Project: Plan a unit of study that integrates the curriculum, instruction, and assessment systems
addressing the criteria in each of these systems as outlined in the description of Assignment 3.
Within the Description of the Unit of Study section of your paper, points 1 and 2 below need to be
addressed.
1. Select and introduce an area of the curriculum that will address one month of instructional time.
Include the title of the unit, grade level, and description of the unit. Explain how literacy and/or
numeracy will be integrated within the unit.
2. List the standards that will be addressed within the unit of study.
Within the Alignment of Curriculum, Instruction, and Assessment section of your paper, points 3-7
below need to be addressed. Points 3 – 7 will be repeated for each level of Bloom’s Revised Taxonomy
(Anderson & Krathwohl, 2001). Each level of Bloom’s Taxonomy should be a heading (bold and
centered). The page length should be 1-2 pages for each level of Bloom’s Taxonomy and be structured
according to the headings on page 7 of the syllabus.
Curriculum System
3. In the content area that you select, write one learning objective that addresses each of the six levels of critical thinking from Bloom’s Revised Taxonomy: Remember, Understand, Apply, Analyze, Evaluate,
Synthesize (Create).
Begin the objectives with the words, The student will .
Use the verbs on the word list provided (Stanny, 2016, p. 7) when writing the objectives.
Instruction System
4. Describe the teacher instructional delivery methods and student learning activities under each level of Bloom’s Revised Taxonomy in item #3 above to address each learning style: concrete sequential,
abstract random, abstract sequential, concrete random. Choose 2 levels of Bloom’s Taxonomy; for those 2 levels, write teacher instructional methods and student activities for each of the 4 learning styles. For the other 4 levels of Bloom’s Taxonomy, write teacher instructional methods and student activities f0r 2of the learning styles. Provide a 1-2 sentence description that explains why the activity is appropriate for that learning style and level of Bloom’s Taxonomy.
5. Incorporate technology within the activities.
Assessment System
6. Describe formative assessments to analyze student learning for the student activities in item #4 above.
What are formative assessment methods (e.g., quick checks for understanding, journaling, exit slips,
quizzes) to assess student learning for the activities? Choose one activity that you planned for each level of Bloom’s Revised Taxonomy. Include a 2-3 sentence description of the assessment. Explain why it is an appropriate formative assessment for the activity.
7. Describe summative assessments to evaluate each learning objective in item #3 above.
What are summative assessment methods (e.g., test, end of unit project) to assess student learning for
each learning objective? Include a 2-3 sentence description of the assessment. Explain why it is an
appropriate summative assessment for the objective at the level of Bloom’s Revised Taxonomy
identified.
Within the Reflection section of your paper, points 8-10 below need to be addressed.
Reflection
8. How often is curriculum reviewed and what are the review procedure steps within your school?
9. Based on course readings, discussions, and work experiences, when serving as a leader, how would
you apply your learning to support teachers to align standards, curriculum, instruction, and assessment?
10. Include course readings to support your ideas within the reflection section of your paper
SEE ATTACHED DOCUMENT FOR FULL INSTRUCTIONS AND OTHER DOCS ATTACHED FOR THE UNIT PLAN STANDARDS
