ELM-550Social Studies and the Arts Integrated Unit

Grand Canyon University

ELM-550Social Studies and the Arts Integrated Unit

Benchmark Assessment andRubric

Assessment Instructions:

For this benchmark, you will create a week-long unit (five individual lessons) on social studies integrated with the visual arts, with the theme of “Civic Ideals and Practices” from theNational Council for the Social Studies (NCSS). Usethe Class Profile (located at the end of this document) as background information on your students, and use the GCU Lesson Plan template (located in the Student Success Center) for each of the five lesson plans.

In your unit, design the five lesson plans so they:

Develop students' abilities to make informed decisions about a culturally diverse democratic society and interdependent world.
Are aligned to national and state social studies content standards.
Integrate visual arts to promote communication, inquiry and engagement.
Incorporate digital tools and resources.
Differentiate instruction.
Use three learning centers(allowing for groups of students to engage in the learning centers simultaneously).
Use a combination of instructional strategies (outlined below) best suited for each lesson and student.

Though it is not necessary to use all six of the strategies below, each chosen strategy should provide opportunities for all students to succeed.

Direct instruction
Indirect instruction
Collaborative learning
Experiential learning
Independent study
Interactive instruction

Along with the unit, submit a 250-500-word rationale that explains your reasoning behind your instructional strategies and choices.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to Turnitin.

Standards/Competencies Assessed:

Standards and program competencies assessed in the benchmark assessment:

InTASC: 2(a), 2(g), 4(b), 5(a), 7(a), 7(b), 7(i), 8(a), 8(n)
ACEI: 2.1, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4, 3.5, 4
ISTE-T: 1(c), 2(a)
NCSS 1.10; 3.1
COE Program Competencies: 2.4, 2.5, 3.3, 3.5

2.4:Candidates use the major concepts and modes of inquiry from the social studies—the integrated study of history, geography, the social sciences, and other related areas—to promote elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world. (ACEI 2.4)

2.5:Candidates use—as appropriate to their own understanding and skills—the content, functions, and achievements of the performing arts (dance, music, theater) and the visual arts as primary media for communication, inquiry, and engagement among elementary students. (ACEI 2.5)

3.3: Candidates use a variety of teaching strategies and technologies that encourage elementary students’ development of critical thinking and problem solving. (ACEI 3.3)

3.5: Candidates use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to create opportunities for active inquiry, collaboration, and supportive interaction in the elementary classroom. (ACEI 3.5)

Scoring Rubric

CATEGORY / NO EVIDENCE / NOMINAL EVIDENCE / UNACCEPTABLE EVIDENCE / ACCEPTABLE EVIDENCE / TARGET EVIDENCE
CRITERIA: / 0 / 69 / 74 / 87 / 100
Social Studies Content
InTASC: 4(b), 7(a), 7(i), 8(n)
ACEI 2.4; 3.3, 3.4
NCSS 1.10; 3.1
COE D2 C2.4
COE D3 C3.3
10% / No submission. / Lesson plans do not include relevant learning objectives.Instructional activitiesdo not encourage student-appropriate critical thinking or promote students' abilities to make informed decisions of a culturally diverse democratic society and interdependent world. / Lesson plans’ learning objectives and instructional activities are inadequately developed. They do not clearly or fully encourage critical thinking, or promote students' abilities to make informed decisions of a culturally diverse democratic society and interdependent world. / Lesson plans include fitting instructional activities that are aligned to appropriate,standards-based learning objectives and generally encourage critical thinking and students’ abilities to make informed decisions of a culturally diverse democratic society and interdependent world. / Lesson plans include engaging instructional activities that are aligned to worthwhile, meaningful, standards-based learning objectives, stimulate critical thinking and problem-solving, and promote students' abilities to make informed decisions of a culturally diverse democratic society and interdependent world.
Visual Arts Content Integration
InTASC:5(a)
ACEI 2.5
COE D2 C2.5
10% / No submission. / Lesson plansare convoluted and/or do not use visual arts in a way thatpromotes communication, inquiry, and engagement among the students. / Lesson plans do not fully incorporate visual arts to promote communication, inquiry, and engagement among the students. / Lesson plans utilize visual arts in a way that generally encourages communication, inquiry, and engagement among the students. / Lesson plans meaningfully incorporate visual arts to promote communication, inquiry, and engagement among the students.
PLANNING: Instructional Script and Materials
InTASC: 7(a), 7(i), 8(n)
ACEI: 3.1, 3.3, 3.4
ISTE-T: 1(c), 2(a)
COE: D3 C3.5
20% / No submission. / Lesson plans do notuse effective, verbal, nonverbal, and digital tools and techniques in a way that would create opportunities for learning and collaboration. / Lesson plans do not adequately address student or class needs, and/or include thinly designed use of verbal, nonverbal, and digital tools and techniques to create opportunities for learning and collaboration. / Lesson plans include basic, appropriate use of student-centered verbal, nonverbal, and digital tools and techniques to create opportunities for learning and collaboration. / Lesson plans demonstrate well-developed and skillful use of effective, student-centered verbal, nonverbal, and digital tools and techniques to create opportunities for active inquiry, collaboration and supportive interaction.
PLANNING:
Meeting the Varied Learning Needs of Students
InTASC: 2(a), 2(g), 7(b), 8(a)
ACEI: 3.1, 3.2
15% / No submission. / Lesson plans instruction and instructional supports ignore students’ learning needs as identified on the Class Profile. / Lesson plans do not adequately incorporate three learning centers nor do they fully differentiate instructional strategies, activities, and supports. They inadequately address the needs of the students represented in the Class Profile. / Lesson plans appropriately utilize three learning centers and include basic differentiated instructional strategies, activities, and supports that are designed to generallymeet the needs of students represented on the Class Profile. / Lesson plans fully and creatively integrate three learning centers into thedifferentiated instructional strategies, activities, and supports, all of which arewell designed to meet the needs of specific individuals or groups with similar needs, consistent with the Class Profile.
PLANNING:
Meeting the Language Needs of Students
InTASC: 2(e), 4(h)
ACEI: 2.1
15% / No submission. / Lesson plans fail to identify content-based vocabulary or instructional support for the use of vocabulary and additional language demands associated with the language function based on the Class Profile. / Lesson plans only cursorily describe content-based vocabulary and include underdeveloped instructional support for the use of vocabulary and additional language demands associated with the language function based on the Class Profile. / Lesson plans identify content-based vocabulary and include general instructional support for the use of vocabulary and additional language demands associated with the language function consistent with the Class Profile. / Lesson plans clearly and comprehensively incorporate content-based vocabulary, targeted instructional support for the use of vocabulary, and additional language demands associated with the language function consistent with the Class Profile.
PLANNING:
Assessments to Monitor Student Learning
InTASC: 2(a), 6(a), 6(b)
ACEI: 4
15% / No submission. / Planned assessments do not clearly measure the stated learning targets, and/or do not include modifications for some individual students’ needs. / Planned assessments are inadequate for monitoring students’ deep understandings and skill development in content area. The assessments are not well-aligned to the stated learning targets and do not include adequate modifications for some individual students’ needs. / Planned assessments provide clear, basic methods to monitor students’ deep understandings and skill development in the content areathroughout and at the end of the lesson. They are generally aligned to the stated learning targets and include simple modifications for some individual students’ needs. / Planned assessments creatively allow for multiple forms of evidence in order to monitor students’ deep understanding and skill development in the content area throughout and at the end of the lesson. They are well aligned with the stated learning targets and standards and include well-crafted modifications for individual students’ needs, based on the Class Profile.
Rationale
InTASC 7(b)
ACEI 3.3
10% / No submission. / Rationale is incoherent in describing purposes behind instructional choices and how they relate to learning goals and student outcomes. / Rationale inadequately describes purposes behind instructional choices; it is not clear how they relate to learning goals and student outcomes. / Rationale describes reasonable explanation for choices of instructional materials and strategies in light of learning goals and student outcomes. / Rationale clearly describes carefully planned, plausible reasoning for choices of instructional materials and strategies in light of learning goals and student outcomes.
Mechanics
5% / No submission. / The lesson plans contain inappropriate, incoherent language and/or sentence structures. / The lesson plans contain mechanical and conventional errors or non-relevant language that affects meaning and clarity. / The lesson plans have a few mechanical and conventional errors present that do not significantly affect meaning or clarity. Word choice reflects basic, consistent, appropriate use of practice and topic-related language. / The lesson plans are free of mechanical and conventional errors. Word choice reflects well-developed use of practice and topic-related language.

Class Profile

Student Name / English Language Learner / Socio-economic
Status / Ethnicity / Gender / IEP/504 / Other / Age / Reading
Performance Level / Math Performance
Level / Parental
Involvement / Internet Available
at Home
Arturo / Yes / Low SES / Hispanic / Male / No / Tier 2 RTI for reading / Grade level / One year below grade level / At grade level / Med / No
Bertie / No / Low SES / Asian / Female / No / None / Grade level / One year above grade level / At grade level / Low / Yes
Beryl / No / Mid SES / Caucasian / Female / No / NOTE: School does not have gifted program / Grade level / Two years above grade level / At grade level / Med / Yes
Brandie / No / Low SES / Caucasian / Female / No / Tier 2 RTI for math / Grade level / At grade level / One year below grade level / Low / No
Dessie / No / Mid SES / Caucasian / Female / No / Tier 2 RTI for math / Grade level / Grade level / One year below grade level / Med / Yes
Diana / Yes / Low SES / Caucasian / Female / No / Tier 2 RTI for reading / Grade level / One year below grade level / At grade level / Low / No
Donnie / No / Mid SES / African American / Female / No / Hearing aids / Grade level / At grade level / At grade level / Med / Yes
Eduardo / Yes / Low SES / Hispanic / Male / No / Tier 2 RTI for reading / Grade level / One year below grade level / At grade level / Low / No
Emma / No / Mid SES / Caucasian / Female / No / None / Grade level / At grade level / At grade level / Low / Yes
Enrique / No / Low SES / Hispanic / Male / No / Tier 2 RTI for reading / One year above grade level / One year below grade level / At grade level / Low / No
Fatma / Yes / Low SES / Caucasian / Female / No / Tier 2 RTI for reading / Grade level / One year below grade level / One year above grade level / Low / Yes
Frances / No / Mid SES / Caucasian / Female / No / Diabetic / Grade level / At grade level / At grade level / Med / Yes
Francesca / No / Low SES / Caucasian / Female / No / None / Grade level / At Grade level / At grade level / High / No
Fredrick / No / Low SES / Caucasian / Male / Learning disabled / Tier 3 RTI for reading and math / One year above Grade level / Two years below grade level / Two years below grade level / Very high / No
Ines / No / Low SES / Hispanic / Female / Learning disabled / Tier 2 RTI for math / Grade level / One year below grade level / One year below grade level / Low / No
Jade / No / Mid SES / African American / Female / No / None / Grade level / At grade level / One year above grade level / High / Yes
Kent / No / High SES / Caucasian / Male / Emotion-ally disabled / None / Grade level / At grade level / One year above grade level / Med / Yes
Lolita / No / Mid SES / Native American/Pacific Islander / Female / No / None / Grade level / At grade level / At grade level / Med / Yes
Maria / No / Mid SES / Hispanic / Female / No / NOTE: School does not have gifted program / Grade level / At grade level / Two years above grade level / Low / Yes
Mason / No / Low SES / Caucasian / Male / No / None / Grade level / At grade level / At grade level / Med / Yes
Nick / No / Low SES / Caucasian / Male / No / None / Grade level / One year above grade level / At grade level / Med / No
Noah / No / Low SES / Caucasian / Male / No / None / Grade level / At grade level / At grade level / Med / Yes
Sharlene / No / Mid SES / Caucasian / Female / No / None / Grade level / One year above grade level / At grade level / Med / Med
Sophia / No / Mid SES / Caucasian / Female / No / None / Grade level / At grade level / At grade level / Med / Yes
Stuart / No / Mid SES / Caucasian / Male / No / Allergic to peanuts / Grade level / One year above grade level / At grade level / Med / Yes
Terrence / No / Mid SES / Caucasian / Male / No / None / Grade level / At grade level / At grade level / Med / Yes
Wade / No / Mid SES / Caucasian / Male / No / None / Grade level / At grade level / One year above grade level / Med / Yes
Wayne / No / High SES / Caucasian / Male / Learning disabled / Tier 3 RTI for math / Grade level / One year below grade level / Two years below grade level / High / Yes
Wendell / No / Mid SES / African American / Male / Learning disabled / Tier 3 RTI for math / Grade level / One year below grade level / Two years below grade level / Med / Yes
Yung / No / Mid SES / Asian / Male / No / NOTE: School does not have gifted program / One year below grade level / Two years above grade level / Two years above grade level / Low / Yes