Unit 8 Finale
Unit 8 Finale
Unit 8 Finale
TITLE 1
Krystal Jeffries-Johnson
Post University
Objective:
Summary of Findings:
Analysis:
Recommendations:
Conclusions:
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Description of unit…
STAGE 1- STANDARDS/GOALS
What should students understand, know, and be able to do? Stage one identifies the desired
results of the unit including the related state content standards and expected performances,
enduring understandings, essential questions, knowledge and skills.
Content Standard(s)
Knowledge
The students will know…
Skills
The students will be able to…
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Stage 2
Performance Task
Through what authentic performance task will students demonstrate the desired understandings,
knowledge, and skills? (describes the learning activity in “story” form. Typically, the P.T.
describes a scenario or situation that requires students to apply knowledge and skills to
demonstrate their understanding in a real life situation. Describe your performance task scenario
below)
By what criteria will performances of understanding be judged?
GRASPS Elements of the Performance Task
G – Goal
What should students accomplish by
completing this task?
R – Role
What role (perspective) will your
students be taking?
A – Audience
Who is the relevant audience?
S – Situation
The context or challenge provided to
the student.
P – Product, Performance
What product/performance will the
student
create?
S – Standards & Criteria
for Success Place your rubric in your appendices following your reference list.
Create the rubric for the
Performance Task
Other Evidence Student Self-Assessment
Through what other evidence (work samples, How will students reflect upon or self-assess
observations, quizzes, tests, journals or other their learning?
means) will students demonstrate achievement
of the desired results? Formative and
summative assessments used throughout the
unit to arrive at the outcomes.
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Stage 3
3
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10
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12
13
14
15
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18
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19
20
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Instructional Approaches:
Do I use a variety of teacher
directed and student
centered instructional
approaches?
Resource Based Learning:
Do the students have access
to various resources on an
ongoing basis?
identity?
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References
Cohen, D.B., & Souza, M. (2008). Cultural literacy: An arts-based interdisciplinary pedagogy for the
creation of democratic multicultural society. In R. Mason & T.T. Pereira de Eca (Eds.),
International dialogues about visual culture, education and art (pp. 21-32). Intellect Ltd.
Goble, J.S. (2010). Not just a matter of style: Addressing culturally different musics as social praxes in
secondary school music classes. Action, Criticism and Theory in Music Education, 9(3), 1-34.
http://act.maydaygroup.org/articles/Goble9_3.pdf
Splitter, L. (2007). Do the groups to which I belong make me, me? Reflections on community and
http://dx.doi.org/10.1177/1477878507081790
This is an example of what a reference list in APA 7th edition looks like...
Remember ALL of your references go in the references list... this includes the references for your
philosophy statement, your rationale statement, your unit plan, and any resources you used to develop
your unit plan.... or any resources you use within your learning plan!
APA requires the use of digital object identifiers. Almost all articles that you can find in
electronic databases have DOIs. Current conventions require the use of the DOI URL (see the
Splitter example). You can cross-reference your articles and DOIs, by going to:
http://www.crossref.org/guestquery/
When in doubt, use your APA manual, ask your instructor or reference the following
website: http://owl.english.purdue.edu/owl/resource/560/18/
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Appendices
Include all of the information required for the Appendices such as infographics, planning