Interdisciplinary Inquiry Unit Plan

EPP-Wide Key Assessment

Division of Education

SIENA HEIGHTS UNIVERSITY

Final 11/05/2018

Instrument Name: Interdisciplinary Inquiry Unit Plan (IIUP)

Course/Level of Administration: EDU 371 (F18), LAN 335 (W19), EDU 371 and 372 (F19)

Assignment Standards Alignment:

- CAEP: 1.1., 1.2., 1.3., 1.4., 1.5.

- InTASC: 2, 4, 6, 7, 8
- Cross-Cutting Themes: Technology and Diversity
- Danielson Framework: 1a (Demonstrating knowledge of content and pedagogy), 1b
(Demonstrating knowledge of students), 1c (Setting instructional outcomes), 1d
Siena Heights University
Educator Preparation Provider Created 10/25/2018

(Demonstrating knowledge of resources), 1e (Designing coherent instruction), 1f

(Designing student assessments)
- High Leverage Practices (“The Big 5”): 2 (Explaining and Modeling Content, Practices,
and Strategies), 8 (Implementing Organizational Routines), 12 (Learning about Students’
Cultural, Religious, Family, Intellectual, and Personal Experiences and Resources for Use
in Instruction) and 18 (Providing Oral and Written Feedback to Students)

Instructions to candidates:

 Background:

Universal Design for Learning is a framework to improve and optimize teaching and learning for
all people based on scientific insights into how humans learn. UDL has come to dominate the field
because of its broad applicability and its research foundation in the learning sciences, both
cognitive and neurosciences (Source: www.cast.org). The Higher Education Opportunity Act of
2008 defined UDL as a “scientifically valid framework for guiding educational practice,” derived
from research on neurodiversity and the learning sciences (Ralabate, 2011)1. The ultimate goal of
applying UDL to instruction is to help all learners to develop into expert learners—learners who
can assess their own learning needs, monitor their own progress, and regulate and sustain their
interests, effort, and persistence during learning tasks (CAST, 2012)2.

Charlotte Danielson’s Framework for Teaching identifies those aspects of a teacher’s

responsibilities and teaching practice that have been documented through empirical studies and
theoretical research as promoting improved student learning. The Framework seeks to define what
teachers know and do in the exercise of their professional practice. It provides a definition of
quality teaching practices and ensures a common language to talk about teaching for ALL
students.

Both the Universal Design for Learning framework (UDL) and the Danielson Framework for
Teaching (FfT) offer guidance to educators on how to support ALL their students in becoming
expert learners. A Crosswalk between the two frameworks has been developed by UDL and
Danielson experts to help teachers The Interdisciplinary Inquiry Unit Plan Key Assessment is
designed to provide candidates the opportunity to develop rich and integrated units of instruction
in the K-12 classrooms. Candidates must demonstrate the ability to plan instruction and utilize
multiple disciplines, multicultural resources, pre-, formative, and summative assessment tools,
and a variety of instructional strategies to meet the needs of all learners.

 Specifics of the Interdisciplinary Inquiry Unit Plan (IIUP):

Candidates will:

1
Ralabate, P. K. (August, 2011). Universal Design for Learning: Meeting the needs of all students. ASHA Leader
2
CAST (2012). UDL and Expert Learners. Retrieved August 14, 2014 from
http://www.udlcenter.org/aboutudl/expertlearners

2
Siena Heights University
Educator Preparation Provider Created 10/25/2018

1. Recognize the purpose and importance of Michigan Academic Standards for each grade
level and subject area and know where/how to locate them (Resource:
https://www.michigan.gov/mde/0,4615,7-140-28753_64839_65510---,00.html)
2. Consider adaptive technology and motivational methods for students with diverse needs.
3. Understand and consider the value of various hands-on learning opportunities, such as
service learning, in the attainment of knowledge, skills, and values.
4. Identify instructional strategies, including direct instruction, and understand how children
learn about the world.
5. Recognize various types of diversity and consider ways to meet the needs of diverse
learners.

Candidates will develop an interdisciplinary inquiry unit (for instance, a social studies based
topic or theme lends itself well to this assignment). In order to build a unit that is based on
interdisciplinary instructional principles, the following criteria must be met:
1. Identify interdisciplinary concepts that will be introduced.
2. Create a list of learning experiences and skills to be taught – include inquiry and choice.
3. Create a variety of evaluation and assessment procedures – pre, formative, and post
4. Choose a theme for the unit of instruction
5. Include multicultural resources (i.e., differentiated instruction for Special Needs students,
English Language Learners, etc.)
6. Include strategies that will meet the needs of diverse learners, including ELL, learners
with disabilities, etc.
7. Include strategies that involve technology integration – including assistive technology.
8. Include a wide variety of instructional strategies that demonstrate differentiation of
instruction
9. Include an opening paragraph that introduces the unit with a rationale, grade level, length
of unit (2 weeks, 1 month, etc), and your outcome goals.

The template below has been adapted from P. Hubbard’s Reducing Barriers in Learning
Through a Universally Design Classroom, poster session presented at the 2008 CEC Convention
and Expo (Boston, MA, April 2008).

Performance Indicator: The TARGET level for this instrument is “Accomplished” on the
scoring rubric below OR a minimum total score of 21 (with no more than one marking in
the “emerging” category).

3
Siena Heights University
Educator Preparation Provider Created 10/25/2018

Unit Title: Poetry in Motion Teacher Candidate Name: Jen Rohde

Subject: Language Arts: Poetry Duration of Unit: Lesson one: 1 hour, Lesson 2:
Grade Level: 4th 1 hour, Lesson 3: 3 hours over 3 days
School: Siena Heights University
Rationale/Summary of Unit (in narrative format, 2 to 3 sentences)
This unit plans introduces a branch of Language Arts known as poetry. This unit is meant to
introduce the students to several types of poetry and to figurative language. Both ideas can
help the students to express themselves and they support reading, writing and comprehension
skills in other components of Language Arts. In addition, the reading, writing and
comprehension skills gained through poetry will also be reinforced through the student writing
of their own poems.
PART I – DESIRED RESULTS
Objectives/Standards: Essential Questions (“Big Ideas”)
Align with relevant state standards  How can the different types of poetry
 MAS.RF.4.4: Foundational Skills: help a student to express themselves?
Read with sufficient accuracy and  How can poetry help students improve
fluency to support comprehension. their reading and writing skills?
 MAS.L.4.4: Vocabulary  How can poetry help students with
Acquisition and Use: Determine or comprehension?
clarify the meaning of unknown
and multiple-meaning words and
phrases based on grade 4 reading
and content, choosing flexibility
from a range of strategies.
 MAS.RL.4.4: Reading Literature:
Determine the meaning of words
and phrases as they are used in a
text, including those that allude to
significant characters found in
mythology. Corresponding
College and Career Readiness
Anchor Standard: 4. Interpret
words and phrases as they are used
in the text, including determining
technical, connotative, and
figurative meanings, and analyze
how specific word choices shape
meaning or tone.
 MAS.W.4.4: Produce clear and
coherent writing in which the
development and organization are
appropriate to task, purpose, and
audience.
Factual Knowledge Procedural Knowledge Conceptual Knowledge
Students will know… Students will be able to… Students will understand…

4
Siena Heights University
Educator Preparation Provider Created 10/25/2018

Students will learn  Poetry encompasses

the value of self, peer more than rhyming
and teacher review of words.
their work.  Recognize, recall
 Students will use a vocabulary and identify
poetry response chart different forms of
to help them sort poetry.
what they do/do not  Work towards fluently
like about poetry, reading poetry.
questions they have  How organization and
and connections they development of poetry
have made. can change intended
 Students will use outcomes.
mentor poems to find  How poetry often needs
examples of the to be read aloud, often
figurative language more than once to
we learned about. convey meaning.
 Students will create  Students will learn
short poems that use through oral reading
each of the types of how differences in
figurative language pace, pauses,
we learned about. pronunciation, etc. can
 Students will be change a poem.
given a figurative
language and poetry
review sheet to help
them reinforce what
we have learned in
class. Students will
be given time in
class to work through
the review in small
groups to take
advantage of peer
sharing and
discussion.
PART II – KNOWLEDGE OF STUDENTS
Means of Means of Means of
Representatio Engagemen Expression
n t
Multiple Intelligences I will provide A variety of Students will be
oral and groupings given
written will be done. alternative ways
instructions for It may to present their
each lesson include, but final written
and activity. is not limited poetry orally.

5
Siena Heights University
Educator Preparation Provider Created 10/25/2018

Students will to: They include:

also receive individual reading it
written work, small personally,
supplemental groups, large create a
information groups, podcast, create
that supports whole group. a video
appropriate In addition, featuring
lessons. we will themselves,
develop the other people, or
poetry characters.
through self, Regardless of
peer, and presentation
teacher style, the
review. student’s
Poetry will original poetry
also be must be the
presented in feature.
a variety of
ways such
as: read
orally,
listened to,
reading from
the
smartboard,
etc.
IEPs Honor all Honor all Honor all IEP’s
IEP’s IEP’s
Section 504 Honor all Honor all Honor all 504’s
504’s 504’s
Language Needs
Students Needing Enrichment I will I will
provide consider/approv
additional e alternate
materials forms of final
and other project
forms of expression that
poetry to students may
students who present to me.
may
want/need to
go above
and beyond
what is
provided
within the

6
Siena Heights University
Educator Preparation Provider Created 10/25/2018

standard
lesson.
Students with Behavior Challenges I will engage I may give
students in students
leadership alternate ways
roles within to express
some of our themselves at
groupings. any point in the
This may unit in a way
include but that is more
is not limited fitting and
to, leading comfortable to
discussions them in order to
or being a help alleviate or
time keeper. eliminate off
task behaviors
that may stem
from the
anxieties this
unit may cause
some students
(mainly the
sharing of their
original written
poetry).
Other Needs/Challenges
PART III – RESOURCES
Computer Lab/Media Needs/Assistive Technology
Print Resources (provide detailed bibliography)
Other Space Requirements
Other Resources Needed (i.e., instructional aids, etc.…)

 Michigan Academic Standards

 Smith, C. (2009). The Wonky Donkey. New York: Scholastics.
 Types of Poetry booklet created by Jennifer Findley as found on Teachers Pay
Teachers
 Class sets of additional poems chosen by the teacher

PART IV – LEARNING PLAN

Learning Activities Rationale Grouping of Rationale
and Specific Students
Strategies to Be
Used
1.) Poetry 1) Students can 1.) Individual 1.) Helps the
Response reflect on their students
Chart likes and discover what

7
Siena Heights University
Educator Preparation Provider Created 10/25/2018

dislikes of the they personally

poem itself, like or dislike.
and/or the It also helps
style of poetry. them form
Students can questions that
use the notes they want to
made in the know. Lastly, it
chart to ask helps student
questions and make personal
to help them connections
determine the which could be
type of poem used in later
they will use poetry, or to
as their final help them
assessment. I understand the
also get the material.
opportunity to
see where
student
interest is,
what questions
they have and
the level of
understanding.

2.) Types of 2.) Gives students 2.) Individual 2.) The books are
Poetry another meant for
Booklet resource that personal
can be referred reference when
to at any time the Power Point
to aid them in is not displayed,
gaining or for when the
knowledge student needs to
and to aid look back at the
them in content when
writing their we are not in
own poetry. the classroom.

3.) Power Points 3) Gives visual 3.) Whole 3.) Allows

learners the Group reference to all
same students and
information as opens the
I am saying classroom to
audibly. direct questions
that can be

8
Siena Heights University
Educator Preparation Provider Created 10/25/2018

addressed right
away.

4.) Reading 4) Having the 4.) Teacher led 4.) Teacher led
students hear and student allows students
me read the lead to hear how to
book or many correctly read
of the poems various poems.
aloud, they Student led
can hear how helps those
fluency sounds students who
in poetry, and are visual
how pauses, learners.
pace and
pronunciation
affect a poem.
In addition,
having my
lesson
presented in
Power Point
helps those
students who
learn better
visually.

5.) Matching 5) This is another 5.) Small 5.) Working in

exercise way to have Groups small groups
students make allows students
connections to hear peer
with the explanations
content. This and thoughts
element also which can lead
helps to better
kinesthetic comprehension.
learners as
they must
manipulate the
activity.

6.) Color-coding 6) This activity 6.) Individual 6.) This allows me

mentor also helps our to see where
poetry kinesthetic each student is
learners. In in their
addition, I can comprehension
use it as an of the content.

9
Siena Heights University
Educator Preparation Provider Created 10/25/2018

assessment to
see if students
are properly
identifying
figurative
language in
published
poetry.

7.) Graphic 7) This element 7.) Individual 7.) This allows

Organizers can help keep each student to
students take notes in a
organized. It fashion that
also adds the works for them.
kinesthetic and It also offers
visual element another
for students resource to use
who learn best in the
that way. classroom, and
especially when
working on
poetry outside
of the
classroom.

8.) Discussion 8) Discussion 8.) Whole 8.) Varying the

allows me to Group and group size of
hear what the Small Group discussions
students are allows for more
grasping or in-depth
where further discussion and
instruction is it allows for
needed. peer-to-peer
Discussions explanation and
also allow comprehension.
students to
hear other
points of
views, get peer
explanations,
and it fulfills
the needs of
auditory
learners.

10
Siena Heights University
Educator Preparation Provider Created 10/25/2018

9.) Review 9) Reviews give 9.) Small Group 9.) Allows for
the ability for deeper
me to see what understanding
concepts are and more in-
still being depth
struggled with conversations
and which between peers.
ones are Also allows
mastered. students to have
This allows us a sounding
to spend our board and to
remaining ask questions to
time as peers, whose
effectively as explanations
possible. may be better
suited.

10) Poetry 10) These guides 10) Individual 10) This allows for
Building give outlines specific
Guides to certain feedback for
types of poetry each student
that the author.
students can
use more
easily to create
writing that
meets the
expectations
of the type of
poetry. These
guides can be
followed until
students are
more familiar
with the
concept and
can write a
poem on their
own.

11) Drafting 11) Drafting 11) Individual 11) Helps students

allows understand and
students to see their writing
follow the process. It can
development help with
of their writing development

11
Siena Heights University
Educator Preparation Provider Created 10/25/2018

and how it and

improves over organization of
time. The the writing.
drafts will aid
in structure
issues and can
help students
create poetry
that has
correct pace,
pauses and
pronunciation.

12) Read Aloud 12) A read aloud 12) Individually 12) Done
is another tool to whole and individually to
that will help small group the whole group
students to allows for
hear problem specific
areas in their feedback from
written poetry. the teacher.
It will also aid Done
students in individually to a
how to small group
fluently read allows for
poetry and comfort when
gain the student is
comprehensio reading a draft
n. In addition, that is not final.
a read aloud It allows for
also helps peer feedback.
students to
hear proper or
problematic
issues like
pace, pauses
and
pronunciation.
PART V – ASSESSMENT EVIDENCE
Formative Unit Pre-Assessment (if any)
 I will assess student’s prior None used
knowledge and compare to gained
knowledge through our
conversation after reading The
Wonky Donkey.
 I will assess student understanding
and thoughts through the

12
Siena Heights University
Educator Preparation Provider Created 10/25/2018

information that they fill in on the

Poetry Response Chart, being sure
to address questions.
 Use student created color-coded
mentor poems as an assessment of
each students understanding of
what each vocabulary words
means and if that students’
understanding of meaning was
identified correctly in a mentor
poem.
 Student written poems will allow
me to see if the student author has
applied each vocabulary word
correctly in their poem.
 Use the figurative language and
poetry review to check for student
understanding of not only today’s
lesson, but to check for
understanding of lesson one.
 I will be listening as students
practice reading their poetry aloud
to listen for problem areas that can
be fixed before the final project is
attempted.
 I will also be reading through each
draft of a students’ writing to find
their strengths and weaknesses. I
will give feedback on each draft
and will be looking to see how the
student remedied the problem with
their next draft.
 I will listen to peer critiques to see
how each student is responding to
critiques, and to what the nature of
the critiques are to get a feel for
how each student is interpreting
the content.

Summative Differentiation considerations (if any)

 Reading of each students’ authored  Students have several options on how
poem that fits within one of the poetry they will present the final reading of
styles studies. their authored poem.
 Poem must have organization and be
developed.
13
Siena Heights University
Educator Preparation Provider Created 10/25/2018

 Verbal reading must show mastery of

pace, pauses and pronunciation.

PART VI – LESSON DESCRIPTIONS

(Provide lesson title, breakdown of sequential and scaffolded treatment of objectives; do NOT
provide full UDL lesson plans here)
Lesson 1: Welcome to Poetry Wonky Donkey
 Students will learn that poetry goes beyond rhyming words through story and
discussion.
 Students will be exposed to different styles of poetry.
 Students will respond to different styles of poetry and start to formulate questions and
connections.
 Students will begin to read the different styles of poetry to learn how each has its own
style, tone, pace, etc.
 Students will learn and recall vocabulary learned and be able to identify the different
types of poetry styles.
Lesson 2: Poetic Figurative Language
 Review poetry types.
 Introduce figurative language: vocabulary, definitions and examples.
 Matching activity: vocabulary to definitions
 Mentor texts to identify forms of figurative language.
 Creation of poems using figurative language.
 Review handout of figurative language.
Lesson 3: Look at me! I’m a poet!
 Review of lessons one and two.
 Use Poetry Building Guide to create an original poem using figurative language.
 Self-review, peer review and teacher review.
 Practice oral reading of poem for pace, pauses and pronunciation.
 Use authored poem in one of the final project styles.
 Present final projects.

14
 Siena Heights University
Educator Preparation Provider Created 10/25/2018

Standards-Aligned Scoring Rubric:

Component Beginning Emerging Accomplished Exemplary

1 2 3 4
Plans instruction that Plans instruction that Plans instruction that Plans instruction that supports
Topic or Theme of supports all students supports all students in supports all students in all students in meeting
Unit in meeting rigorous meeting rigorous learning meeting rigorous learning rigorous learning goals by
InTASC 7 learning goals by goals by drawing upon goals by drawing upon drawing upon knowledge of
HLP 8 drawing upon knowledge of content knowledge of content content areas, curriculum,
Danielson 1a and knowledge of areas, curriculum, cross- areas, curriculum, cross- cross-disciplinary skills, and
1c content areas, disciplinary skills, and disciplinary skills, and pedagogy.
CAEP 1.3., 1.4. curriculum, cross- pedagogy. pedagogy.
disciplinary skills, Six or more content or skill areas
and pedagogy. Three or Four content or At least Five content or are fully aligned with the theme
skill areas are fully skill areas are fully or topic of the unit.
Two or less content aligned with the theme or aligned with the theme or
or skill areas are topic. topic of the unit.
fully aligned with
the theme or topic.

Teaches and Teaches and creates Teaches and creates Teaches and creates
Content or Skill creates learning learning experiences learning experiences learning experiences that
Area Components experiences that that make the that make the make the discipline
InTASC 2 and 4 make the discipline accessible discipline accessible accessible and meaningful
HLP 8 discipline and meaningful for and meaningful for for learners to assure
Danielson 1d and accessible and learners to assure learners to assure mastery of the content is
1e
meaningful for mastery of the content mastery of the content fully demonstrated;
CAEP 1.3., 1.4.
learners to assure is somewhat is mostly
mastery of the demonstrated; demonstrated; Three or more resources (books,
content is not strategies, etc.) are listed for all
six content or skill areas.

15
 Siena Heights University
Educator Preparation Provider Created 10/25/2018

clearly Two or fewer resources Two or fewer resources

demonstrated; (books, strategies, etc.) are (books, strategies, etc.) are
listed for at least three of listed for at least four of
Only one resource content or skill areas. the Five content or skill
(books, strategies, areas.
etc.) is listed for one
content or skill area.
Uses One-Two Uses Three-Four Uses at least Five Uses Six or more formal or
Formative formal or formal or informal formal or informal informal strategies or
Assessment informal strategies or methods strategies or methods methods of assessment to
CAEP Cross- strategies or of assessment to of assessment to engage learners in their own
Cutting Theme: methods of engage learners in their engage learners in their growth, to monitor learner
Technology assessment to own growth, to own growth, to progress, to impact student
InTASC 6
engage learners monitor learner monitor learner learning, and to guide the
HLP 18
Danielson 1d and in their own progress, to impact progress, to impact teacher’s and learner’s
1f growth, to student learning, and to student learning, and to decision making. Two of the
CAEP 1.2., 1.5. monitor learner guide the teacher’s and guide the teacher’s and six instructional strategies
progress, to learner’s decision learner’s decision or methods include
impact student making. There is some making. At least one of advanced technology
learning, and to attempt at include the five strategies or integration.
guide the technology in at least methods includes
teacher’s and one of the advanced technology
learner’s decision strategies/methods but integration.
making. No the attempt is vague
technology and/or unsuccessful.
integration exists.

Pre- and No pre- or A pre- or summative Pre and/or summative Clearly explained pre- and
Summative summative assessment is listed but is assessments listed but summative unit assessments;
Assessment assessments listed to not fully developed to minimally developed to uses multiple methods of
InTASC 6 engage learners in show learner engagement show learner engagement assessment to engage learners
HLP 18 their own growth, to in their own growth and in their own growth and

16
 Siena Heights University
Educator Preparation Provider Created 10/25/2018

Danielson 1f monitor learner the monitoring of learner the monitoring of learner in their own growth, to
CAEP 1.2. progress. progress. progress. monitor learner progress,
Multicultural Two or fewer Three-Four At least Five Six or more multicultural
Components multicultural multicultural multicultural components listed for entire
InTASC 2 components components listed for components listed for unit; professional educator
CAEP Cross- listed for entire entire unit; entire unit; recognizes individual
Cutting Theme: unit; professional professional educator professional educator differences, diverse cultures
Diversity educator recognizes individual recognizes individual and communities to design
HLP 12
recognizes differences, diverse differences, diverse inclusive learning
Danielson 1b
individual cultures and cultures and environments that enable all
differences, communities to design communities to design students to meet high
diverse cultures inclusive learning inclusive learning standards.
and communities environments that environments that
to design enable all students to enable all students to
inclusive learning meet high standards. meet high standards.
environments that
enable all
students to meet
high standards.
Instructional Two or fewer Three-Four At least Five Six or more instructional
Strategies instructional instructional strategies instructional strategies strategies listed for entire
InTASC 8 strategies listed listed for entire unit; listed for entire unit; unit; plans instruction that
Cross-Cutting for entire unit; plans instruction that plans instruction that supports all students in
Theme: Diversity plans instruction supports all students in supports all students in meeting rigorous learning
HLP 2 and 12 that supports all meeting rigorous meeting rigorous goals by drawing upon
Danielson 1a, 1b, 1f
students in learning goals by learning goals by knowledge of content areas,
CAEP 1.1.
meeting rigorous drawing upon drawing upon curriculum, cross-
learning goals by knowledge of content knowledge of content disciplinary skills, and
drawing upon areas, curriculum, areas, curriculum, pedagogy, as well as
knowledge of cross-disciplinary cross-disciplinary knowledge of learners and
content areas, skills, and pedagogy, skills, and pedagogy, the community context.

17
 Siena Heights University
Educator Preparation Provider Created 10/25/2018

curriculum, as well as knowledge as well as knowledge

cross-disciplinary of learners and the of learners and the
skills, and community context. community context.
pedagogy, as well
as knowledge of
learners and the
community
context.
Grade level, unit Grade level, unit length of Grade level, unit length of Grade level, unit length of time
Introduction of length of time time (weeks), and time (weeks), and (weeks), and rationale/summary
Unit (grade level, (weeks), and rationale/summary for unit rationale/summary for unit for unit included and fully
length of time, rationale/summary included with one included but not fully developed.
rationale, etc.) for unit included component missing developed.
with two or more
components missing.
TOTAL: 7 14 21 28

18