STEP Standards 3-5
Grand Canyon University: SPD-590
Christina L. Knappert
Due: September 30th, 2020
STEP Standard 3 - Assessment and Data Literacy
Pre-Assessment - Copy and paste the pre-assessment you plan to use to assess the students’ knowledge of the topic prior to implementing the unit
lessons. Include the scoring criteria used to determine whether the student is Highly Proficient, Proficient, Partially Proficient, Minimally Proficient when it
comes to meeting the learning goal and measurable objectives.
Students will be assessed based on the 5 key components of an email. As this is an ongoing learning target and various students having specialized
instruction/accommodations made, some of my students have not attended class for a few days (due to tech issues, being ill, conflict of time between
school and home life, etc.). Students have been emailed a “Study Session” email as a reminder that we have Zoom study sessions from 1:00PM –
2:30PM on Mondays, Tuesdays, Thursdays, and Fridays.
And these were some of the responses I received from Study Session Emails:
Pre-Assessment Data: Whole Class - Once you have assessed your students’ knowledge on the topic, collect and analyze the pre-
assessment data to determine if you will need to modify the standards, learning goal, or measurable objectives that will be addressed during
instruction.
Total Number of Students in English Class :18
Highly Proficient (90%-100%)
Proficient
(80%-89%) 1
Partially Proficient
(70%-79%) 3
Minimally Proficient
(69% and below) 14
Pre-Assessment Analysis: Whole Class
In the past month of school being fully remote, although we have had a great amount of our students joining classes via Zoom, there are a
small group of students who have not either attend class and/or are not engaging in school activities and assignments. Parents/Guardians
have been notified via phone call and email of their student’s lack of attendance/performance. Some have reached out back and are having
technology issues (Chromebook, Wi-Fi/ internet reliability), while others have their own situations that needs discussion (IEP meetings).
The students would help me address an email to Ms. Dostert (mentor teacher) of what they think the letter should look like. The body of the
message was my own words, and all other parts of the email was instructed by students of what they think an address letter should look like.
Students are also asked to answer a 3 Question Assessment about what they know about Email Etiquette:
Post-Assessment – Copy and paste the post-assessment you plan to use to assess the students’ knowledge of the topic after implementing
the unit lessons. The post-assessment can be the same as the pre-assessment, a modified version, or something comparable that measures
the same concepts. Include the scoring criteria used to determine whether students are Highly Proficient, Proficient, Partially Proficient,
Minimally Proficient when it comes to meeting the learning goal and measurable objectives.
Due to students learning online, some struggled with tech issues and would either become upset or leave the Zoom call, while small group of
students who have not either attend class and/or are not engaging in school activities and assignments. Parents/Guardians have been notified
via phone call and email of their student’s lack of attendance/performance. Some have reached out back and are having technology issues
(Chromebook, Wi-Fi/ internet reliability), while others have their own situations that needs discussion (IEP meetings).
Students viewed 2 videos on how to address a letter and how to address an email.
Some students were very eager to apply the new lesson to their daily/week emails in communication with the teacher and staff:
The post-assessment I will be implementing for the
students will be a writing prompt about their favorite
holiday. They will address their email to Ms. Dostert,
myself, and any other staff member who is apart of
our class. Students will utilize email etiquette to
compose a proper e-mail. They will have the option to
complete the assignment using Kami on Canvas, e-
mail using Gmail (on their school account), or can
print out the template, handwrite their e-mail, and
upload it to Canvas.
STEP Standard 4 - Unit and Lesson Planning
During the design phase, you will carefully construct activities that are geared toward improving learning outcomes in your specific disciplines. Each
activity should align to instructional goals and demonstrate your understanding of the pre-assessment data results, contextual factors, student
learning needs, and management strategies.
Collaborate with your Cooperating Teacher/Mentor to design a unit of instruction that aligns to state content standards. Be sure to include technology
integration and demonstrate how you will differentiate your lessons to meet the needs of individual students.
Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching in the
STEP process.
Grade Level: 9th-12th
Unit/Subject: English Language Arts – Over the next 5 days, the students will be expected to email about their favorite holiday. Students will be able
to choose the holiday of their choice.
Day 1 Day 2 Day 3 Day 4 Day 5
National/State CCSS.ELA- CCSS.ELA- CCSS.ELA- CCSS.ELA-LITERACY.W.3.3
Learning Standards LITERACY.RI.8.7: LITERACY.RI.3.9: LITERACY.W.3.3 Write narratives to develop real or imagined experiences or
List specific grade- Evaluate the advantages Compare and Write narratives events using effective technique, descriptive details, and
level standards that and disadvantages of contrast the most to develop real or clear event sequences
are the focus of the using different mediums important points and imagined CCSS.ELA-LITERACY.L.6.2:
lesson being (e.g., print, or digital text, key details experiences or Demonstrate command of the conventions of standard
presented. video, multimedia) to presented in two events using English capitalization, punctuation, and spelling when
present a particular topic texts on the same effective writing.
or idea. topic. technique,
CCSS.ELA- descriptive
LITERACY.RI.2.9 details, and clear
Compare and contrast event sequences.
the most important
points presented by two
texts on the same topic.
Specific Learning Students will be able SWBAT SWBAT identify errors within an e-mail(s). SWBAT address and
Target(s)/Objectives to (SWBAT) identify compare and SWBAT address and write an email to a write an email to a
Based on state the 5 main parts contrast the paraeducator or teacher about their favorite paraeducator or
standards, identify (Heading, Greeting, writing format of holiday. teacher about their
what is intended to be Body, Closing and a business letter favorite holiday.
measured in learning. Signature) of an & personal
email writing. letter, and an
SWBAT compare email & text
and contrast the message.
writing format of a
letter and an email
Academic Language Header
General academic Greeting
vocabulary and Message Body
content-specific Closing
vocabulary included in Signature
the unit. Recipients
Subject
E-Mail
Text Message
Letter
Unit Resources, Chromebook/Laptop
Materials, Equipment, Webcam/Microphone
and Technology Internet
List all resources, YouTube - BrainPOP
materials, equipment, Headphones (if applicable)
and technology to be Zoom tool
used in the unit.
Graphic Organizers
Pencil
Paper
Canvas
Kami
Google Translate
Scanner (if applicable)
Email Rubric
*Any other modifications/adaptive equipment required to meet the student’s needs.
Depth of Knowledge 1. What is an e-mail
Lesson Questions 2. If you want to give detail about your birthday, what should be the subject?
What questions can 3. When e-mailing a group of people, how would you address the greeting? How would you address the closing?
be posed throughout 4. Who else could you send e-mails to? If you could e-mail the president, what would you say? If you wanted to send a photo or
the lesson to assess video, where would you attach them?
all levels of student
understanding?
Level 1: Recall
Level 2:
Skill/Concepts
Level 3: Strategic
Thinking
Level 4: Extended
Thinking
Anticipatory Set The teacher will provide The class will view 2 The students will Students will review their graphic Students will
How will students’ a graphic organizer. BrainPOP videos be provided organizer to format and answer the review their
prior knowledge be and discuss the examples of writing prompt in an e-mail. graphic organizer
activated as well as The class will view 2 similarities and emails that are to format and
gain student interest in BrainPOP videos and differences between not addressed The students will apply their answer the writing
the upcoming discuss the similarities a business letter and appropriately with knowledge and practices of what an prompt in an e-
content? and differences between personal letter. grammatical appropriately address e-mail mail.
an email and errors. identifying the 5 key components of
handwritten letter. an e-mail, answer the writing prompt, The students will
Students will sequencing order of events with the apply their
The student will be correct the use of sentence frames, and write a knowledge and
provided an example of formatting of both rough draft of an email. practices of what
an email and of a letter emails. This will an appropriately
to indicate the help the students address e-mail
similarities and with identifying the 5
differences between the capitalization, key components of
different mediums. punctuation, and an e-mail, answer
spelling when the writing prompt,
writing. sequencing order
of events with the
use of sentence
frames, edit, and
turn in a final draft.
Presentation of Content
Multiple Means of Graphic organizer (Compare & Contrast, templates of Rubric
Representation different mediums) Additional writing organizers to help students
Describe how content YouTube Videos organize their thoughts and format a rough draft of
will be presented in Print-outs of the organizers, templates, etc. their email.
various ways to meet
the needs of different Students will view the organizer on a Share Screen prior to Students will view the organizer on a Share Screen prior to
learners. accessing them on Canvas using Kami, and/or be given a printout of accessing them on Canvas using Kami, their school Gmail
the template (provided by the teacher or parent prints it out). account, and/or be given a printout of the template
(provided by the teacher or parent prints it out).
Multiple Means of
Representation Due to full remote learning, students are accessing assignments and material using their school Chromebook, Zoom, Kami,
Differentiation Canvas and print-outs will be provided for students who may need them. Students are offered an extension to complete their
Explain how materials assignments and plenty of breaks. With remote learning, a good portion of class is social and emotional awareness prior to class
will be differentiated lessons.
for each of the
following groups:
English
Language
Learners
(ELL)
Students with
special needs
Students with
gifted abilities
Early finishers (those
who finish early and
may need additional
sources/support)
Application of Content
Multiple Means of Students will view the organizer on a Share Students will view the organizer on a Share Screen prior to accessing them on
Engagement Screen prior to accessing them on Canvas Canvas using Kami, their school Gmail account, and/or be given a printout of
How will students using Kami, and/or be given a printout of the the template (provided by the teacher or parent prints it out). Students will be
explore, practice, and template (provided by the teacher or parent able to practice their new skills by emailing their friends, family, and peers.
apply the content? prints it out). Students will be able to practice
their new skills by writing letters, text
messaging, and/or emailing their friends, family,
and peers.
Multiple Means of
Engagement Due to full remote learning, students are accessing assignments and material using their school Chromebook, Zoom, Kami,
Differentiation Canvas and print-outs will be provided for students who may need them. Students are offered an extension to complete their
Explain how materials assignments and plenty of breaks. With remote learning, a good portion of class is social and emotional awareness prior to class
will be differentiated lessons.
for each of the
following groups: Students will have various support tools and applications to help them navigate through online applications and complete their
English work using Kami in Canvas, and/or print-outs of the same worksheets (graphic organizers, vocabulary sheets, email examples,
Language etc.).
Learners
(ELL)
Students with
special needs
Students with
gifted abilities
Early finishers (those
who finish early and
may need additional
sources/support)
Assessment of Content
Multiple Means of 1. Formative: in-class discussions, Google Survey, Email practices/worksheets
Expression 2. Summative: Final email writing prompt – Send an email to the teacher about their favorite holiday
Formative and
summative
assessments used to
monitor student
progress and modify
instruction.
Multiple Means of
Expression Encourage students to demonstrate knowledge and skills in ways other such as YouTube videos, Kami practice sheets, Canvas
Differentiation page, vocabulary sheet/flash cards. All students are able to come to homework help/study session in order to receive additional
Explain how materials support outside of synchronous learning. Sessions are from Monday-Friday 1:00PM- 2:30PM
will be differentiated
for each of the
following groups:
English
Language
Learners
(ELL)
Students with
special needs
Students with
gifted abilities
Early finishers (those
who finish early and
may need additional
resources/support)
Extension Activity and/or Homework
Identify and describe Day 1& 2:
any extension Students can review vocabulary words and key components worksheet with family.
activities or homework Student may make flashcards of vocabulary words and key components.
tasks as appropriate. Day 3-5:
Explain how the Students may write additional emails, letters, and/or text messages (any other form of written communication) to their
extension activity or family, friends, and peers.
homework assignment Students can also attach media to their emails and embed YouTube video links and/or pictures.
supports the learning
targets/objectives. As
required by your
instructor, attach any
copies of homework at
the end of this
template.
STEP Standard 5 - Implementation of Instructional Unit
You will implement all lesson activities, correlating formative assessments and the summative post-assessment. Choose one of the lesson activities
to video record a 5-10-minute segment, review, and reflect on your teaching. Have your cooperating teacher/mentor review the recording and
provide feedback, if possible.
Use an online video platform such as Zoom, YouTube, or Vimeo to upload your completed video. Be sure that others can access and view your
linked video prior to submitting.
Video Recording Link:
https://edmondsschools.zoom.us/rec/share/Gau9LhPPA06FAXjd0qCZpi6FZqTxGLbi55iQAyniYVQuG_B7o0NrdqHbuNAij5E6.IbLLuY4wQcDR-hI6
Passcode: r8*KRB!1
Summary of Unit Implementation:
Over the course of the week & with practice throughout the semester, the students in my class will apply and practice their email etiquette in various
exercises and opportunities when communicating with their teachers and peers during full remote learning. The learning targets of this lesson are the
following:
Students will be able to (SWBAT) identify the 5 main parts (Heading, Greeting, Body, Closing and Signature) of an email writing.
SWBAT compare and contrast the writing format of a letter and an email
SWBAT address and write an email to a peer or teacher.
Summary of Student Learning:
After viewing a short video about email etiquette and netiquette, students viewed a document that summarizes an email and formatting of an email
on Gmail. Students viewed an email that I received from a colleague, Ms. Tori (used as an example) and discussed any errors Ms. Tori made within
her email. Students worked together as a class to assist me in replying back to Ms. Tori about her email formatting and her question about going out
to lunch. My students are very much time and task driven when it comes to getting to their “free time/advisory” and therefore they love to watch the
clock during Zoom class. Due to students joining our class from a different school or program, we had to extend a lot of the due dates for
assignments and are grading at a more lenient scale during all the transitions.
Reflection of Video Recording:
After viewing my recording, I felt as though I could have spent a little more time on explaining each step of email formatting and allow the students
more time to better understand the lesson. They did however enjoy seeing and participating in replying to an email from Ms. Tori (one of our
paraeducators that support our students in their Elective classes). With class being only 25 minutes long and dedicating so many minutes to check in
with students on how they are doing, I think I should have focused on making the lesson a little shorter to then allow more time for the students to
practice and apply the new knowledge by completing more email exercises. Some students returned to Zoom and joined in for Homework
Help/Study Sessions. Some of our students were very eager to be able to email their teachers and friends using their school email as a part of their
“home” work (asynchronous learning). I understand that with time and practice, I can improve on the way that I present new information to my
students.
