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Marking Sheet for ECUR 325 Assignment 5

Assignment 5: Unit Plan Revision for Technological Integration (10% of final grade)

Student name: ____Smithson______

Your goal is to successfully integrate technology into your unit plan at the Modification or Redefinition levels of the SAMR model.
Thoughtfully revise your previous unit plan and fully develop an additional lesson plan for the unit that integrates the sophisticated use
of technology. (Follow the directions from Assignment 2 to develop the new lesson plan and related teaching materials.)

You also will provide a 2-3 page write-up that explains and justifies your revisions and the changes/additions you applied. Make sure
to discuss the criteria outlined in the rubric items that pertain to Assignment 5. 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 and your goals for the future.

Rubric items to address for Assignment 5: # 1, 2, 3, 4, 5, 6, 7, 10, 11, 12, 14, 15, 16, 17, 18, 19, 20

Outcome 1 2 3 4 5
(Ready to Intern)
Lesson Planning & Assessment
1. I plan lessons I plan activities for I connect my Students would My plans My plans for
and assessment students to do, or activities to demonstrate effectively instruction and
based on what I will cover outcomes and outcomes and integrate outcomes assessment are
provincial indicators indicators doing and indicators with designed to respond
curriculum what 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 I have a goal, but it My goal is clear My goal is clear and
learning goals for talk about and what I will is not written in a and my instruction effective and my
each lesson/task cover related to a way that is easy to is focused on it planned instruction
topic understand and and activities are
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 types of use a variety of instructional instructional and instructional and
strategies to pick instructional types of strategies best learning strategies learning strategies
at given times strategies and am instructional related to the that are best related that are best related
comfortable with strategies outcomes and to the outcomes to both outcomes
one category indicators and indicators and indicators and
my students
4. My lessons are My plan is most It is clear what the My lesson includes In addition to the The lesson has
ready to be used focused on what I lesson is instructional lesson, the everything you
will talk about attempting to strategies, questions, materials would need to teach
achieve, but some and assessment in (assessments, it, and would
elements need sequence handouts etc.) are encourage a sub to
more details ready to be used come back
5. I create I can identify the Some of my I have lesson plans My formative My formative
formative difference between assessments could that check what all assessments are assessments tell me
assessments 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
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 students to and will understand
outcomes and outcome understand and the assessment
indicators check if students easily
achieved outcomes
Professional Learning and Growth
7. I set and use I wrote down some I have goals in I have evidence of I have evidence I have a variety of
goals for things I need to fix some areas where I need to that I have made sources of evidence
enhancing my improve, and am significant (self, peer,
professional working towards progress towards instructor) that I am
development specific goals the teaching goals I making significant

set progress towards a
variety of teaching
Depth and Breadth of Planning Skills
10. I can I have evidence of My portfolio I plan for my I plan to teach my I plan to teach my
incorporate basic skills, like showcases a students to do old students how to students to create,
technology in my presentations, variety of general tasks with newer communicate and communicate and
planning communicating, technical skills technology create as an curate as an essential
documents, and essential part of part of their learning
searching their learning
11. I can My planning is I recognize that I plan instruction to I plan instruction My planning is
demonstrate a designed for culture affects address different to address a range designed to allow
culturally students like me relationships and cultural needs of cultural needs me to learn from,
responsive learning and respond to, my
instructional students culture
12. I can use all I know the four My lessons have My lessons include I have a good I have a variety of
four types of types of questions examples of some the different types, variety of clear, powerful
questions of the types and my questions are questions and they questions and my
often phrased well. I are phrased well. essential question
have tried an My essential drives my unit
essential question question is well
14. I understand My plans teach the I understand the My plans allow My plans reflect My plans make it
how to plan for same things to all difference between students to make preparation to meet likely that students
differentiation students and adaptation and choices, and I have common learning with different needs
and adaptation measure all differentiation basic adaptations needs (disability, would experience
students learning in (like more time) EAL, gifted etc.) success
the same way
15. I create My planned There are portions The planned My planned My entire unit is

engaging learning activities and tasks of my planned instruction and instruction and composed to
activities and would be interesting activities, like a activities relate the activities would increase connection
tasks for students who motivational set, learning to student create interest and between students
love the content that would be interests interaction and student
interesting for between students ownership of
students learning
16. My planned Student literacies I know key I know key literacies I am describing My students will
activities would could be improved literacies for my for my subject, and key subject have the opportunity
improve the by the planned subject, but am not have shared them literacies with my to self-assess and
discipline specific 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
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 it differentiation etc.
outcomes and the appropriately or unconnected knowledge and skills more likely are woven together
indicators from the indicators students would to make it more
demonstrate the likely students could
knowledge and demonstrate the
skills outcome(s)
18. The final task My final assessment My final My final assessment My final My final assessment
in my unit elicits is related to the assessment checks has all the elements assessment will will make the
evidence of content of the unit how well students of GRASPS but provide clear application of
application in a understand and needs refining to be evidence of my student learning
new situation remember the clear and focused on students applying relevant and useful
main points of the essential their learning in a

what I taught understandings performance task
19. I can create a I have completed all I have planned a My varied I have many ways My unit assesses
unit that would the parts of the variety of assessments provide to determine if my outcomes, and has
assess the template related to assessments, but some information instruction is effective pre,
outcomes and assessment their purpose is about student working including formative, and
indicators unclear success a good variety of summative
formative and assessments
20. Improvements All the sections of My unit plan was My unit plan had My unit plan had a My unit plan had
in my unit plan my unit plan are successfully edited several drafts and number of substantial revisions
show my filled in for errors in additions where I additions designed that improve its
increased appropriately writing added more content to refine the tasks, overall quality and
understanding to make things goals, or allow for
clearer or fill in gaps assessments differentiation

Instructor comments: Great job Tanya The technology work is excellent. So many options to support different learning
styles You also addressed issues that I had not even given you feedback on. I think you switched colours on me to see if I was
paying attention to your highlighting in the UBD template. The lesson is very engaging and will appeal to learners of all
types. I see nothing to change.

Assignment grade:10/10