Instructions: Develop a "Standards-Based Instruction Model" describing what students will do during each of the components; begin with a verb explaining what the students will do during the culminating task, assessment, and instructional activities.

CULMINATING TASK/ ASSIGNMENT  What will individual students produce to demonstrate achievement of the standard(s)

The task specifies what the student has to produce/demonstrate...  measures the degree to which a student has achieved the standard.  presents a challenging real life intellectual problem requiring the use of many skills to solve/demonstrate/produce.  Examples:  projects  reports  oral presentations  demonstrations

ASSESSMENT  What criteria will be used to evaluate/score students' work/ performance of the culminating task?

The scoring rubric...  uses language of the standard(s) and the culminating task to develop the scoring guide.  consists of the following four point scale and a list of characteristics to describe work performance at each point on the scale  four is the highest score (advanced)  three (proficient)  two (partially proficient)  one (not proficient)  distinguishes clearly between the upper half work/performance (4,3) which shows standards have been achieved and lower halp performace (2,1) for those who need alternative instuctional learning experiences.

INSTRUCTIONAL ACTIVITIES / TIME  What activities will students be involved in to acquire knowledge and skills to support achievement of the standard? Consider alternative strategies and modifications to promote equal access for all learners.  How much time will be required to complete each of the activities?

The learningactivities emphasize that students...  clarify expectation of culminating task through the use of models; discuss criteria/scoring guide for judging student performance/culminating tasks.  construct knowledge by relating new information to prior knowledge.  relate the benefits of achieving the standards.  receive information through a variety of learning styles/modalities (auditory, visual, kinesthetic).  participate actively inn a variety of activities, questioning and discussing both individually and collaboratively at several cognitive levels and generate oral and written language.  demonstrate knowledge using multiple intelligences (verbal/ linguistic, visual/spatial, logical/mathematical, musical/rhythmic, body/kinesthetic, interpersonal and intrapersonal).  use feedback on performance to evaluate strengths and weaknesses and identify steps to improve achievement of the standards.  The time indicated estimates the amount of minutes for students to complete each instructional activity.

RESOURCES  What materials, textbooks, supplies, documents, etc. will be required for each instructional activity?

The resources used to enrich learning experiences while students participate in each instructional activity.