:

EDU 60665/60765: Mathematics Education I and II (2cr./3cr.)

Syllabus: Summer 2019

Instructors: Meeting Dates and Times:

Christine Trinter and Patrick Kirkland
Phone: (574) 631-5763; (708) 769-2881
Email: ctrinter@nd.edu; pkirklan@nd.edu
Mathematics Education I
June 11th – July 3rd: T/W/Th: 2:10pm-4:40pm
Mathematics Education II
June 10 – July 1; M: 2:10pm – 4:00pm;
July 8 – 22; M: 3:10pm – 5:00pm;
June 11th – July 3rd: T/W/Th: 2:10pm-4:40pm

Course Description as listed in the Graduate Bulletin

EDU 60665 Mathematics Education I (2 cr): In this course, participants will extend their developing
knowledge of curriculum and instructional planning to reflect the unique content and skill of Mathematics
pedagogy. By exploring current research from peer reviewed literature, examining evidenced-based practices,
discussing key features of state and NCTM standards, and simulating relevant instructional scenarios,
participants will begin to plan and deliver high-impact learning experiences for their middle and high school
students.

EDU 60665 Addressed and assessed: 2.3, 2.4, 2.5, 2.9, 3.1, 3.2, 3.3, 3.4
Developmental Addressed, not assessed: 1.1, 1.2, 1.3, 2.1, 2.2, 2.7, 2.8, 3.5, 3.6, 3.7, 3.8, 3.11,3.12,
Standards 3.14, 4.1, 4.2, 4.3, 4.5, 5.1, 5.2, 5.4

EDU 60765 Mathematics Education II (3 cr): In this course, participants will draw on their experiences as
educators to improve their capacity to apply content-specific pedagogies in a middle and high school
setting. By analyzing peer-reviewed literature, examining evidenced-based practices, discussing key features of
state and NCTM standards, and simulating relevant instructional scenarios, participants will be expected to
refine and enhance how they design learning experiences and assessments that implement key aspects of
Mathematics pedagogy.

EDU 60765 Addressed and assessed: 2.3, 2.4, 2.5, 2.9, 3.1, 3.2, 3.3, 3.4, 3.6, 4.1, 4.2, 4.3
Developmental Addressed, not assessed: 1.1, 1.2, 2.1, 2.2, 2.7, 2.8, 3.5, 3.7, 3.8, 3.9, 4.5, 5.1, 5.2, 5.4
Standards

Course Goals and Instructor Philosophy

The intent of this course is to encourage you to consider the important issues related to the teaching
and learning of secondary mathematics. In particular, we hope to create situations that will encourage you to
reflect upon and analyze (1) why we teach mathematics, (2) what it means to do mathematics, (3) how
students learn math and (4) best practices for teaching mathematics. You will be introduced to some of the
current thinking and literature concerning mathematics education, with particular emphasis on the National
Council of Teachers of Mathematics (NCTM). We will explore when and how digital technologies can be
used to enhance the teaching and learning of mathematics. Additionally, we will engage with tactile
manipulatives and explore their usefulness for teaching and learning mathematics. Finally, we will address the
development of teaching strategies and teaching philosophies.

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 The perspective of this course takes a constructivist view of learning. This viewpoint, based in
Piagetian developmental theory, assumes that the learner constructs knowledge based on experiences and his
or her reflective thought about those experiences. Learning is an active process and reflecting on those
experiences is an important part of constructing knowledge. This view of learning is especially appropriate to
the study of mathematics since conceptual knowledge of mathematics involves relationships that must be
constructed in the learner’s mind and not just “looked at” or memorized.
Considering this viewpoint, you will be expected to contribute significantly to class discussions. We
will present problems and situations, assign readings and facilitate class discussions. Together we will create a
class atmosphere conducive to analysis, reflection, and the sharing of ideas.
It is our hope that through this course, you will become comfortable with the decision-making
process in teaching: relating student’s learning experiences with the choice of content and materials in an
effort to help them know and do mathematics and reflecting on those decisions to create an effective learning
environment. It is our hope that you will greatly enjoy the teaching of mathematics.

Required Readings (or Course Texts)

NCTM Membership: You are required to become a member of NCTM (www.nctm.org). Student membership
costs only $49 and in addition to joining the mathematics education community, you receive many other
benefits including:
o FREE Member Exclusive Online Resources
o FREE access to the Members Only area of the NCTM Web site full of lessons, classroom-ready
activities, sample problems, interactive applets and multimedia for your students, and more,
o FREE access to NCTM's e-Standards, the fully searchable Principles and Standards for School
Mathematics,
o FREE access to NCTM's E-Seminars ANYTIME, one-time, 60-minute sessions that provide a closer
look at hot topics within math education,
o FREE subscription to NCTM's monthly e-newsletters highlighting new Web resources, NCTM
activities, and news in the mathematics community including Student Explorations in Mathematics,
which offers ready-to-use mathematics activities for students in grades 5–10.
o 30% members-only discount through the NCTM Store on a wide variety of books, software, and
other resources that support mathematics education.
o FREE Regional meeting registration
o E-access to all three school journals and the Journal for Research in Mathematics Education

Attendance Policy
It is important to attend class regularly and to come to class having completed the day’s assignment
in order to benefit from the course. No unexcused absences are allowed. In the event there is an unexcused
absence, it is the student’s responsibility to schedule a time with the instructors to discuss additional
assignment(s). If you need to miss class for an excusable reason, please contact Sr. Gail to make these
arrangements.

Assignments and Evaluation

Assigned Readings 5%

Dialogic Instruction 20%

Online Resource Analysis 10%

NCTM Journal Planning 10%

Poster Session 10%

Course Planning 45%

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Assigned Readings: Throughout the course, readings will be assigned from various sources chosen by the
instructors. You will be expected to have the reading completed and be prepared to discuss and apply the
content in class. Readings will be due June 12, 13, 20, and 27th.

NCTM Journal Planning: The goal of this assignment is to challenge you to take advantage of the NCTM
journals as resources for your teaching. For this assignment, you will choose an article from one journal (MT
or MTMS) and develop teaching notes informed by the reading. A detailed explanation of this assignment will
be given out on a separate handout. Due June 13th.

Dialogic Instruction: This assignment is composed of two parts, part I focuses on detailed planning for
effective classroom communication and part II provides an opportunity for you to instruct using this plan.
You will be provided with a list of topics and resources that are appropriate to use in a secondary
mathematics classroom from which you will choose one topic to develop teaching notes. These notes will
then inform your teaching episode (part II) which will be video-recoded. You will be expected to formally
reflect on your instruction following this teaching episode. Detailed information and a rubric will be provided
on a separate document. Due. June 19th.

Online Resource Analysis: This assignment will give you the opportunity to review freely available online
resources. You will be given a list of free online resources from which to choose one site to explore. You will
develop teaching notes and accompanying analysis of this online resource. A detailed explanation of this
assignment will be given out on a separate handout. Due June 25th.

Poster Session: For this assignment, second year students will present their favorite lesson, unit, or learning
experience in a poster session similar to one you might experience at a professional conference. First year
students will learn from these poster presentations and be responsible for creating a plan detailing how they
will use at least one of the ideas in their teaching this upcoming year. Poster Session on July 3rd and ACE 26
write-up due July 10th.

Course Planning Assignments: Please see the Course Planning assignment schedule on the syllabus. 1st
and 2nd year teachers have different pieces of the Course Plan due each week. All Course Planning
assignments should be completed with the appropriate ACE Planning Template. The ACE Planning Guide is
an essential resource for your Course Plans.

Grading Scale
Letter Point
Grade Value

A 94 – 100 or 4.00
A- 92 3.667
B+ 88 3.333
B 82 3.000
B- 80 2.667
C+ 78 2.333
C 72 2.000 Lowest passing grade for graduate students.
I 0 0 Given only with permission from the academic
director; reverts to an ‘F’ the following semester

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Academic Code of the Graduate School
Students are expected to adhere to the Academic Integrity code of the Graduate School. Although you are
encouraged to work together, assignments, posters, quizzes and tests are to be done by individuals. The full
code may be accessed at
https://graduateschool.nd.edu/assets/72055/academic_code_for_current_students.pdf. The section on
Academic Integrity is found on page 13.

Special needs. ACE Teaching Fellows strives to enable all candidates the opportunity to be as academically
successful as possible. If you have a disability and require accommodations, please contact the professor the
first day of class.

Relationship of Course Outcomes to Developmental Standards:

Course Outcomes and Indiana Developmental Standards Addressed Assessment through which students
(standards taught and assessed; standards taught but not assessed) demonstrate achievement of the Standards
SWBAT design curricula (course outcomes, units, and lessons) that Course Planning
incorporate the core practices of mathematics and reflect the prior Teaching Episode
knowledge, interests, diverse needs, and cultures of their students so that
students engage in the construction of mathematics knowledge.
(2.3-2.5, 3.1-3.3, 3.6, 4.1-4.3; 2.1, 2.2, 2.7-2.8, 3.7-3.9, 3.11-3.12)
SWBAT effectively utilize Pedagogical Content Knowledge (PCK) and Course Planning
Technological Pedagogical and Content Knowledge (TPACK) in their Teaching Episode
instruction, planning, and assessment. Dialogic Instruction
(2.3-2.5, 2.9, 3.3-3.4; 2.1-2.2, 2.7, 3.5, 3.7-3.9, 3.11-3.12, 3.14, 4.5, 5.4) NCTM Journal Planning
SWBAT relate students’ learning experiences with the choice of content and Course Planning
materials in an effort to help them know and do mathematics and create an Teaching Episode
effective learning environment. Poster Session
(2.4-2.5, 3.4, 3.6; 1.1-1.3, 2.1-2.2, 2.7-2.8, 4.5, 5.1-5.2, 5.4) NCTM Journal Planning
Online Resource
SWBAT use formative and summative assessments effectively to inform Course Planning
instruction and future planning.
(3.1, 3.3, 4.1-4.3)
SWBAT engage with the mathematics education community as a Assigned Readings
mathematics education professional, reflecting on practice to continuously NCTM Membership
improve. Poster Session
(2.3; 3.14)

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Course Schedule Math Content

Date Class Theme Reading and

Assignments Due
June 11 Course introduction, how
Socio-cultural theory and students learn, professionalism
June 12 cognition Levels of cognitive demand NCTM Choice Read

June 13 Dialogic and Direct Instruction NCTM Principles to

Actions Executive
Communication Summary Reading
NCTM Journal Planning
Due
June 18
Eliciting student thinking
June 19 Enhancing Learning Digital technology for Dialogic Instruction
Experiences through mathematics learning Assignment Due
Technology

June 20 Representation and Functions Representational fluency and 2nd year Teaching
functions Episodes
Representation Reading
June 25 Differentiating Instruction 2nd year Teaching
Episodes
Online Resource
Meeting Student Needs Analysis Due
June 26 through Meaningful Learning Lesson Planning Workshop 2nd year Teaching
Episodes
June 27 Mathematics for Social Justice 2nd year Teaching
Episodes
Mathematics for Social
Justice Reading
July 2 Teaching Episodes 1st year Teaching
Episodes
July 3 Poster Session and Celebration 2nd year Poster
Presentations

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 Course Planning & Assessments (45% Total)
Due by 5 PM ET on Friday of each week unless otherwise noted.
Week First Year – ACE 26 Second Year – ACE 25
(2nd Course)

1 Course Outcomes for 1 Course Course Outcomes and Unit Concepts for 2nd
Due 6/14 using ACE Template Course using ACE Template

2 First Draft of Unit Concepts & Unit Goals for Units

Due 6/21 Unit Goals (formative)

3 Final Unit Concepts and Unit Performance Assessment Descriptions for

Due 6/28 Goals all Units
Two fully developed Performance
Assessments with Rubrics

4 PA Descriptions for all Units Unit Cover pages for 1st Semester
Due 7/5

5 Cover page, 3-5 A&I LPs, and Unit Cover pages for 2nd Semester
Due 7/12 Traditional Test from unit plans Summer Planning Defense
turned in for MS and HS
Methods courses

6 Two additional fully developed

Monday Performance Assessments with Rubrics
7/22

1st Year Course Planning Grade Breakdown – Rubrics outlined below:

• Unit Concepts & Goals: 15%
• PA Descriptions: 5%
• Unit Plan: 25%

2nd Year Course Planning Grade Breakdown – Rubrics outlined below:

• Unit Cover Pages: 20%
• Course Outcomes, Unit Concepts & Goals, PA Descriptions: 5%
• Four Performance Assessments with Rubrics: 20% (5% each)

2nd Year Summer Planning Defense: You will be evaluated using the criteria under the “Planning” portion of
our program-wide rubric. Given our commitment to excellence, please note that you will be asked to revise
your work until it demonstrates proficiency.

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Course Planning Grading Policy: Students must submit all components of a complete Course Plan, as outlined above, in
order to receive credit for Course Planning in the calculation of their final grade. Students’ course grade will be considered
incomplete until all assignments have been submitted.

1st Year Course Planning Rubrics

Portion of Assignment Criteria of an Exemplary Product Score

Course Outcomes The teacher candidate has developed 4-7 developmentally

appropriate, standards-based course outcomes in the form of
“SWBAT statements” to be included on their course cover
page.
Unit Goals and
Concepts The teacher candidate has developed 8 unit concepts (unifying /15
big ideas) that will work in service to the course outcomes (5
pts) and aligned to the course standards (2 pts). The teacher
candidate has developed 8 units that are logically sequenced (2
pts). Each of the 8 unit goals contains a clear and measurable
verb that very precisely expresses what students are expected
to be able to know/do by the end of the unit (2 pts) and this
goal encompasses the main points of the unit concept (3 pts).
Assignment is on-time and professionally completed (1 pt).

PA descriptions The teacher candidate has developed Performance /5

Assessment descriptions that align with the corresponding
unit goal (2 pts), use knowledge meaningfully (1 pt) and
describe a rich mathematical task (1 pt). Assignment is
professional (1 pt).

Unit Plan You will be evaluated using the criteria under the appropriate
portions of our program-wide rubric. The grading scale is 25%
included on the rubric and here:

A (>25); A- (25-23); B+ (22-21); B (20-19); B- (18-17); C+

(16-15); C (14); C- (13-12); D (11); F (<11)

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2nd Year Course Planning Rubrics
Portion of Assignment Criteria of an Exemplary Product Score

Course Outcomes and The teacher candidate has developed 4-7 developmentally
Unit Concepts appropriate, standards-based course outcomes in the form of
“SWBAT statements” to be included on their course cover
page.

The teacher candidate has developed 8 unit concepts (unifying /1

big ideas) that will work in service to the course outcomes and
aligned to the course standards. The teacher candidate has
developed 8 units that are logically sequenced.

Unit Goals and PA Each of the 8 unit goals contains a clear and measurable verb
Descriptions that very precisely expresses what students are expected to be
able to know/do by the end of the unit (1 pts) and this goal
encompasses the main points of the unit concept (1 pts).

The teacher candidate has developed Performance

Assessment descriptions that align with the corresponding /4
unit goal (1 pts), use knowledge meaningfully, and describe a
rich mathematical task (1 pt).

Assignment is professional and submitted on-time.

Cover Pages for 1st The teacher candidate has designed 4 developmentally /10
Semester appropriate, standards-based units to be taught in the 1st
semester of his/her designated course (2 pts). Each unit
expresses a congruent goal and assessment (2 pts) as well as
consistently congruent lesson objectives and assessments (2
pts). The unit goal is threaded throughout the lessons of the
unit, which are themselves sequenced logically, paced
appropriately, and using measurable verbs (2 pts). The unit’s
rationale clearly expresses the importance of the unit’s content
placing the unit in a meaningful context (1 pt). Assignment is
professional and submitted on-time.

The teacher candidate has designed 4 developmentally

Cover Pages for 2nd appropriate, standards-based units to be taught in the 1st /10
Semester semester of his/her designated course (2 pts). Each unit
expresses a congruent goal and assessment (2 pts) as well as
consistently congruent lesson objectives and assessments (2
pts). The unit goal is threaded throughout the lessons of the
unit, which are themselves sequenced logically, paced
appropriately, and using measurable verbs (2 pts). The unit’s
rationale clearly expresses the importance of the unit’s content
placing the unit in a meaningful context (1 pt). Assignment is
professional and submitted on-time. (1 pt)

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 Each of 4 Fully The teacher candidate designs a performance assessment that
Developed is appropriately aligned with the unit goal (1 pt) and outlines a /5
Performance rich mathematical task that is clear and appropriately
challenging (2 pts). The rubric design is clear and reflects unit
Assessments and goal attainment (1 pt). Assignment is professional and
Rubrics submitted on-time. (1 pt)

Monday Assessment Class Schedule - Second Year Students Only

Date Class Theme

June 10 Introduction
Pre-Assessment

June 17 Formative Assessment

June 24 Performance Assessments

July 1 Traditional Tests

July 8 Analyzing Video of Teaching Practice – Preparation

for Assessment Course

July 15 Summer Planning Defense

July 22 Statistics Workshop

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Mathematics Content
Summer 2019
Due: June 18th

NCTM Journal Planning

The goal of this assignment is to invite you into the world of NCTM journals as resources for your
teaching. You will read one full issue of Mathematics Teaching in the Middle School or Mathematics Teacher cover to
cover. Respond to the journal in a three-page typed paper (12 pt. font, double spaced, one-inch margins).

What to Write up and Hand in.

Your review and reflection must include the following:

• a bibliographic reference for the journal you read,

• a reaction to the journal as a whole as what it has to offer middle or high school teachers of
mathematics,
• an informative report on two of the articles (not a play by play retelling) summarizing the main
mathematical and also content pedagogy ideas presented, and
• a reflection on how you would use the information from the articles in your classroom (be specific
referring to the content and the approach used in the article).

Grading:
Three-page paper (10%)
Bibliographic reference included: 1%
General reaction and offering of this journal to teachers: 2%
Information about two articles: 5%
Reflection on usefulness for classroom teaching and learning: 2%

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Mathematics Content
Summer 2019
Due: June 19th

Dialogic Instruction

The purpose of this assignment is to challenge you to think critically about how to present core
mathematics topics to your class and how to engage students in productive talk. This assignment is
composed of two parts, Part I focuses on detailed planning for effective classroom communication and Part II
provides an opportunity for you to instruct using this plan.
You have been given a list of topics and resources that are appropriate to use in a secondary
mathematics classroom. Please choose one topic to develop teaching notes that will inform your teaching of
this topic. These notes will then inform your teaching episode which will be video-recoded. You will be
expected to formally reflect on your instruction following this teaching episode. This reflection is due three
days after you teach and should be 1-2 pages, double spaced, 12-pt. font.
Grading:
Part I Planning for Dialogic Instruction (10%):
Task: 2%
Tool: 2%
Talk: 6%

Part II Dialogic Instruction Teaching Episode (10%):

Plan for Dialogic Instruction is followed within reason: 2%
The lesson is student centered and in a spirit of inquiry: 3%
Instructor facilitates student talk by asking a balance of divergent and focusing questions: 5%

Middle Grade Topics High School Topics

1. Understanding the many uses of variables 1. (Algebra I) Meaning of slope

2. Properties of quadrilaterals 2. (Algebra II) Making sense of quadratic functions

3. Meaning of the rule to generate equivalent
fractions
4. Meaning of multiplying or dividing
fractions
5. Matching coordinate graphs and stories
6. Meaning of ratio and/or proportion
3. (Geometry) Relationship between triangle side
and angle measures
4. (Pre-Calculus) Inverse function concept
5. (Trigonometry) Application of trigonometric
functions
6. (Calculus) The meaning of a derivative

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 Dialogic Instruction Planning Guide
TASK
Problem: Present your problem here and include any necessary diagrams accurately drawn.
Solving the Problem: Solve the task in as many ways as you would expect students to solve it.
TOOL (Polya’s Problem Solving Process/Five Practices/Number Talks/Other)
What dialogic structure makes the most sense for eliciting student thinking around this concept? Why
does this make sense for this concept/task?
How do you anticipate this structure facilitating student thinking?
TALK
Planning for Dialogue
What questions will you ask students to invite them into the problem?
Do you need to help students clarify or get started, if so, what instructions and questions will you provide?
Do students need to identify the context of the problem, important data, the constraints, and question to
be answered so they are ready to solve the problem, if so, what questions will you ask to accomplish this?

Facilitating Dialogue
What questions will you ask students as you circulate the classroom or as students share ideas?
What focusing questions will you ask?
What divergent questions will you ask?

Planning for Full Class Discussion

How will you ask students to share their thinking – which students will you call on and why?
How will you help students make connections between concepts and/or solution strategies?
What ideas will you highlight in this discussion?
What questions will you ask to bring the whole class to consensus on their thinking?

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Mathematics Content
Summer 2019
Due: June 25th

Online Resource Analysis

This assignment will give you the opportunity to review freely available online resources. Below is a
list of free online resources from which to choose one site to explore. Using the guidelines on the next page,
develop teaching notes that can be used with this resource to engage students in an active learning experience.
In addition, you will write a one-page analysis of the online resource that addresses the questions listed in the
analysis guide (also included below).
Grading:
Activity Sheet (5%)
Tool and learning intention are included: 1%
Clarity of instructions: 1%
Spirit of Inquiry: 2%
Potential for Student Learning: 1%
Analysis (5%)
Description for usefulness of resource: 1%
Connection to NCTM Mathematical Practices: 1%
Description of design choices: 2%
Explanation for how this might enhance student learning: 1%
Online resources
National Library of Virtual Manipulatives: http://nlvm.usu.edu/

MathsBot: https://mathsbot.com/

NRICH : http://nrich.maths.org/frontpage

NCTM Problem of the Week: https://www.nctm.org/pows/

Wild Maths: https://wild.maths.org/

NCSSM Calculus Challenge Problems: https://ncssm.instructure.com/courses/1668/modules

Discovering the Art of Mathematics: https://www.artofmathematics.org/books

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 Online Resource and Analysis cont…

Guidelines for Teaching Notes and Analysis

• Name the tool you chose for your teaching notes and provide a brief (1-2 sentence)
Online description
Resource for cont…
Analysis
why you chose this tool.

• List or describe your learning intention for the activity.

• As you will see the sites provide flexible resources with little guidance pertaining to exactly what
students do on the site. Many times, the activities can become repetitious and rote. We would like
you to write an activity sheet that students can take to the computer and complete while working
with a particular manipulative. This activity sheet should not only be instructive but also asks
students to reflect on the ideas they are exploring. Some considerations for the activity sheet:

o Put yourself in the mind of the learner – exactly what links should be clicked? Precisely,
what should the student do when interacting with the site and your sheet?

o Maintain the focus on the content and level of cognitive demand. While the online tool may
be engaging, how is it enhancing the learning goal?

o Consider the beginning, middle and end of the activity – are these clear for the learner?

• Provide a one-page (12 pt font, double spaced) analysis of the usefulness of the site with links to your
activity design choices. Consider the following in your analysis:

o Why might this be a useful resource for teaching mathematics?

o Does this tool address the Mathematical Practice Standards, if so, how?

o Why did you make the choices you made when designing your activity sheet?

o How do you anticipate this activity will further student learning?

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Mathematics Content
Summer 2019
Due: July 3rd and July 10th

Poster Session

For this assignment, second year students will present their favorite lesson, unit, or learning
experience in a poster session similar to one you might experience at a professional conference. First year
students will learn from these poster presentations and be responsible for creating a plan detailing how they
will use at least one of the ideas in their teaching this upcoming year. Poster Session July 3rd; ACE 26 plans
due July 10th.

ACE 25 Poster Guidelines

Your poster should include the following elements:
• Learning goals clearly listed and title for your poster,

• Description of core learning experiences/activities (include pictures if possible),

• Information about why you believe this is an effective lesson,

• Potential challenges to teaching this lesson that others should consider, and

• Benefits you observed when teaching this lesson.

Please also submit a 1-2 page (front/back) handout for poster session participants to take with them.
Include as much of the above information as possible with particular attention toward information needed to
successfully instruct this lesson. If you have a formal lesson plan written on this lesson, please include this in
addition to the 1-2 page handout. Poster format details will be forthcoming.
Grading
Learning goals clearly listed (1%)
Description of core learning experiences/activities included (1%)
Information about why you believe this is an effective lesson: 2%
Potential challenges to teaching this lesson that others should consider: 2%
Benefits you observed when teaching this lesson: 2%
Handout included: 2%

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 Poster Session cont…

ACE 26 Learning Plan Guidelines

Please choose one of the lessons that you found most interesting during our in-class poster session to
use in generating a learning plan. The lesson you choose does not need to be on a mathematics content area
that you will teach – you can adapt the lesson to meet your classroom needs. For example, your teaching
placement might be in high school pre-calculus but you were particularly interested in a middle school algebra
lesson plan. You are welcome to use this lesson plan and adapt it to address your content.
Your plan should include the following elements (you are welcome to use our class lesson planning
template to guide your thinking):
• Reference the poster and briefly describe the lesson (3-5 sentences)
• List your learning goals
• How would you “hook” the students into the lesson/activity?
• Describe in detail how students will engage with the activity
• What questions will you ask students?
• What checks for understanding will you include and what thinking will you be looking for
from students?
• How will you close the lesson?

Grading

Reference the poster and briefly describe the lesson (3-5 sentences): .5%
List your learning goals: .5%
Lesson hook: 1%
Student engagement in lesson: 2%
Teacher questions: 2%
Checks for understanding: 2%
Lesson closure: 2%

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Appendix: Rubric for 1st Year Unit Plan Assignment.
Only the sections included here will be assessed in EDU 60665. Please see the M.Ed. Handbook for more information on the rubric.
Part I: Planning
Part I: Planning – Unit
The teacher candidate designs coherent instruction that is cohesive and logically sequenced, connected to standards and appropriate to grade level.
(CAEP 1.1; InTASC 7) (EVIDENCE: Unit plan cover page using ACE template)
CANDIDATE
EXEMPLARY-4 PROFICIENT-3 DEVELOPING-2 UNSATISFACTORY-1/0
COMPETENCY
Unit Rationale The teacher candidate expresses a The teacher candidate addresses The teacher candidate includes The teacher candidate does
__ /4 well-argued statement in the the rationale of the unit and its a rationale that does not clearly not include a rationale.
PI 1.3 rationale for the unit and its place place in the context of the entire address the purpose of the unit
in the context of the entire course. course. or its place in the course
sequence.
Unit Goal __ /4 The teacher candidate includes a The teacher candidate includes a The teacher candidate includes The teacher candidate
PI 1.2 unit goal that reflects the integrity unit goal that reflects the a unit goal that reflects the includes a unit goal that lacks
of the content, is challenging but integrity of the content, is integrity of the content, but either integrity to the content
developmentally appropriate, developmentally appropriate, does not appropriately or grade level
threaded throughout, and and aligned with the brief challenge students or does not appropriateness.
congruent with the brief description of the unit’s align well with the brief
description of the unit’s summative assessment. description of the unit’s
summative assessment. summative assessment.
Lesson The teacher candidate writes a The teacher candidate writes a The teacher candidate writes a The teacher candidate writes
Objective sequence of lesson plan objectives sequence of lesson plan sequence of lesson plan a sequence of lesson plan
Content & that is consistently congruent, objectives that addresses objectives that addresses objectives that does not
Sequencing addresses appropriate content (i.e. appropriate content (i.e. appropriate content (i.e. appropriately address content
___/4 standards) and is logically standards) AND the lesson plan standards), but is illogically (i.e. standards) AND is
PI 1.4 sequenced/structured in a way sequence supports students’ sequenced OR inconsistently illogically sequenced OR does
that challenges students to use the achievement of the unit goal. uses appropriate, measurable not use measurable verbs.
content in meaningful and verbs.
connected ways.
Part I: Planning – Lesson Structure
The teacher candidate designs coherent lessons with logically sequenced and effective instructional activities and formative assessments
(formal & informal) that are consistent with objectives and appropriate to grade level. (CAEP1.1; InTASC 7) (EVIDENCE: lesson plans using the
ACE template)

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Lesson Activity The teacher candidate writes a The teacher candidate writes a The teacher candidate writes The teacher candidate writes
Content & lesson that reflects engaging, lesson that reflects logically a lesson that includes some a lesson that includes little to
Design ___/4 logically sequenced, student- sequenced instructional activities and interactions no student-centered activities
PI 1.3 centered instructional activities activities and interactions that, that, together, do not or interactions and/or have
and interactions that, together, together, have students work coherently help students little to no coherence for
help challenge students with with appropriate and work with appropriate and helping students work with
appropriate and important important content (i.e. important content (i.e. appropriate and important
content (i.e. standards). The standards). The lesson plan standards). The lesson plan content (i.e. standards).
lesson plan activities explicitly activities include minimal activities include no
include differentiation differentiation strategies for differentiation strategies for
strategies for addressing varied addressing varied student addressing varied student
student needs in meeting the needs in meeting the lesson needs in meeting the lesson
lesson plan objective. plan objective. plan objective.

Planning The teacher candidate includes The teacher candidate includes The teacher candidate The teacher candidate
Lesson formal formative assessments formal formative assessments includes formal formative includes formative
Formative that elicit extensive evidence of that elicit some evidence of assessments that produce assessments that do not relate
Assessments student thinking and skill in student thinking and skill in data from students, but to the objective and/or are
___/4 relation to the content at hand relation to the content at hand minimally elicit the depth and minimally present in the
PI 1.5 (i.e. standards, objectives). (i.e. standards, objectives). breadth of their thinking. lesson.
Formative assessments are Formative assessments are Formative assessments relate
embedded throughout the embedded throughout the to the objective but appear
lesson to maximize the use of lesson. predominately at the end of
this information to inform the lesson, minimizing the use
instruction. of the information.
Part I: Planning – Lesson Content
The teacher candidate designs pedagogically sound instruction based on the specific content area. (CAEP 1.1; InTASC 7) (EVIDENCE: lesson
plans using the ACE template)
CANDIDATE
EXEMPLARY-4 PROFICIENT-3 DEVELOPING-2 UNSATISFACTORY-1/0
COMPETENCY
Content-specific The teacher candidate writes a The teacher candidate writes a The teacher candidate writes The teacher candidate
Pedagogical lesson plan characterized by lesson plan characterized by a lesson plan characterized writes a lesson plan
Approaches __/4 content-specific methods that content-specific methods that by methods that limit the characterized by methods
PI 1.1 align with theories of learning or align with theories of learning opportunities for engaging that rarely align with
research-based approaches that or research-based approaches students with core theories of learning and do

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 facilitate students’ engagement that facilitate students’ disciplinary ideas, not promote ways of
with and inquiry in core engagement with core disciplinary practices, or engaging students with
disciplinary ideas and disciplinary ideas and each other. core disciplinary ideas,
disciplinary practices. disciplinary practices. disciplinary practices, or
each other.
Content The teacher candidate writes a The teacher candidate writes a The teacher candidate writes The teacher candidate
Accuracy__/4 lesson plan that presents content lesson plan that presents a lesson plan that includes writes a lesson plan that
PI 1.1 accurately and shows evidence of content accurately. minor content inaccuracies. presents significant
anticipating student ideas and/or content inaccuracies.
struggles.

Part II: Summative Assessments

Part II: Summative Assessments
The teacher candidate aligns grade level appropriate assessments with learning outcomes. (CAEP 1.1; InTASC 6) (EVIDENCE: unit test and
performance assessment for unit)
CANDIDATE
EXEMPLARY-4 PROFICIENT-3 DEVELOPING-2 UNSATISFACTORY-1/0
COMPETENCY
Unit Test The teacher candidate designs The teacher candidate designs The teacher candidate The teacher candidate
unit test items that align with the unit test items that have designs unit test items that designs unit test items that
__/4 unit content/skill and provide integrity to the content and provide some evidence of do not have integrity to the
PI 1.5 clear evidence of students’ together, provide evidence of students’ performance content, are not varied or
performance related to the unit students’ performance related related to the unit goal. The are not grade level
goal. The unit test elicits evidence to the unit goal. The unit test unit test items present appropriate. The unit test
of student thinking and skills items present some variation in minimal variation or lack items do not provide
through items that are varied, question type and items that challenge. evidence of students’
challenging, and grade challenge all students. performance related to the
appropriate. unit goal.

Part IV: Professionalism

Part IV: Professionalism
The teacher candidate demonstrates professionalism by submitting assignments completely, professionally, and on time. (CAEP 1.1)
(EVIDENCE: timely submission of required components)

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 CANDIDATE
EXEMPLARY-4 PROFICIENT-3 DEVELOPING-2 UNSATISFACTORY-1/0
COMPETENCY
Professionalism The teacher candidate submits The teacher candidate submits The teacher candidate The teacher candidate
__/4 assignment completely, assignment completely and submits assignment that is submits assignment that is
PI 4.3 professionally, and attentive to professionally. The assignment incomplete or incomplete or
formatting guidelines. The is on time. unprofessionally presented. unprofessionally
assignment is on time. The assignment is late, within presented.
1 week of due date. The assignment is more
than 1 week late.
Grading Scales for Summer I Unit Plan Assignment:
A (>30); A- (30-28); B+ (27); B (26-23); B- (22); C+ (21); C (20-18); C- (17); D (16); F (<16)

Please note: Developing is the minimum expectation for all categories in Summer 1, except for Professionalism.

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Appendix: Summer Defense of Planning – 2nd Year Students Only

This assignment invites you to illustrate your content specific planning proficiency by asking you to defend the
design of one unit you have prepared. Your defense will take place in a 30-minute meeting with your content
methods instructor.

By Friday, July 5: In advance of your meeting, you will submit a unit cover page and a fully-developed lesson
plan from that unit, and you will sign up for a 30-minute meeting slot.

Between Monday, July 8 and Friday, July 19:

You will meet for your scheduled defense, during which you will provide a rationale for the design of your
unit. You will prepare an agenda that grounds your defense in the following:

● Knowledge of your students and school community

● Knowledge of the grade-appropriate content standards
● A commitment to the alignment between the lessons’ objectives and assessments and their
advancement of the unit goal
● Knowledge of content-specific methods that are faithful to the learning objective and to the “core
principles” of Mathematics that we have discussed this summer

Having thought deeply about the design of your unit in relation to these guiding factors, you will lead the
conversation and be prepared to answer the questions your methods instructor poses. Proper prior planning
is key!

Evaluation Plan:
You will be evaluated using the criteria under the “Planning” portion of our program-wide rubric. This is
included below for reference. Given our commitment to excellence, please note that you will be asked
to revise your work until it demonstrates proficiency.

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