GLCE (coding and wording) and Verb underlined U2.2.3 Describe how Africans living in North America drew upon their African past (e.g., sense of family, role of oral tradition) and adapted elements of new cultures to develop a distinct African-American culture. (National Geography Standard 10, p. 162) Verb(s): Describe (skill) Knowledge (K) Understand (U) DO: Demonstration of Learning (DOL) Vocabulary I Can African: a person from Africa African-American: a black American, or an African who is now an American. Adapt: make (something) suitable for a new use or purpose; modify. Culture: the attitudes and behavior characteristic of a particular social group. Segregation: the action or state of setting someone or something apart from other people or things or being set apart. African-American history starts in the 16th century, with Africans forcibly taken to Spanish and English colonies in North America as slaves. After the United States Students will understand the changes Africans made to become and the differences between the two cultures. Students will each write their own fictional biographies in the voice of an African adapting to an African-American and the changes that they went through. African African-American Adapt Culture Segregation I can describe how Africans living in North America adapted their own culture into a new African-American culture. African-
A-Z. All components are in order: Title page, Table of Contents, Unit Overview, Rationale, Introduction, Assessment ideas, Vocabulary lesson, Unit lessons with aligned attachments, Works cited page. (13 – 15 points) Components are mostly in order: Title page, Table of Contents, Unit Overview, Rationale, Introduction, Assessment ideas, Vocabulary lesson, Unit lessons with aligned attachments, Works cited page. (10 – 12 points) lessons and labeled. Components may be out of order: Title page, Table of Contents, Unit Overview, Rationale, Introduction, Assessment ideas, Vocabulary lesson, Unit lessons with aligned attachments, Works cited page. (7-9 points) mislabeled. Organizational components may be missing. (0 – 6 points) 3 – Unit Overview, Rationale, and Introduction A clear and Unit Overview core content narrative), Rationale (why it’s important to learn this), and Introduction (what students can expect to learn) provides an easy-to- follow entry to the unit. (13 – 15 points) Unit Overview (grade, core content narrative), Rationale (it’s important to learn this), and Introduction (what students can expect to learn) are covered. Any part may be short or lack the details needed to give a complete picture of the unit. (10 – 12 points) Unit Overview (grade, core content narrative), Rationale (why this it’s important), or Introduction (what students can expect to learn) are missing. Any part included may be short or lack the details needed to give a complete picture of the unit. (7-9 points) Unit does not follow the unit plan directions. Poor quality of work on the Unit Overview (grade, core content narrative), Rationale (why it’s important), and Introduction (what students can expect to learn). Missing any of the components. (0 – 6 points)
4 - KUDs, I Cans, Vocabulary KUDs, I Cans, and Vocabulary closely align to the GLCEs. (13 – 15 points) KUDs, I Cans, and Vocabulary align to the GLCEs. (10 – 12 points) KUDs, I Cans, or Vocabulary are not quite aligned to the GLCEs. (7-9 points) KUDs, I Cans, and /or Vocabulary may be mis-aligned to the GLCEs. (0 – 6 points) 5 – Body of the unit – content and organization. (Instructional strategies: Cooperative learning, QAR, 10 x 10, Artifacts, any we learned in class this semester, etc.) Unit includes all required components and is well-organized. Procedures are used to allow students to learn the KUDs/I Cans. Using Gradual Release, lessons are detailed and lead toward the understanding of the selected expectations. Fully developed lessons demonstrate accurate knowledge of social studies content expectations, creative use of a variety of instructional methods, technology, and strategies for Unit may have minor omissions of the required components. Lessons may lack some necessary detail. Possible minor organization problems. Possible issues with scope and sequence. Lessons demonstrate adequate knowledge of social studies content and state expectations, an acceptable variety of instructional methods, integration of technology, and instructional strategies for student engagement, but may not be Unit may have significant omissions of the required components. Lessons may lack detail or logical flow. Weak organization may arise throughout the unit. Limited knowledge of the state expectations and/or social studies content is evident. Some variety in instructional methods, integration of technology in instruction, and/or strategies may be used, but limited. Teacher-based or text-based rather than student-based. (7-9 points) Candidate’s unit overview is poorly written and contains few of the required components. Lack of organization throughout the unit. Lack of knowledge of the state expectations and/or accurate social studies knowledge and content is evident throughout. Lessons are difficult to follow and lack detail. Very little variety of instruction, use of technology. or variety in lesson design. Too much reliance on lectures or textbook instruction. (0 – 6 points)
student engagement, considering the age of the child. (13 – 15 points) with the age of the child. (10 – 12 points) 6 – Materials and resources, including print and electronic technology and integrated literacy components, trade books, web sites, realia, simulations, and any worksheets Materials and resources needed to teach each lesson in the unit are fully developed and represented in the final project. (13 – 15 points) Materials and resources needed to teach each lesson in the unit are represented in the final project. (10 – 12 points) Materials and resources needed to teach each lesson in the unit are lacking depth and number. (7-9 points) Materials and resources needed to each lesson in the unit are missing or not supportive of the unit content. (0 – 6 points) 7 – Vocabulary lesson (completed for 5 of the in the whole unit) Effective lessons model all 6 Steps of Marzano’s Vocab instruction for the unit. Each step is in the lessons, using strategies from the Beck and Marzano texts. (13 – 15 points) Adequate lessons to teach the vocabulary of the unit include the 6 steps of Marzano. Each step is represented in the lessons, using strategies from the Beck and Marzano texts. (10 – 12 points) Limited vocabulary lesson may not include all of Marzano’s 6 Steps for Vocab instruction or the steps may not use strategies from the Beck and Marzano texts. (7-9 points) Minimal or no vocabulary instruction. Steps are missing and not represented in the lessons, not using strategies from the Beck and Marzano texts. (0 – 6 points)
8 –Assessment Each GLCE contains a component of assessment. The idea and structural components for a final summative assessment are included and to GLCE. (13 – 15 points) Each GLCE contains a component of assessment. The idea and structural components for a final summative assessment are included, though not closely aligned to GLCE. (10 – 12 points) Some GLCEs may be missing the component of assessment and the idea for a final summative assessment may be minimal or missing. (7-9 points) Most lessons are missing the idea for a final summative assessment. (0 – 6 points) 9 – Bibliography, Citation page See Purdue Owl for help (URL Variety of resources websites, multimedia, etc.) listed using APA format. Ten (10) or more resources cited. All sources used are cited correctly. (13 – 15 points) Adequate variety and quantity of resources (6-9). A few minor mistakes with APA format. See Purdue OWL for help. (10 – 12 points) Lack of variety or quantity of resources (3 to 5). Mistakes with APA format. Some missing citation information. See Purdue OWL for help. (7-9 points) Skimpy (less than 3) and unvaried resource list. APA format not used and/or significant citation information missing. Some missing citations for resources used. (0 – 6 points)