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Education
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Benchmark - Cross-Disciplinary Unit Narrative

Essay Instructions:

For this benchmark, write a 750-1,000 word narrative about a cross-disciplinary unit you would implement in your classroom. Choose a minimum of two standards, at least one for the content area of your field experience classroom and at least one supportive literacy standard to focus on for the unit narrative. You may use your Topic 3 "Instructional Strategies for Literacy Integration Matrix as a guide to inform this assignment."
Your narrative must include:
Unit Description and Rationale: Complete description of unit theme and purpose, including learning objectives, based on the content area standards and literacy standards.
Learning Opportunities: Description of two learning opportunities that create ways for students to learn, practice, and master academic language in content areas
Collaboration: Description of how you would facilitate students’ collaborative use of current tools and resources to maximize content learning in varied contexts
Support: Description of support that would be implemented for student literacy development across content areas
Differentiation: Description of how the lessons within the unit would provide differentiated instruction
Strategies: Description of strategies that you would use within your unit to advocate for equity in your classroom
Cultural Diversity: Description of the effect of cultural diversity in the classroom on reading and writing development. Describe how the unit capitalizes on cultural diversity.
Resources: Description of current resources and tools that would enhance the learning experience for all students.
Support your findings with 3-5 scholarly resources.

Essay Sample Content Preview:

Science and Literature Interdisciplinary Unit for Middle-Grade Learners
Author
Author Affiliation
Introduction
Cross-disciplinary teaching practices refer to teaching, learning, and scholarly activities that cut across disciplinary boundaries. Globalizations has diversified educational entry requirements with an increasing number of international students. As a result, issues related to Academic literacy and English language are of increasingly great concern. According to Maldoni (2017), academic language and literacies are acquired effectively when developmental opportunities for students are embedded or integrated within the context of the discipline chosen. The paper will focus on the integration of literacy development in science as a single classroom unit for middle-grade learners.
Description and Rationale
While learning in a science classroom is about mastering new content, it also involves learning a new language in terms of literature and vocabulary (English in this case) (Galloway, Qin, Uccelli, & Barr, 2019). Effective narration, argument, and presentation of scientific knowledge, findings, and facts require sufficient mastery of literacy to allow seamless communication in spoken and written language. Therefore, there is a need for learners to grasp scientific knowledge along with mastery of language in a linked interdisciplinary unit. Given this purpose of the unit, the objective is to produce learners who are holistically developed as science and language pupils. The aim is therefore, not to separate science and language, but to perceive the two as complimentary of each other. Effective literacy skills are key in the comprehension and communication of science as an independent discipline.
Learning Opportunities
The act of teaching science in itself is teaching literacy. Science teachers however, should be able to support literacy development without losing content time for the science subject. There are many opportunities through which learners can improve their literacy skills while in a science classroom. Firstly, there is a need for critical thinking while reading science reports, findings, news, and graphical content. Such resources provide opportunities for learners to interact with new scientific vocabulary and how to integrate them in the learned language (Greenleaf, et al., 2011). Literacy skills are key towards the comprehension of such material and further development of skills for more complicated material in the future. The second opportunity through which students learn, practice, and master science language is through activities that involve writing or speaking about research, experiments, and scientific reviews.
Collaboration and Support
The purpose of interdisciplinary approach to teaching science and literacy as one unit is to ensure that learners with deficiencies in literacy skills gain the necessary communication skills. Moreover, the interdisciplinary approach ensures the enhancement of skills of current learners whose literacy skills can be considered good. Collaboration among learners is a key way of ensuring that students help each other in mastering scientific and literacy skills. When way through which students can share resources include group-based activities. Fo...
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