning. 3. Learning activities need to incorporate at least three of the five following items a. Cu lture and cultural diversity b. Time, continuity, and change c. Economic, scientific, and technological development d. Individuals, groups, and institutions . Civic ideals and manage of the country that is the setting of the book 4. The integrated unit will cover three complete twenty-four hour periodlights instruction. Local pacing guides are not to be taken into account. The three days of instruction will be done on envision view as Sheets. Please indicate content areas that are being integrated. 5. All appropriate standards for each integrated lesson are to be listed. 6. Template for submitting on following page. 7. One full days instruction will also be developed using the Blueprint Lesson Plan format.Candidates will pick any one of the three days developed on Plan Book Sheets as the day that also gets Lesson Plans. 8. Candidates will occupy an individual checkpoint meeting with their instructor to ensure appropriate progress is being made towards completion of this assign ment. 9. Candidates will bring a copy of their Rubric/ reply Sheet for Individual Unit Meetings to their unit meeting with starred items completed before meeting 10. Completed unit assignments will be submitted in a zip bag on a flash drive with rubric.After any editing, the candidate will upload finalized version to Task Stream. 11. Please email questions to me at emily. emailprotected edu ELE 4030 Living in a Global Society Plan Book Sheet for Unit Assignment Trade book used and grade take of instruction century Treasure by Marie McSwigan floor 4 Instructional day (Circle appropriate one) Day 1 Day 2 Day 3 Focus for this day Introduction of Story Vocabulary, Geo interprety, attainment and Math Content area (s) addressed in this lesson Reading, Writing , Geography, Social Studies , Science and MathReado ELE 4030 Living in a Global Society Plan Book Sheet for Unit Assignment Trade book used and grade level of instruction speed of light Treasure by Marie McSwigan Grade 4 Inst ructional day (Circle appropriate one) Day 1 Day 2 Day 3 Focus for this day Continuation of Story Comprehension, Geography, Science and Math Content area (s) addressed in this lesson Reading, Writing , Geography, Social Studies , Science and Math Reado ELE 4030 Living in a Global Society Plan Book Sheet for Unit AssignmentTrade book used and grade level of instruction juggle Treasure by Marie McSwigan Grade 4 Instructional day (Circle appropriate one) Day 1 Day 2 Day 3 Focus for this day Conclusion of Story Comprehension, Geography, Science and Math Content area (s) addressed in this lesson Reading, Writing , Geography, Social Studies , Science and Math Reado The University of North Carolina at Pembroke School of command Teacher teaching method ELE 4030 Living in a Global Society Integrated Unit Assignment and Rubric/Feedback Sheet Candidate Aspect of Assignment Possible points prolong bed sheet (Candidates name, course, semester & year, Integrated Unit based on (name of trade book), level of -10 if missing or instruction incomplete Plan book sheet completeness & clarity 10 Lesson plans in Elementary Lesson Plan Format, completeness, and clarity 10 Curriculum integration 10 Language arts strategies 10 Reading strategies 10 Math strategies 10 Science strategies 10 Social studies strategies 10 Arts strategies 5 Physical education strategies 5 Student use of technology 5 Developmental appropriateness 5 Total points earned out of 100 & Instructor comments /100 University of North Carolina at Pembroke School of Education Elementary Education Department Rubric/Response Sheet for Individual Unit Meetings **Candidate Cristy Prince **Book used & author Snow Treasure by Marie McSwigan **Appointment day & time Tuesday, October 11, 2011 at 400 p. m. Aspect of Assignment Possible Points On time for appointment 10 One days Plan Book Sheets 20 Three Lesson Plans in Elementary Lesson Plan Format 20 Curriculum Integration 20 Meshing of activities with appropriate standards 20 Clarity/ meticulous language 10 100 Subtotal Rubric not provided by candidate -15 Rubric provided but starred items not completed -15 Total Comments Standards/Competencies English Language Arts Goal 1 The bookman will drill enabling strategies and skills to read and write. Goal 2 The pupil will apply strategies and skills to comprehend text edition that is read, heard, and viewed. Goal 3 The learner will shuffle connections with text through the use of oral language, written language, and media and technology.Goal 4 The learner will apply strategies and skills to shape oral, visual and written texts. Goal 5 The learner will apply grammar and language conventions to communicate effectively. Social Studies Goal 2 The learner will attempt the importance of the role of ethnic groups and examine the ninefold roles they have played in the development of North Carolina. Science Goal 1 The learner will make observations and conduct investigations to build an understanding of living organism behavior and adaptation. Math Goal 1 Number and Operations The learner will read, write, model, and compute with non-negative apt numbers. Activities/Strategies We will begin the day with the reading of Snow Treasure by Marie McSwigan.The teacher will read aloud the first 10 chapters, stopping along the way to introduce vocabulary (Norway, Norse, kroner, Nazi, etc. ) and geography (Norway, the Arctic Circle, Poland, Germany, Britain, and France). The days activities will also include a summary written by the students on what has been read to them thus far. They will be asked to begin to think what role the Norse have played in the development of our country and what, if any, they have played in our state. We will also discuss how both humans and creatures adapt to such a cold, harsh climate. During math, we will continue talking some Norway and their system of currency. We will work on curren cy conversions, starting with a basic lesson and then moving on to using the web site www. xe. om to practice further. We will further this concept in the computer lab in the good afternoon with www. ixl. com. Standards/Competencies English Language Arts Goal 1 The learner will apply enabling strategies and skills to read and write. Goal 2 The learner will apply strategies and skills to comprehend text that is read, heard, and viewed. Goal 3 The learner will make connections with text through the use of oral language, written language, and media and technology. Goal 4 The learner will apply strategies and skills to create oral, visual and written texts. Goal 5 The learner will apply grammar and language conventions to communicate effectively.Social Studies Goal 2 The learner will examine the importance of the role of ethnic groups and examine the multiple roles they have played in the development of North Carolina. Science Goal 1 The learner will make observations and conduct inv estigations to build an understanding of animal behavior and adaptation. Math Goal 1 Number and Operations The learner will read, write, model, and compute with non-negative rational numbers. Activities/Strategies We will begin the day with the reading of Snow Treasure by Marie McSwigan. The teacher will read aloud chapters 11-20, stopping along the way to introduce any new vocabulary and/or geography. The days activities will also include a summary written by the students on what has been read to them thus far.They will be asked to return our backchat about what role the Norse have played in the development of our country and what, if any, they have played in our state. We will also discuss what animals innate to our country could survive in Norway. During math, we will continue talking about Norway and how they moved their gold from the cave to the Snake. We will work on word problems that revisit such a conundrum to figure what it would take to move amounts from site to site . We will further this concept in the computer lab in the afternoon with www. ixl. com. Standards/Competencies English Language Arts Goal 1 The learner will apply enabling strategies and skills to read and write. Goal 2 The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.Goal 3 The learner will make connections with text through the use of oral language, written language, and media and technology. Goal 4 The learner will apply strategies and skills to create oral, visual and written texts. Goal 5 The learner will apply grammar and language conventions to communicate effectively. Social Studies Goal 2 The learner will examine the importance of the role of ethnic groups and examine the multiple roles they have played in the development of North Carolina. Science Goal 1 The learner will make observations and conduct investigations to build an understanding of animal behavior and adaptation. Math Goal 4 Data Analysis and Probability The l earner will understand and use graphs, probability, and data analysis.Healthful Living Education Goal 6 The learner will demonstrate competency in a pastiche of movement forms and proficiency in a few to gain competence towards lifetime physical activities (NASPE Standard 1). Activities/Strategies We will begin the day with the reading of Snow Treasure by Marie McSwigan. The teacher will read aloud chapters 21-30, stopping along the way to introduce any new vocabulary and/or geography. The days activities will also include a summary written by the students on what has been read to them thus far. They will be asked to revisit our reciprocation about what role the Norse have played in the development of our country and what, if any, they have played in our state.Students will be asked to draw pictures of what adaptations they take that we as North Carolinians would need to make to survive in Norway. In this picture, they will also draw a picture of their favorite NC indigenous ani mal with their adaptations. During math, we will wrap up our discussion on Norway with a Venn diagram comparing and contrasting the Norse with Americans. We will further this with a bar graph of what students believe to be attributes common to both countries. To wrap-up our journey into Norway, we will practice our sled-moves during recess. The students will work both individually as well as in pairs to come up with the most original slalom.