Below, you'll find every graded assignment in SEC 507, organized by module, with the point value for each one, and those values won't change during the term. Due dates show as TBD until I confirm them against the UNCW academic calendar before each module opens. Each row also lists the course-level objectives (CLOs) for the assignment, and most rows list more than one.
Discussions appear in their own section after the five module blocks.
1,775 pts
Total course points
A note on dates
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.
How to submit
Each row below has a Submit → button in the Canvas column. When you click the button, the assignment opens in Canvas in a new tab. If a button is grey, I haven't linked it yet, but you can still reach the assignment from its module in Canvas.
Module 1: The Classroom and You
Module ONE: The Classroom and You
Weeks 1–2 • 275 points
| 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 one classroom activity built on at least two academic disciplines, and articulate the cross-curricular connections between them.
|
50 |
TBD |
CLO 1CLO 8 |
Submit → |
|
Exit Ticket: Module 1
Name one belief about teaching you changed, sharpened, or confirmed during this module's readings, and name the concept behind the shift.
|
25 |
TBD |
Reflection |
Submit → |
Module 2: Planning Instruction
Module TWO: Planning Instruction
Weeks 3–4 • 350 points
| 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 five secondary 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'd change after reading Marzano Chapters 3 through 7 or Seifert Chapter 10, and explain the reason for the change.
|
25 |
TBD |
Reflection |
Submit → |
Module 3: Assessment
Module THREE: Assessment
Weeks 5–6 • 300 points
| Assignment |
Points |
Due |
CLOs |
Canvas |
|
Assessment Plan
Develop an assessment plan for a unit you're 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'd change after reading Marzano Chapters 1 and 2 or Seifert Chapters 11 and 12, and explain the reason for the change.
|
25 |
TBD |
Reflection |
Submit → |
Module 4: Student Diversity & Special Needs
Module FOUR: Student Diversity & Special Needs
Weeks 7–8 • 400 points
| Assignment |
Points |
Due |
CLOs |
Canvas |
|
Brown Bag Exam
The Brown Bag Exam is a take-home applied exam on development, diversity, motivation, and exceptionalities. You'll read three brief case studies and respond as a teacher who names the relevant theory, proposes an instructional move, and defends the move to a parent or administrator.
|
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
Build a profile of your current classroom with the counts filled in, analyze its developmental, cultural, and linguistic diversity, apply at least two concepts from Seifert Chapters 3 through 6, name three instructional adjustments, and reflect on an assumption you found while writing the analysis.
|
100 |
TBD |
CLO 5CLO 7 |
Submit → |
Module 5: Subject-Area Unit Plan (Capstone)
Module FIVE: Subject-Area Unit Plans
Weeks 9–15 • 100 points (capstone)
| Assignment |
Points |
Due |
CLOs |
Canvas |
|
Thematic Unit Plan (English / Social Studies / Science / Math)
Design a 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. You'll find the English, Social Studies, Science, and Math pathways in Module 5.
|
100 |
TBD |
CLO 1CLO 2CLO 3CLO 5CLO 8 |
Submit → |
Discussions
You'll complete discussions inside Canvas across the semester. For each prompt, you'll record or upload a 2–3 minute video response through the Canvas editor and reply to at least two peers. Each discussion is worth 50 points, and I score it with the Canvas discussion rubric's three criteria: content and depth, peer engagement, and presentation quality. You'll see the rubric attached to your grade.
Discussions (across all modules)
7 discussions • 350 points
| 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've 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 name the chapter that changed your thinking. |
CLO 1CLO 7 |
Submit → |
| Discussion 4: Assessment Reflection |
Module 3, Week 5 |
50 |
Bring an assessment and compare what it measures with what it's supposed 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 evidence from 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 explain what you've 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 → |