Marking Sheet for ECUR 325 Assignment 3

Assignment 3: Initial Unit Plan (10% of final grade)

Student name: Madison MacKeracher

Incorporating the work you have already done for Assignment 1 and Assignment 2, build upon it by completing a unit plan using the
Understanding by Design template. Download the UbD unit template from Blackboard or
www.usask.ca/education/documents/fieldexperiences/tools-resources/lesson-plan-formats/understanding-by-design-unit-template.doc.
Be sure to refer to the Wiggins & McTighe reading (Module B The Understanding by Design Guide to Creating High Quality Units,
The UbD template pp. 13-32) for guidance on this part.

Include a written reflection or justification (2-3 pages for this part) for the major choices you made in the design of this unit plan,
making sure to discuss the criteria outlined in the rubric items that pertain to Assignment 3. For each item discuss which specific
criteria you feel you achieved and justify your stance. Also discuss your goals for Professional Learning and Growth both how you
have met previous goals (made in Assignments 1 and 2) and your goals for the future.

Rubric items to address for Assignment 3: # 1, 2, 3, 5, 6, 7, 14, 15, 16, 17, 18, 19

Outcome 1 2 3 4 5
(Ready to Intern)
Lesson Planning & Assessment
1. I plan lessons I plan activities I connect my Students would My plans My plans for
and assessment for students to do, activities to demonstrate effectively instruction and
based on or what I will outcomes and outcomes and integrate outcomes assessment are
provincial cover indicators indicators doing what and indicators with designed to respond
curriculum I have planned instructional to my formative
strategies and assessment of
assessment students
2. I make student I plan what I will I plan activities and I have a goal, but it is My goal is clear My goal is clear and
learning goals for talk about what I will cover not written in a way and my instruction effective and my
each lesson/task related to a topic that is easy to is focused on it planned instruction
understand and and activities are
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 achieve likely to achieve it
3. I know which I can identify the I plan lessons that I choose the I choose I choose instructional
instructional types of use a variety of instructional instructional and and learning
strategies to pick instructional types of strategies best related
learning strategies strategies that are
at given times strategies and am instructional to the outcomes andthat are best best related to both
comfortable with strategies indicators related to the outcomes and
one category outcomes and indicators and my
indicators students
5. I create I can identify the Some of my I have lesson plans My formative My formative
formative difference assessments could that check what all assessments are assessments tell me
assessments between types of be used while I am students understand focused on the how to change the
assessments teaching part way through the most important plan as I go
class elements of my
lessons
6. I create I have a plan to Some of my My assessments My assessments My students help
summative generate a mark assessments are check if students are easy for shape the assessment
assessment focused on the achieved the outcome students to and will understand
outcomes and understand and the assessment easily
indicators check if students
achieved outcomes
Professional Learning and Growth
7. I set and use I wrote down I have goals in I have evidence of I have evidence I have a variety of
goals for some things I some areas where I need to that I have made sources of evidence
enhancing my need to fix improve, and am significant (self, peer, instructor)
professional working towards progress towards that I am making
development specific goals the teaching goals significant progress
I set towards a variety of
teaching goals
Depth and Breadth of Planning Skills
14. I understand My plans teach I understand the My plans allow My plans reflect My plans make it

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how to plan for the same things to difference between students to make preparation to meet likely that students
differentiation and all students and adaptation and choices, and I have common learning with different needs
adaptation measure all differentiation basic adaptations needs (disability, would experience
students learning (like more time) EAL, gifted etc.) success
in the same way
15. I create My planned There are portions The planned My planned My entire unit is
engaging learning activities and of my planned instruction and instruction and composed to increase
activities and tasks tasks would be activities, like a activities relate the activities would connection between
interesting for motivational set, learning to student create interest and students and student
students who love that would be interests interaction ownership of
the content interesting for between students learning
students
16. My planned Student literacies I know key I know key literacies I am describing My students will
activities would could be literacies for my for my subject, and key subject have the opportunity
improve the improved by the subject, but am not have shared them literacies with my to self-assess and
discipline specific planned activities sharing them explicitly with students and the improve literacy
literacy skills of explicitly with students learning activities strategies
my students students would help
develop those in
students
Unit Planning
17. I can create a All the sections of The CCCs, I have connected my I have tried to add Many elements, like
unit that would my unit plan are knowledge, and/or instructional a variety of assessment or
achieve the filled in skills were unclear strategies to the elements to make differentiation etc.
outcomes and the appropriately or unconnected knowledge and skills it more likely are woven together to
indicators from the indicators students would make it more likely
demonstrate the students could
knowledge and demonstrate the
skills outcome(s)
18. The final task My final My final My final assessment My final My final assessment

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in my unit elicits assessment is assessment checks has all the elements assessment will will make the
evidence of related to the how well students of GRASPS but provide clear application of student
application in a content of the unit understand and needs refining to be evidence of my learning relevant and
new situation remember the main clear and focused on students applying useful
points of what I the essential their learning in a
taught understandings performance task
19. I can create a I have completed I have planned a My varied I have many ways My unit assesses
unit that would all the parts of the variety of assessments provide to determine if my outcomes, and has
assess the template related assessments, but some information instruction is effective pre,
outcomes and to assessment their purpose is about student success working including formative, and
indicators unclear a good variety of summative
formative and assessments
summative
assessment

Instructor comments:
Take another look at the Knowledges and Skills youve listed in your Stage 2 portion I believe you can rewrite these and add some
additional items to have a closer alignment to the outcomes youve included in your unit. At current it seems like a few key points
from the outcomes you listed are missing from the Knowledges & Skills youve arranged. This part is important to guide you into
the Stage 3 Learning Plan, to make sure no important learning goals are missed.
Youve included only one type of self-assessment, right at the end with the final product. However, a key part of self-assessment is
having students metacognate (think about their own learning) to improve the work theyre doing and plan for better learning
strategies in the future. Are there places in your Stage 3 Learning Plan, during the lessons of the unit, where more self-assessment
can be done with regards to other unit activities? Or before the final product is presented? (Activities like writing a draft of a
project, editing work based on feedback, and written reflections can also be considered self-assessment).
You need to fill out the Other Evidence section more thoroughly. You use whiteboarding in one lesson, which is a type of
formative assessment and should be listed in this portion. KWL charts and exit slips are also another type of formative assessment
that should be under Other Evidence. Go through your learning plan and list all types of formative and summative assessment
here.

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Your plan also needs clarity for evaluation (grading). Are you only going to mark the final project? Will that give students enough
ongoing feedback to know if theyre doing ok? Will that be enough for you to know that students understand the concepts?
With regards to your motivational set, how is respect different than respect for diversity? If Im confused about this students
will be also!
Your Stage 3 needs some work to be more explicitly laid out. While the sequence of topics in the unit is clear, you need more detail
for day-to-day classroom management and you also need timing estimates for each activity. See the exemplar at
http://www.usask.ca/education/documents/fieldexperiences/tools-resources/lesson-plan-formats/Gr-12-English-Unit-Plan-
Exemplar.pdf for an example of Stage 3. You should also add a clear goal to every lesson for a few of your lessons, it is unclear
how it relates back to your units Essential Questions (and therefore to the outcomes). Writing clear goals will require you to think
carefully about how to achieve that overall unit cohesiveness. One more think you should add to all lessons to have a really strong
unit plan are a clear and engaging motivational set, and a distinct closing activity or wrap-up of some kind.
It is good in your Stage 3 Learning Plan that youve listed key questions in your lessons, but you need to provide more context /
detail about how those questions are used be specific. (Written on board? Students write down responses in their notebooks, then
share? Think-pair-share? Verbally ask the class? Small group discussions, then representatives share answers? Etc.)
With regards to your final project, you should also add lesson days for any work periods students need, and for the debates
themselves to be delivered. How many days will you need for your entire class to present? How long is each debate supposed to be?
How is the debate supposed to be structured? Some of those key details are missing from the explanation youve offered to students
with regards to the assessment task.
You should complete Stage 4 Assess & Reflect. Its not like the post-delivery part of the lesson plan, its more about reflecting on
your planning and deciding if youve hit the important elements described (FNIM perspectives, adaptations, curriculum alignment,
etc.) Do this stage in your next revision!
Try to plan more deliberately for specific adaptations that may be needed, based upon your chosen activities and assessment tasks.
How will you support learners who struggle to do research for their debate? Students who want to avoid presentations due to
anxiety? Students with good ideas, but who have difficulty getting ideas onto paper? Students with attention disorders who need
organizational help? Students with special abilities, high-level talents, or keen interests that should be offered extensions or
additional challenges to meet (not just extra work)? Plan around the challenges that will arise from what youre asking of students,
and plan to create the resources (outlines, graphic organizers, seminotes, etc.) that will scaffold the tasks for all students to succeed.
To be clear with regards to Outcome #7 I set and use goals for enhancing my professional development this is where you should
be reflecting (in your write-ups and eventually on your portfolio) on how you are striving to develop as an educator, what feedback

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you have received, and what youve done in response to improve specific parts of your lesson and unit planning. This is something
youve done when discussing some of the other ECUR 325 outcomes, but that you could try to be more specific about in the future.

Assignment grade:
43/60 = 72%