Conklin TCH 482 Year long curriculum plan and rubric 1

 Write a 2-4 page annotation that would help a principal, new colleague, or parent understand the key choices you
have made in developing this curriculum plan. What considerations have guided your planning? (feel free to draw
upon guiding annotation questions from previous assignments if you are looking for more detailed guidance) You may
also use this annotation to discuss challenges you encountered or things you realized/ need to know more about in
the process of developing this curriculum plan.
o Be sure to identify any curriculum maps/ sources that you consulted as part of your planning process

Year Long Curriculum Plan: Overview Template

Name: Lauren DeCesare Course: US government and civics Grade level: 9th

List 1-3 essential questions for the year and the focus/descriptive title of ALL major units for the school year (up to
8 units). Clearly mark the units that are elaborated on with BOLD or asterisks**.

1-3 overarching essential questions for the YEAR:

 What does it mean to be an active citizen?

 Should government reflect the will of the people?

 Are some rights more important than others?

Unit 1 Focus/ Descriptive title: intro to government and foundations of American gov.*
Estimated Time Frame (ie. 6 weeks; mid Nov-Dec) : September- mid October
Unit 2 Focus/ Descriptive title: the constitution
 Conklin TCH 482 Year long curriculum plan and rubric 2

Estimated Time Frame (ie. 6 weeks; mid Nov-Dec) : Mid October – November
Unit 3 Focus/ Descriptive title: political parties and ideologies
Estimated Time Frame (ie. 6 weeks; mid Nov-Dec) : November – mid December
Unit 4 Focus/ Descriptive title: campaigns and elections*
Estimated Time Frame (ie. 6 weeks; mid Nov-Dec) January – mid February
Unit 5 Focus/ Descriptive title: The Legislative branch*
Estimated Time Frame (ie. 6 weeks; mid Nov-Dec) Mid February – March
Unit 6 Focus/ Descriptive title: The Executive Branch
Estimated Time Frame (ie. 6 weeks; mid Nov-Dec) March – mid April
Unit 7 Focus/ Descriptive title: The Judicial branch*
Estimated Time Frame (ie. 6 weeks; mid Nov-Dec) Mid April - May
Unit 8 Focus/ Descriptive title: Civil liberties and review
Estimated Time Frame (ie. 6 weeks; mid Nov-Dec) May – mid June
 Conklin TCH 482 Year long curriculum plan and rubric 3

Year Long Curriculum Plan Template

Name: Lauren DeCesare Course: US government and civics Grade level: 9th grade
Quarter: quarter 1 Unit: intro to American government and foundations Number of Class Sessions: 24 (block schedule)
Estimated Time Frame (ie. Nov-Dec) Sept – mid oct

Unit Summary (Provide 1 paragraph description of unit):

This unit will introduce students to the basics of government and the foundations of the American government. It will address the
Founding Fathers’ intentions of setting up the government and display the debate behind founding the government. More so, this unit
will address the debate between a strong federal and strong state government; one of the biggest debates behind the foundation of the
United States government. To engage student interest in this unit, and the class overall, I will have students complete several various
activities and assignments. For example, students will complete (1) a primary source analysis over the federalist papers and other
founding documents, (2) a mock constitutional convention where each student will assume the role of a founding member of
government, and (3) a final essay depicting and describing the structural organization of the United States government. Additionally,
students will construct a classroom constitution to set up our expectations and rules (laws) for the year. To complete their assignments
and various tasks, students will utilize their textbooks, laptops, and a variety of primary and secondary sources.
 Conklin TCH 482 Year long curriculum plan and rubric 4

Desired Results
What do you want students to KNOW and BE ABLE TO DO as a result of this unit?
Unit Learning Objectives/ Unit Guiding Essential Unit Skills Corresponding Standards:
Understandings (5-8): Students Questions (3-5) (5-8) Common Core, State
will be able to…. (include text of standard)
 Understand the debate  What are the strengths and  Develop strong reading
between a strong central weaknesses of the federal and writing skills  SS.CV.1.9-12:
government and strong state government?  Compare the differences Distinguish the rights,
governments  What are the strengths and between primary and roles, powers, and
 Analyze our system of weaknesses of state secondary sources responsibilities of
government and its three governments?  Compare and contrast individuals and
branches  what are the individual various sources of institutions in the political
 Utilize and understand the powers of each branch of information system.
importance of primary and government?  Craft an argumentative  SS.CV.4.9-12: Explain
secondary sources during this  How do the branches of essay how the US Constitution
time period government balance each  Develop strong persuasive established a system of
 Discuss the importance of other out? and research techniques government that has
classroom culture and powers, responsibilities,
expectations and limits that have
 Design a classroom changed over time and are
constitution still contested while
 Enact a constitutional promoting the common
convention good and protecting rights
 Create an argumentative essay 
about the government using
both primary and secondary
sources

Performance Assessments and other Assessments to show evidence of learning

 Conklin TCH 482 Year long curriculum plan and rubric 5

(How will objectives, essential questions, skills, and standards be assessed?—be specific) What performances and products will reveal
evidence of meaning-making and transfer?

Formative assessments for this unit will include completing bell ringers and exit slips. The exit slips will vary but will often times
utilize “muddiest point” where students describe where they are struggling with the material, which we will then clarify the next class.
Students will also fill out graphic organizers to help them develop analyzing primary and secondary sources. These assessments will
assess student comprehension and ensure they are reaching the target of being able to answer our overall year long questions.

There will also be a variety of summative assessments including a primary source analysis, which will target students’ research and
critical thinking skills. A constitutional convention and creation of a classroom constitution that will build classroom community,
which is vital in any classroom but particularly in a social studies classroom. Lastly, our essay will encapture all of the skills students
have spent the last 6-8 weeks building.

Learning Plan
What activities, experiences, and lessons will lead to achievement of the desired results and success at the assessments?
(keeping in mind the goal of equitable, authentic intellectual work)
Activities/ Experiences Resources/ Readings Differentiation, Student Support
(5-8 core experiences) (5-10 core resources) Strategies, ways to make learning
(ie., independent student research; group (ie., textbook readings; primary source sets equitable (ie., adapted primary source
primary source analysis; practice primary from Library of Congress; newspaper readings; use of graphic organizers; young
source analysis; mock trial; writing essay; articles; young adult books/ graphic novels; adult books that connect to varied student
writing short journal entries; Socratic etc.) interests/ cultures/backgrounds)
seminar; etc.)
 Textbook: Magruder’s American  Co- teaching with a special education
 Primary source analysis Government and or ELL teacher if needed
o Federalist paper 10 and 51  Primary source  Graphic organizers
o the Constitution o Federalist paper 10  Working in groups and partners
 Classroom constitution creation  Primary source  Closed captioning and large printed
o What are our rights, o Federalist paper 51 worksheets and readings for students
 Conklin TCH 482 Year long curriculum plan and rubric 6

expectations, and what is  Primary source who require them

required of us o The Constitution  Extended reading and or test taking
 Mock Constitutional convention  Political cartoons time if an IEP or 504 plan requires it
 Persuasive/ argumentative essay  News papers
o Strengths and weaknesses of 
government/ the branches
 Short journal entries in the form of bell
ringers and exit slips

UNIT _____1______ COMPLETED; BEGIN NEW UNIT DESCRIPTION ON NEXT PAGE

 Conklin TCH 482 Year long curriculum plan and rubric 7

Name: Lauren DeCesare Course: US government and civics Grade level: 9th grade
Quarter: quarter 2 Unit: Campaigns and elections Number of Class Sessions: 24 (block schedule)
Estimated Time Frame (ie. Nov-Dec) Jan- mid feb

Unit Summary (Provide 1 paragraph description of unit):

This unit will examine campaigns and elections after we have finished learning about political institutions and political parties. The
two lessons will flow quite nicely together. Given it is an election year, students will have to keep up with the current ongoing
democratic primary race and will do current events once a week. Whether it is watching a debate or keeping up with the news, students
will be engaged in the election. More so, this unit will focus on the foundation of campaigning and elections in our government. This
unit will be highly relevant to the students and will answer the age old question, “why are we learning this?” The purpose of this lesson
is to get students engaged in our electoral and political process. To engage students in this lesson, we will complete a variety of
assessments and assignments. For example, students will complete (1) an online activity about Gerrymandering, (2) a Socratic seminar
regarding the electoral college, and a (3) collaborative election campaign to nominate our president and one new senator from the state
of Illinois. Students will complete all of these assignments and assessments with our class constitution in mind and will do so in a civic
and collaborative manner. To complete their assignments and various tasks, students will utilize their textbooks, laptops, and a variety
of primary and secondary sources.
 Conklin TCH 482 Year long curriculum plan and rubric 8

Desired Results
What do you want students to KNOW and BE ABLE TO DO as a result of this unit?
Unit Learning Objectives/ Unit Guiding Essential Unit Skills Corresponding Standards:
Understandings (5-8): Students Questions (3-5) (5-8) Common Core, State
will be able to…. (include text of standard)

 Examine and explain the  What are the strengths and  Develop strong reading  SS.CV.2.9-12: Evaluate
electoral college system weakness of the electoral and writing skills the opportunities and
 Understand the complex college  Compare the differences limitations of
nature of political parties  What are the strengths and between primary and participation in elections,
 Analyze how political parties weaknesses of open/closed secondary sources voting, and electoral
and voter bases have changed primary elections  Compare and contrast process.
over time  How do political parties various sources of  SS.CV.6.9-12: Describe
 Utilize and understand the shape our government information how political parties, the
importance of primary and  What role does money play  Craft an argumentative media, and public interest
secondary sources during this in campaigning essay groups both influence and
time period o Can money buy  Develop strong persuasive reflect social and political
 Discuss the importance of elections? and research techniques interests.
classroom culture and  Do students believe we  Utilize strong debate skills  SS.CV.7.9-12: Describe
expectations should have an electoral during the Socratic seminar the concepts and
 Engage in current events and college (Socratic seminar principles that are
the current election question) inherent to American
 Discuss the election Constitutional
progression with classmates Democracy.

Performance Assessments and other Assessments to show evidence of learning

 Conklin TCH 482 Year long curriculum plan and rubric 9

(How will objectives, essential questions, skills, and standards be assessed?—be specific) What performances and products will reveal
evidence of meaning-making and transfer?

We will continue to see a lot of the same formative assessments like bell ringers, exit slips, and muddiest point activities. I want the
students to get into a good routine and I believe this will add a great deal of structure to our classroom. This unit I do want to add some
unique bell ringers like a snowball fight, where students write questions down and throw their piece of paper into the center of the
room, each student then takes one and we go around the room answering each other’s’ questions. This is a great and informal way to
assess student knowledge and comprehension. It will also be a good time to answer any clarifying questions and reflect on our three
year long questions.

There will additionally be a few summative assessments that target different skills. The Socratic seminar regarding the electoral college
will challenge students argumentative and verbal speech giving skills, while the collaborative campaign and election will teach
students to work together and build our classroom community. It will also give the students the sense and experience of what it is like
to vote; hopefully it will get them excited to actually vote when they turn 18.

Learning Plan
What activities, experiences, and lessons will lead to achievement of the desired results and success at the assessments?
(keeping in mind the goal of equitable, authentic intellectual work)
Activities/ Experiences Resources/ Readings Differentiation, Student Support
(5-8 core experiences) (5-10 core resources) Strategies, ways to make learning
(ie., independent student research; group (ie., textbook readings; primary source sets equitable (ie., adapted primary source
primary source analysis; practice primary from Library of Congress; newspaper readings; use of graphic organizers;
source analysis; mock trial; writing essay; articles; young adult books/ graphic young adult books that connect to varied
writing short journal entries; Socratic novels; etc.) student interests/ cultures/backgrounds)
seminar; etc.)
 Short journal entries in the form of bell  Our class textbook  Co- teaching with a special education
ringers and exit slips  The constitution and or ELL teacher if needed
 Conklin TCH 482 Year long curriculum plan and rubric 10

 Primary and secondary source analysis o Article II section I (electoral  Graphic organizers
 Socratic seminar college)  Working in groups and partners
o Should we continue to utilize the  Online current events  Closed captioning and large printed
Electoral College?  Online Gerrymandering activity worksheets and readings for students
 Mock class election of a president and  Primary source who require them
senator o Campaign political cartoon  Extended reading and or test taking
 Upholding our classroom constitution o Political parties campaigning time if an IEP or 504 plan requires it
and practicing what we have created cartoons
 Online activity  270 to win
o Gerrymandering activity

UNIT _____2______ COMPLETED; BEGIN NEW UNIT DESCRIPTION ON NEXT PAGE

 Conklin TCH 482 Year long curriculum plan and rubric 11

Name: Lauren DeCesare Course: US government and civics Grade level: 9th grade
Quarter: quarter 3 Unit: The Legislative branch Number of Class Sessions: 24 (block schedule)
Estimated Time Frame (ie. Nov-Dec) mid feb – march

Unit Summary (Provide 1 paragraph description of unit):

This unit is our first in depth examination of one of the three branches of government. Students have already been introduced to the
constitution and understand the basics of each branch, but now is when we get into the true nuts and bolts of the Legislative branch.
Students will examine the bi-cameral nature of our Legislative branch and be able to describe what each part of congress exactly does.
To engage student interest in this unit, and the class overall, I will have students complete several various activities and assignments.
Students will (1) complete a class project where half of the class is the Senate and the other half is the House of Representatives
students will then work to draft a bill together based on a law topic of their choice (each class will most likely be different), (2) write a
reflective paper on their legislative experiences, (3) play passing a law on Icivics.org. Students will complete all of these assignments
and assessments with our class constitution in mind and will do so in a civic and collaborative manner. To complete their assignments
and various tasks, students will utilize their textbooks, laptops, and a variety of primary and secondary sources.
 Conklin TCH 482 Year long curriculum plan and rubric 12

Desired Results
What do you want students to KNOW and BE ABLE TO DO as a result of this unit?
Unit Learning Objectives/ Unit Guiding Essential Unit Skills Corresponding Standards:
Understandings (5-8): Students Questions (3-5) (5-8) Common Core, State
will be able to…. (include text of standard)

 Examine and explain the  What are the strengths and  Develop strong reading  SS.CV.8.9-12: Analyze
legislative process weaknesses of the Legislative and writing skills how individuals use and
 Describe the two separate branch?  Compare the differences challenge laws to address
parts of congress  How does the legislative between primary and a variety of public issues.
 Identify their two senators and branch check and balance the secondary sources  SS.CV.9.9-12: Evaluate
member (s) of the house Executive and Judicial  Compare and contrast public policies in terms
 Utilize primary and secondary branches? various sources of of intended and
sources regarding congress  What does it mean to have a information unintended outcomes and
 Discuss the importance of divided house  Craft a reflective essay related consequences.
classroom culture and o Additionally, what is  Create a piece of  SS.CV.10.9-12: Explain
expectations a filibuster legislation and agree on a the role of compromise
 finalized bill between the and deliberation in the
House and the Senate legislative process.

Performance Assessments and other Assessments to show evidence of learning

(How will objectives, essential questions, skills, and standards be assessed?—be specific) What performances and products will reveal
evidence of meaning-making and transfer?

We will continue to use similar formative assessments. Bell ringers and exit slips have become an important part of our classroom
routine and students know how to start and end each class period. This time around for a different formative assessment, we are going
to do K-W-L charts around the room. Each student will write down what they know, what they think they know, and what they want to
learn. This will help me gage where the students are at from a background knowledge stand point.

There will be two summative assessments in this unit that work together with each other. The legislative experience will teach the
students to work together and show them just how hard it is to compromise and work together to create successful legislation. Writing
a reflective essay will help students analyze what they have just completed and will give them an opportunity to share how they felt
 Conklin TCH 482 Year long curriculum plan and rubric 13

about the experience they had.

These assessments will target our unit questions and will also target our three main class questions.

Learning Plan
What activities, experiences, and lessons will lead to achievement of the desired results and success at the assessments?
(keeping in mind the goal of equitable, authentic intellectual work)
Activities/ Experiences Resources/ Readings Differentiation, Student Support
(5-8 core experiences) (5-10 core resources) Strategies, ways to make learning
(ie., independent student research; group (ie., textbook readings; primary source sets equitable (ie., adapted primary source
primary source analysis; practice primary from Library of Congress; newspaper readings; use of graphic organizers; young
source analysis; mock trial; writing essay; articles; young adult books/ graphic novels; adult books that connect to varied student
writing short journal entries; Socratic etc.) interests/ cultures/backgrounds)
seminar; etc.)
 Our class textbook  Co- teaching with a special education
 short journal entries in the form of bell  the constitution and or ELL teacher if needed
ringers and exit slips.  Icivis.org  Graphic organizers
 Upholding our classroom constitution  Primary source-  Working in groups and partners
and practicing what we have created o Federalist paper 52  Closed captioning and large printed
 Online activity from Icivics.org on  Political cartoon- worksheets and readings for students
creating laws o house divided who require them
 Breaking the class into two groups: the  Primary source-  Extended reading and or test taking
House and the Senate o examples of federal, state, and time if an IEP or 504 plan requires it
 Drafting two separate bills and local laws
working together to combine the bill
into one bill for the president to sign
 Primary and secondary source analysis
 Conklin TCH 482 Year long curriculum plan and rubric 14

UNIT ____3_______ COMPLETED; BEGIN NEW UNIT DESCRIPTION ON NEXT PAGE

Unit: _judical branch Number of Class Sessions: march-mid April

24 classes (block schedule)

Unit Summary (Provide 1 paragraph description of unit):

This unit will examine our final branch of government, the Judicial branch. Students have already learned about the Legislative and the
Executive branch so completing the Judicial branch will help students fully understand our system of checks and balances. The judicial
branch is often confusing to students, and most adults as well, so we will spend a quality amount of time ensuring the students
understand our country’s legal system and procedures. To engage student interest in this unit, and the class overall, I will have
students complete several various activities and assignments. Students will take a series of short quizzes to check for content
understanding of the court’s rules and orders. There will be a series of 3 mini quizzes, the lowest of the students scores will drop.
These quizzes are really just going to be used to check for understanding, not to penalize their grades. Additionally, students will (1)
use an interactive website called Icivics.org to help simulate deciding a supreme court case, (2) write a case brief, (3) and for their final
summative hold a mock trial on a topic of their choice. To complete their assignments and various tasks, students will utilize their
textbooks, laptops, and a variety of primary and secondary sources.

Desired Results
What do you want students to KNOW and BE ABLE TO DO as a result of this unit?
Unit Learning Objectives/ Unit Guiding Essential Unit Skills Corresponding Standards:
Understandings (5-8): Students Questions (3-5) (5-8) Common Core, State
will be able to…. (include text of standard)
 Examine and explain the  How does the Judicial  Conduct a mock trial  SS.CV.4.9-12: Explain
 Conklin TCH 482 Year long curriculum plan and rubric 15

Judicial system and its branch influence the law  Write a case brief for the how the US Constitution
processes without actually writing the mock trail established a system of
 Describe the court system’s laws  Develop strong reading government that has
organization  What are the strengths and and writing skills powers, responsibilities,
 Discuss the importance of weaknesses of the Judicial  Develop strong oral and limits that have
classroom culture and branch arguments for the mock changed over time and are
expectations  Should justices be trial still contested while
 Draft a mock case brief for appointed or elected  Compare the differences promoting the common
their mock trail  How does the Judicial between primary and good and protecting
 Conduct a mock trail where branch check and balance secondary sources rights.
students will be broken up into the Legislative and the   SS.CV.3.9-12: Analyze
o Petitioners Executive branch the impact of
o Respondent  constitutions, laws, and
o Judges agreements on the
maintenance of order,
justice, equality and
liberty
 SS.CV.8.9-12: Analyze
how individuals use and
challenge laws to address
a variety of public issues.


Performance Assessments and other Assessments to show evidence of learning

(How will objectives, essential questions, skills, and standards be assessed?—be specific) What performances and products will reveal
evidence of meaning-making and transfer?
 Conklin TCH 482 Year long curriculum plan and rubric 16

This unit will be assessed in a slightly different manner than my previous units. The judicial branch is much more complex that the
previous units so I decided we needed to have a few content based quizzes. These quizzes will not be worth a great deal of points but
they will check for content knowledge and understanding. It is vital for our final summative, the mock trail, that the students have a
firm grasp of the Judicial system.

We will continue with our formative assessment routine with bell ringers and exit slips, as well.

The final summative for this unit will take place in two parts. The first part will be a written case brief where students will outline their
facts and rational behind their going to court. Every student will have to write a brief regardless of what role they will play in the mock
trail. In the mock trial itself, students will either be a petitioner, respondent, or a judge. Each role will have unique tasks that will be
explained to the students. Students will present their oral arguments and then the justices will decide the case. This activity is very
unique in that it is unlike any other activity we have done; additionally, students will have the chance to practice their presentation
skills. I believe it is vital to practice presenting and getting comfortable speaking in front of people. This case will also help us answer
the three essential questions we set out at the very beginning of this unit.

Learning Plan
What activities, experiences, and lessons will lead to achievement of the desired results and success at the assessments?
(keeping in mind the goal of equitable, authentic intellectual work)
Activities/ Experiences Resources/ Readings Differentiation, Student Support
(5-8 core experiences) (5-10 core resources) Strategies, ways to make learning
(ie., independent student research; group (ie., textbook readings; primary source sets equitable (ie., adapted primary source
primary source analysis; practice primary from Library of Congress; newspaper readings; use of graphic organizers; young
source analysis; mock trial; writing essay; articles; young adult books/ graphic adult books that connect to varied student
writing short journal entries; Socratic novels; etc.) interests/ cultures/backgrounds)
seminar; etc.)
 Short journal entries in the form of bell  Our class textbook  Co- teaching with a special education
ringers and exit slips and or ELL teacher if needed
 Conklin TCH 482 Year long curriculum plan and rubric 17

 3 short quizzes  The Constitution  Graphic organizers

 Group work-  Secondary source  Working in groups and partners
o Map out the federal district o The Nine  Closed captioning and large printed
courts  Primary source- worksheets and readings for students
o Map out the Illinois courts o Political cartoon who require them
 Icivis.org activity  Readings and charts on the structure of  Extended reading and or test taking
 Picking a topic for the mock trial the courts time if an IEP or 504 plan requires it
 The mock trial o Charts for both federal and
Illinois

UNIT ____4_______ COMPLETED; BEGIN NEW UNIT DESCRIPTION ON NEXT PAGE

Annotated explanation
 Conklin TCH 482 Year long curriculum plan and rubric 18

Overall, this year long curriculum has taught me a lot about what it actually takes to plan out a year’s worth of units and lessons. I

planned this curriculum with the focus on classroom and community. When learning about civics, I strongly believe it is of the upmost

importance to build a strong community. Civic engagement is all about working and coming together to solve problems in our

communities, government, etc… I want my students to take the skills they learned about in class and apply them to their real lives,

whether it is in further education courses or in the work force. I believe it is vital to create enthusiastic and civically engaged students.

Young people are the future of our country and it is important that we inspire them to become active in government. I want students to

walk away from civics knowing that while our system is complex, it is one that can do great things if we have people in government who

work to serve their constituents and make change.

I wanted this lesson to focus more on holistic ideas and less on memorizing facts and data. It would be great if my students

walked away knowing you need to win 270 electoral votes to win the presidency, but what I am more concerned with is peaking their

civic engagement and knowing they have a good understanding of how our government actually works. Many people are discouraged by

the complexities of government and truly believe that their votes do not matter- which deeply saddens me. I want my students to walk

away knowing just how vital their votes are to American democracy. I want to inspire them to utilize their right to vote and make their

voices be heard come election day.

From an educational standpoint, I thought it was important to incorporate a variety of different learning strategies into the lesson.

Every student is different and it is important that we cater to every student as their teacher. I also wanted a variety of assignments and

tasks so students do not grow bored with the material. I thought it was important to utilize technology every opportunity I could. Students
 Conklin TCH 482 Year long curriculum plan and rubric 19

grow up surrounded by technology, and rather than fight technology I thought it was best to incorporate it into their education. Most

students love being hands on with their learning and technology allows them to be active participants in their learning. I wanted to stray

away from traditional tests every unit because I do not believe a test is the only way to measure a student’s knowledge. Rather, I believe

tests demonstrate how well a student has memorized something. I know for a fact that our students are incredibly bright and can

memorize just about anything if you give them the opportunity to do so. For this reason, I believe it is more important for students to

create a final project, or participate in a Socratic seminar. Students then have the chance to take what they have learned and apply it in a

direct and creative manner. I am sure they are much more likely to remember creating a law than taking a test about the legislative

process.

From a source standpoint, I drew a lot of my inspiration from our classroom activities and what I have observed in my

cooperating teacher’s classroom. I also drew a lot of inspiration from my own high school experience. There were activities that I

distinctly remember loving and other ones that I could have done without, so I used all of my sources to influence this plan. I believe this

plan became so well rounded because it was inspired by so many different types of thinkers and educators. Hopefully, I have the chance

to actually use this plan in my classroom one day. There are a lot of well thought out lessons in this unit and I think that students would

really enjoy getting to partake in them. As a student teacher, I hope I have the chance to use some of these activities and can bring a sense

of community into my new classroom. My favorite high school teachers and my cooperating teacher have told me time and time again,

“Content is second. Build relationships with your students first” and I fully intend to follow that advice and create a great classroom

environment that students want to be a part of.

 Conklin TCH 482 Year long curriculum plan and rubric 20

Year Long Curriculum Plan Rubric

0 24 30
Completeness of The required number of units is The year-long overview is mostly The year-long overview is complete and
template not outlined and/or the template is complete and identifies major unit titles/ clearly identifies major unit titles/ focus,
 Conklin TCH 482 Year long curriculum plan and rubric 21

not used and/or the template is focus, length, and 1-3 essential length, and 1-3 essential questions.
very incomplete. questions. Four major units are mapped Four major units are mapped using the
using the template provided. Most parts template provided. All parts of the
of the template are complete for most template are complete for each unit.
units. Ideas are mostly clearly stated Ideas are clearly stated and complete.
and complete.
0 40 50
Substance, The units appear haphazardly The units are logically sequenced in The units are logically sequenced to
sequencing and organized and do little to build most places to build student build student understanding;
alignment student understanding. The units understanding; assessments and assessments and learning experiences
do little or nothing to incorporate learning experiences mostly align with align with stated goals. Each unit
strategies/ resources learned in stated goals. Most units include at least includes at least 2 strategies and/or
TCH 472/482. The units do little to 2 strategies and/or resources that were resources that were learned about in
engage students in meaningful learned about in either TCH 472 or TCH either TCH 472 or TCH 482; these
work. 482. The units reflect some effort to strategies/ resources are incorporated in
engage students in equitable, authentic meaningful/ relevant ways. Overall, the
intellectual work. units reflect efforts to engage students in
equitable, authentic intellectual work.

0 16 20
Annotation No or a very limited annotation is A 2-4 page written annotation explains A 2-4 page clearly written annotation
included. There is little or no choices in creating the curriculum plan explains defensible, informed choices in
discussion of choices made or the somewhat clearly. If applicable, the creating the curriculum plan. If
process of creating the plan. annotation also discusses the creation applicable, the annotation also
of the plan and any curricular resources discusses the process of creating the
that were consulted. plan in ways that inform future planning
and clearly identifies any curricular
resources that were consulted.

TOTAL (out of
100)