The list below covers every graded assignment in SEC 507, organized by module. Point values are firm. Due dates are listed where the term schedule is finalized; remaining dates show as TBD until the semester opens. Each assignment row also lists the course-level objectives it addresses, since the assignments and the CLOs map to each other on a one-to-many basis.
Discussions appear in their own section after the five module blocks.
We confirm assignment due dates against the official UNCW academic calendar before the start of each module. Until the calendar is finalized for Fall 2026, dates appear as TBD. You can watch the Canvas Announcements feed for updates.
Each row below has a Submit → button in the Canvas column. Click the button to open the assignment in Canvas in a new tab. A grey button is not linked yet; you can still reach the assignment from its module in Canvas.
| Assignment | Points | Due | CLOs | Canvas |
|---|---|---|---|---|
| Classroom Rules Project Develop four to six classroom rules with a paired procedure for each, a rationale citing Marzano's elements by number, a graduated enforcement plan, and at least two positive reinforcement strategies, in a document you could hand to students and families on day one. | 100 | TBD | CLO 1CLO 6 | Submit → |
| Classroom Layout Project Design a physical classroom layout drawn to approximate scale with a legend, four labeled zones, accessible routes for circulation and emergency exit, and a written justification connecting each zone to instructional goals and management priorities. | 100 | TBD | CLO 6 | Submit → |
| Interdisciplinary Activity Plan a single classroom activity that draws on at least two academic disciplines and articulate the cross-curricular connections involved. | 50 | TBD | CLO 1CLO 8 | Submit → |
| Exit Ticket: Module 1 Name one belief about teaching that changed, sharpened, or was confirmed by this module's readings, and the concept that caused the shift. | 25 | TBD | Reflection | Submit → |
| Assignment | Points | Due | CLOs | Canvas |
|---|---|---|---|---|
| Standards and Objectives Unpack a content-area standard through Bloom's taxonomy, design an aligned activity, write performance objectives, and create one assessment item. | 100 | TBD | CLO 1CLO 2CLO 3 | Submit → |
| Model Match Analysis Identify Marzano's instructional models in published lesson excerpts and cite textual evidence for each match. | 75 | TBD | CLO 1CLO 7 | Submit → |
| Canva Anchor Chart Build a visual anchor chart for a key concept in your content area, paired with a written rationale for your design choices. | 50 | TBD | CLO 1CLO 5 | Submit → |
| Lesson Plan Assignment Write a complete lesson plan covering objectives, activities, materials, assessments, and accommodations using the SEC 507 template. | 100 | TBD | CLO 1CLO 2CLO 3CLO 5 | Submit → |
| Exit Ticket: Module 2 Name one lesson-planning decision you would change after Marzano Chapters 3 through 7 or Seifert Chapter 10, and what drove the change. | 25 | TBD | Reflection | Submit → |
| Assignment | Points | Due | CLOs | Canvas |
|---|---|---|---|---|
| Assessment Plan Develop an assessment plan for a unit you are teaching, including formative, summative, and diagnostic measures, one complete rubric, an alignment table mapping each assessment to an objective, and a grading philosophy statement. | 100 | TBD | CLO 3CLO 4 | Submit → |
| Questioning Strategy Blueprint Build a questioning sequence covering question types, cognitive levels, wait time, and techniques for reaching every student in the room. | 75 | TBD | CLO 1CLO 3CLO 5 | Submit → |
| Summative Assessment Design Design a full summative assessment for your content area and write a reflective analysis of the design choices behind it. | 100 | TBD | CLO 3CLO 4CLO 5 | Submit → |
| Exit Ticket: Module 3 Name one assessment decision you would change after Marzano Chapters 1 and 2 or Seifert Chapters 11 and 12, and what drove the change. | 25 | TBD | Reflection | Submit → |
| Assignment | Points | Due | CLOs | Canvas |
|---|---|---|---|---|
| Brown Bag Exam A take-home applied exam covering development, diversity, motivation, and exceptionalities. Open notes, written under exam protocols. | 200 | TBD | CLO 4CLO 5CLO 6CLO 7 | Submit → |
| Family and Community Involvement Plan Design a family and community involvement plan with at least three communication channels, a language-access plan, two structured ways for families to take part in learning, three barriers with a strategy for each, and three community resources. | 100 | TBD | CLO 5CLO 6 | Submit → |
| Analyzing Student Diversity Analyze the developmental, cultural, and linguistic diversity in your current classroom with the counts filled in, apply at least two concepts from Seifert Chapters 3 through 6, name three instructional adjustments, and reflect on an assumption you found while writing it. | 100 | TBD | CLO 5CLO 7 | Submit → |
| Assignment | Points | Due | CLOs | Canvas |
|---|---|---|---|---|
| Thematic Unit Plan (English / Social Studies / Science / Math) Design a multi-week thematic unit plan in your content area, including a family newsletter, a rationale and calendar, five lesson plans with measurable objectives, differentiated activities, evaluation rubrics, at least one cross-curricular connection built into a lesson activity, and handouts with teacher-made student samples. The Math pathway is in development; English, Social Studies, and Science pathways open in Module 5. | 100 | TBD | CLO 1CLO 2CLO 3CLO 5CLO 8 | Submit → |
You will work through discussions across the semester inside Canvas. For each prompt, you record or upload a 2–3 minute video response through the Canvas editor, plus replies to at least two peers. Each discussion is worth 50 points: 30 for the initial post and 10 for each reply.
Those figures describe what each part of the submission is worth. The discussion rubric in Canvas splits the same 50 points across three criteria instead: content and depth, peer engagement, and presentation quality. Both come to 50, and you'll see the rubric attached to your grade.
| Discussion | Module | Points | Focus | CLOs | Canvas |
|---|---|---|---|---|---|
| Discussion 1: Introductions | Module 1, Week 1 | 50 | Introduce yourself to the cohort and name one professional goal for the term. | CLO 6 | Submit → |
| Discussion 2: Classroom Management in Action | Module 1, Week 2 | 50 | Describe a management decision you have made or watched, and name the theory behind it. | CLO 6CLO 7 | Submit → |
| Discussion 3: Strategy Selection | Module 2, Week 4 | 50 | Walk a peer through a model choice and the chapter that changed your thinking. | CLO 1CLO 7 | Submit → |
| Discussion 4: Assessment Reflection | Module 3, Week 5 | 50 | Bring an assessment and examine what the work measures alongside what it claims to measure. | CLO 3CLO 4 | Submit → |
| Discussion 5: The Grading Debate | Module 3, Week 6 | 50 | Take a position on a grading scenario and defend it with the chapters. | CLO 4 | Submit → |
| Discussion 6: Teaching the Student in Front of You | Module 4, Week 7 | 50 | Describe one student who challenges your teaching, and what you have tried so far. | CLO 5CLO 7 | Submit → |
| Discussion 7: Reflective Practitioner | Module 4, Week 8 | 50 | Reflect at the midpoint on your practice and your growth across the residency. | CLO 5CLO 6 | Submit → |