The professor will be looking for evidence that you are
including and considering ways in which you can foster growth in Transcription,
Self-Regulation and Text Generation into your Unit Plan. I specifically want to
see how you are using the strategies and skills we identified and discussed in
this course. FOR EXAMPLE: Are you incorporating planning strategies, like TIDE,
W4H2 or POW+TREE? Are you incorporating transcription strategies like
sentence-combining or sentence expanding? Are you using recommendations from the
IES Practice Guide? Are you referencing Coker & Ritchey, Nancy Fetzer,
Jennifer Gonzales, etc….. Your ability to include and integrate course
content verifies your learning. I will attach the references on this post.
The 8-lesson unit plan,
based on a hypothetical 45- to 60-minute writing block per lesson, includes the
following:
Section 1 – As identified in the Year-long Plan,
please restate: [You may copy this part from your Yearlong Plan.]
1. Title and Objective: State
the Unit and purpose of unit
2. Mentor Text: Name at least one mentor
text to be used during unit instruction. Provide the APA citation for the
mentor text(s) which will be used. NOTE: The book(s) should be identified and
used during instruction. No textbooks!
Section 2 – For the 8-lesson unit plan, you will now provide
the following:
·
A well-scaffolded
sequence of instruction for 8 lessons, where students will learn to write in a
particular writing GENRE composition (20 points – includes both Sections 1 and
2)
·
STANDARD(s):
appropriate TEKS or CCSS for each day of instruction (10
points)
·
LEARNING OBJECTIVE: 1-2
objectives for each day of instruction (10 points) In
addition, address the day’s learning for transcription, self-regulation, and/or
text generation. EXAMPLE: SWBAT use the self-regulation
strategy, TIDE, to be able to plan an expository writing piece.
·
MATERIALS: to be used
for each day of instruction (10 points)
·
FORMATIVE ASSESSMENT:
how student learning will be assessed (10 points) – May be informal “Do
you know? Thumbs up/thumbs down, etc.
I will attach Daniel’s 2015 Formative Assessment
·
ALIGNED ACTIVITIES:
o
time estimates for each
instructional activity (5 points)
o
What are students doing
in this lesson. Think about:
§
development of writer
and/or writing community (For example, you could include a lesson where
students participate in a writing conference (10 points)
§
the teaching of
Evidence-Based strategies elements incorporating transcription, self regulation
and/or text generation strategies (15 points) – Use specific skills
learned in this course. See menu of skills below.
·
RTI REMEDIATION and
EXTENSION:
o
How would you adjust
plans (tweaks) for remediation for those struggling, (5 points) and
o
How would you adjust
plans (tweaks) for extension for those who are advanced (5 points)
You may use the
Template, or a variation of the template
I will also be attaching my year long template on here., you can use it as a reference.
Rubric
The 8-lesson unit plan, based on a hypothetical 45-60 minute writing block per day, includes:
• a well-scaffolded sequence of instruction across 8 days to learn to write a particular writing genre
The 8-lesson unit plan includes:
• appropriate TEKS or CCSS for each day of instruction
The 8-lesson unit plan includes:
• 1-2 objectives for each day of instruction
The 8-lesson unit plan includes:
• materials to be used for each day of instruction
The 8-lesson unit plan includes:
• how student learning will be assessed formatively ONLY
The 8-lesson unit plan includes:
• cohesive plan for the day’s writing instruction that develops the writer, the writing piece and/or writing community
• evidence of learning from course including activities for transcription, self-regulation and text generation
• time estimates for each instructional activity
The 8-day unit plan includes:
• plans (tweaks) for remediation
* plans (tweaks) for extension
