UNIT TOPIC: The Industrial Revolution
1. UNIT CONTEXT
Subject/Content Area 10th Grade World History
Course Industrial Revolution
Grade Level 10th
Length of Unit: The Unit will last two
weeks (9 days of instruction plus an end of the unit exam), class will be 55
min in length with the exception of Wednesday’s classes being 35 min.
2. FACTS ABOUT THE LEARNERS
Whole Class Information
·
Number of students in class
38
students (18 male, 20 female students); ages 15 to 16.
·
Demographic Information: Class contains Caucasians
and Hispanics; there are two special needs students and 8 English Learners in
my 6th period class.
·
Developmental Needs: 6th period is
more like a sheltered World class as they are in the remedial level of
understanding. Staying on task and taking notes are some challenges that they
struggle with as they are lacking motivation to learn history. Family live
within the home seems to offer little support and the students response is a
lack of effort in their grades. Students expressed they enjoy fun upbeat and
differation modes of learning with collaboration with peers as they are a
social bunch. Time is needed to
readdress classroom management as students are continually disrupting lectures
and activities as they are easily distracted and feed off of the attention from
their peers.
Individual Student Information and Differentiation Strategies
Provide the following information
for 5 specific students
·
2 English Language Learners (Elena and an ELL of your choice)
·
2 Students with Special Education Needs (Alex and student of your choice with
IEP/504)
·
1 Student of your choice
1) Address the following for each student:
·
What is the students’ name? Sergio
o
What is the level of your English Learner? Level 3 (Intermediate)
·
Describe
student
o
Education
§ 10th
grade
§ Placed in
basic college prep mainstream classes
§ Failing
both history and earth science
§ Doesn’t
participate in any school programs
o
Family
Background
o
2nd generation Hispanic
§ speaks
Spanish at home
§ Mom works
a Palomar Hospital as a janitor
§ Dad is a
landscaper
·
little help from his
parents as they both speak very little English
§ Younger
brother (8 years old) and step sister (12 years old)
§ No family
member went to college
o
Observations
§ Very shy
and quiet individual
§ Tends to
lack motivation
·
Turns in assignments in late and incomplete
§ Very
respectful and students seem to like him
·
What are the student’s
individual ed. goals? Reading, writing & subject levels?
o
Sergio doesn’t read unless it’s required for class. He has a
limited vocabulary and hard time understanding words therefore his writing
contains grammatical errors and inconsistency.
o
Sergio expressed that he wants to graduate high school and become
a border patrol agent but he said that due to his past education performance he
feels defeated and thinks that he is incapable of getting good grades.
·
Describe developmental
needs (readiness, interest, & learning profile) for each student.
o
Sergio enjoys doing group work, fun and upbeat activities to keep
his attention, and strongly dislikes taking notes the entire period as he
doodles on his paper. Visual aids help Sergio put content into memory
furthering his understanding.
·
What can you do to differentiate each student’s
o
Content
(curriculum materials)- Shorten lectures by highlighting important
information in red (focuses his attention on the main concept of the slide)
o
Process
(student activities)- lesson on structuring a paragraph using music plus addition of
working in class having teacher walk around and answer questions followed with
a peer review limiting time being spent outside of the classroom
o
Product
(assessment)- reading quizzes, end of the unit test, paragraph, summative of
basic understanding review, participation
o
Affect
(proactive management strategies - student activities, feedback strategies…)
o
Learning
Environment (classroom space, seating, grouping …)- Sergio
is located close to my desk allowing for constant watch, sits next to his
friend to provide support as I don’t have a problem with Sergio ever talking in
class, he is always paired up with a student who has received high marks in
class to help guide him through the assignment whenever he is grouped up, sits
in individual desk located on the side so he doesn’t feel as everyone is
watching him
Based on their developmental needs (readiness, interests and learning profile)?
·
What progress
monitoring assessment would you choose to obtain evidence of the student’s
progress toward a learning goal/objective? Use a rationale for your assessment
choice.
o
I
use peer review and constant feedback with constructive criticism. I make a
point to monitor Sergio prior to him turning in the work and I don’t mark red
all over it to make him feel defeated but I write positive marks with
constructive criticism at the bottom of the paper. In addition, I make sure to
have the grade back within a week of him turning in the assignment.
·
What would be your
next steps to facilitate this student’s learning? Consider the student’s facts
- identity/demographics and developmental needs (readiness, interests, learning
profile).
o
I
would talk to other teachers to see if they are doing anything that has worked
with Sergio in their class. Once something has really stuck and resonated with
Sergio I would make sure that I can try to adapt my lesson around that theme to
ensure his success can continue.
2) Address the following for each student:
·
What is the students’ name? Jayden
·
What category does the student qualify for special education
services? ADHD
(13 IDEA categories or 504)
·
Describe student’s grade level, culture, language, SES, family,
affect …
·
What are the student
o
Education:
§ 10th grade
§ Placed in
college prep classes and has mediocre grades as he hovers around a 2.2 GPA
§ Doesn’t
participate in any after school programs
o
Family
§ Mother is
a single parent and works in customer service
§ He is an
only child
§ Grandparents
watch Jayden while mom is at work
o
Observations
§ Very
chatty, easily distracted, limited social skills, tends to have bad hygiene,
talks more with the teachers than students and always has a story to tell
§ He
mentioned that he wants to be a police officer when he grows up
o
individual
ed. goals? Reading, writing & subject levels?
§ Mentions
he wants to graduate high school and then go to the police academy
·
From the sounds of it wants to scrap by and get done with school
as he said he has never been good in school and therefore he is lacking
motivation.
§ His
reading and writing are lacking as he doesn’t have a strong vocabulary. He
reads too fast and then when asked a question on the reading he doesn’t retain
any information. He tends to skip lines and misses the concept of what he read.
§ Writing
doesn’t have flow and grammatical errors throughout the paper. Lacking
complexity and paragraph structure as his writing jumps around making it hard
for the reader.
·
Describe developmental
needs (readiness, interest, & learning profile) for each student.
o
Jayden always tries to be the first one done and doesn’t follow
directions really well but he continually expresses that he enjoys working
alone. He doesn’t particularly like writing or reading but enjoys trying to be
the first one done on whatever we seem to be working on.
o
Tries very hard in doing all the work whether if it’s done
correctly or not.
o
Is active in asking questions in lecture, but particularly likes
visual representations. He uses the visuals to help focus his learning and then
always makes interpretations to his own life.
·
What can you do to differentiate each student’s
o
Content
(curriculum materials)- Add more pictures in lecture, a fun quick
video prior to lecture to keep it fun and engaging
o
Process
(student activities)- reading quizzes, end of the unit test, paragraph, summative of
basic understanding review, participation
o
Product
(assessment)- lesson on structuring a paragraph using music plus addition of
working in class having teacher walk around and answer questions followed with
a peer review limiting time being spent outside of the classroom
o
Affect
(proactive management strategies - student activities, feedback strategies…) rubrics
and pacing guides along with both peer review and teacher review
o
Learning
Environment (classroom space, seating, grouping …)
Based on their developmental needs (readiness, interests and learning profile)?
Jayden
sits in front of the class because he tends to gravitate more towards the myself
than other students. In watching Jayden during interactive instruction he tends
to be shyer and once we are done with a lesson he comes directly over to talk
to Mr. Stampfl or myself.
§ I constantly walk
around while students are doing work whether individually or collaborate to
make sure that they are staying on task. Jayden in particular seems to enjoy
putting the information into some sort of visual so I make a graphic organizer
for him to follow as I write on the whiteboard.
·
What progress
monitoring assessment would you choose to obtain evidence of the student’s
progress toward a learning goal/objective? Use a rationale for your assessment
choice.
o
With
grading Jayden’s work I check to make sure that its complete first and foremost
as he always tries to get his work done before everyone else. I make sure that
I not only write the directions but I also say the directions out loud in
class!
o
Grading
is always as fast as I can get it back to him and I try to make sure that I get
it done within the week. Grading responses are always constructive criticism
and I don’t try to write too much red ink on the paper as he already feels
school is tough. Instead I focus on his strengths and then write a sentence or
two on what he needs to do in order to improve for next time.
·
What would be your
next steps to facilitate this student’s learning? Consider the student’s facts
- identity/demographics and developmental needs (readiness, interests, learning
profile).
o
I
always try to make a point in letting him know that I recognize him when I see
him in my class or even out on campus. I try whenever possible to bring in
visual representations and allow graphic organizers and rubrics to help
organize his thoughts.
o
I
want to keep Jayden working on his reading and writing skills as he is
constantly distracted by anything and everything. Try to work little baby steps
with him and not throw it at him all at once therefore he won’t rush and try to
do everything as quickly as possible and leaving it mostly incomplete.
3) Address the following for each student:
·
What is the students’ name?
Elena
o
What is the level of your English Learner? Level 3 (Intermediate)
·
Describe
student
o
Education
§ 10th
grade
§ Placed in
basic college prep mainstream classes
§ Doesn’t
participate in any school programs
o
Family
Background
o
2nd generation Hispanic
§ Dad is a
professor
§ Mother
has her masters
o
Observations
§
Loves to read Spanish
romance novels
§
Very well-liked by her
peers
§
Works hard to get her
assignments turned in on time
·
Has a hard time in
speaking and writing as she flows back and forth between English and Spanish
·
What are the student’s
individual ed. goals? Reading, writing & subject levels?
o
In the writing sample provided she mentions her family
celebration. In the story there is a few grammatical errors and also contains
both English as well as Spanish. She can write about personal experiences and
does a great job in description.
o
Elena really enjoys reading her Spanish romance novels. She is
very intelligent and tries really hard in school.
·
Describe developmental
needs (readiness, interest, & learning profile) for each student.
o
The problem with Elena is that when doing group work she gets
quiet because she feels uncomfortable in groups. She works better in small
groups and individual work because she is already motivated and that way she
can show us what she knows.
·
What can you do to differentiate each student’s
o
Content
(curriculum materials)- I can use a lot of visual representations
and not just speak in front of the class as Elena would be lost. In addition, I
would outline the notes for her that way she can focus on the material at hand.
o
Process
(student activities)- lesson on structuring a paragraph using music plus addition of
working in class having teacher walk around and answer questions followed with
a peer review limiting time being spent outside of the classroom
o
Product
(assessment)- reading quizzes, end of the unit test, paragraph, summative of
basic understanding review, participation
o
Affect
(proactive management strategies - student activities, feedback strategies…)
o Learning Environment (classroom space,
seating, grouping …)- Elena would be located in close proximity to my desk allowing for
constant watch, sitting next to her friend to provide support. I would want her
to be in the middle of the class as she is well liked by her peers and is
motivated to succeed in the class.
o Based on their developmental needs (readiness, interests and learning profile)? I would want to continually
be checking in with Elena to work on her writing and reading skills as she
progresses through her education. I wouldn’t want her to feel lost and
therefore provide constant feedback to ensure she stays on the right path.
·
What progress
monitoring assessment would you choose to obtain evidence of the student’s
progress toward a learning goal/objective? Use a rationale for your assessment
choice.
o
I
use peer review and constant feedback with constructive criticism. I make a
point to monitor Elena prior to her turning in the work and I don’t mark red
all over it to make her feel defeated but I write positive marks with
constructive criticism at the bottom of the paper. In addition, I make sure to
have the grade back within a week of her turning in the assignment.
·
What would be your
next steps to facilitate this student’s learning? Consider the student’s facts
- identity/demographics and developmental needs (readiness, interests, learning
profile).
o
I
would talk to other teachers to see if they are doing anything that has worked
with Elena in their class. Once something has really stuck and resonated with Elena
I would make sure that I can try to adapt my lesson around that theme to ensure
her success can continue.
4) Address the following for each student:
·
What is the students’ name? Mayra
o
What is the level of your English Learner? Intermediate (Level 3)
·
Describe
student
o
Education
§ 10th
grade
§ Placed in
basic college prep mainstream classes
§ Failing
history and english
§ Doesn’t
participate in any school programs
o
Family
Background
o
2nd generation Hispanic
§ speaks
Spanish at home when grandparents come otherwise mostly Enlgish
§ Mom works
as a house cleaner
§ Dad works
at COX communications
·
Very little parental
involvement in Mayra’s school
§ Mayra is
the 3rd oldest of 5
§ No family
member went to college
o
Observations
§ Very
outspoken, has an attitude if things don’t go her way
§ Tends to
lack motivation
·
Turns in assignments in late and incomplete
§ Well-liked
by her peers and tends to be the center of attention most of the time
·
What are the student’s
individual ed. goals? Reading, writing & subject levels?
o
Mayra doesn’t read unless it’s required for class. She has a
limited vocabulary and hard time understanding words therefore her writing
contains grammatical errors and inconsistency. In addition, she takes a while
for her to get started as she will stare at the paper.
o
Mayra doesn’t seemed to worried about her grades and expressed
that she wants to go to beauty school once she graduates from high school. If
she fails she fails is the attitude that she is taking. Furthermore, she has
very little family support from her parents which further demoralizes her
progress/attitude.
·
Describe developmental
needs (readiness, interest, & learning profile) for each student.
o
Mayra LOVES doing group work because it allows her to be social
and talk. She sees it as another way to be the center of attention and can do
the bare minimum number of work because her partner will pick up the slack.
Visual aids help Mayra put content into memory furthering his understanding
anything but constant lecture.
·
What can you do to differentiate each student’s
o
Content
(curriculum materials)- Shorten lectures by highlighting important
information in red (focuses his attention on the main concept of the slide)
o
Process
(student activities)- lesson on structuring a paragraph using music plus addition of
working in class having teacher walk around and answer questions followed with
a peer review limiting time being spent outside of the classroom
o
Product
(assessment)- reading quizzes, end of the unit test, paragraph, summative of basic
understanding review, participation
o
Affect
(proactive management strategies - student activities, feedback strategies…) students
will revise each other’s paragraphs as well as the teachers grade.
o
Learning
Environment (classroom space, seating, grouping …)- Mayra
sits in the front corner that way she I can keep a close eye on her and she
isn’t surrounded by a lot of her peers in which she is going to talk constantly
with. When grouped together I make sure that she isn’t working with her friends
otherwise she’ll be more likely to talk. I usually have her work with a student
who has high marks in the class but is kind of shy that way the side chatter
will be to a minimum.
Based on their developmental needs (readiness, interests and learning profile)?
I try
to keep a fun positive class so Mayra will be determined to work hard and get
her work turned in on time as well as to keep her motivated.
·
What progress
monitoring assessment would you choose to obtain evidence of the student’s
progress toward a learning goal/objective? Use a rationale for your assessment
choice.
o
With
Mayra I make sure that she is getting constant feedback as well as summative
assessment. I don’t need everything to have a grade because I just want to see
if she understands the work. That being said when I do grade her work I mention
the positives and a few things that she needs to work on to improve for next
time.
·
What would be your
next steps to facilitate this student’s learning? Consider the student’s facts
- identity/demographics and developmental needs (readiness, interests, learning
profile).
o
I
would have a parent teacher conference to see if there is anything else I can
do to get Mayra more motivated. I want her to succeed in the class and it needs
to start with her changing her mentality and attitude about school.
5) Address the following for each student:
·
What is the students’ name?
Alex
·
Describe
student
o
Education
§ 10th
grade
§ Placed in
basic college prep mainstream classes
§ Reading
and writing skills are low
o
Observations
§ Very shy and
quiet individual who eats alone at lunch
§ Tends to
lack motivation
·
Turns in assignments in late and incomplete
·
Has social anxiety and asthma
·
What are the student’s
individual ed. goals? Reading, writing & subject levels?
o
Both his reading and writing skills are grade level seven. He has
a low vocabulary and his writing has a lot of grammatical errors.
·
Describe developmental
needs (readiness, interest, & learning profile) for each student.
o
Alex doesn’t enjoy school and doesn’t want to be there. He likes to
work by himself and doesn’t enjoy the company of his peers.
·
What can you do to differentiate each student’s
o
Content
(curriculum materials)- Shorten lectures by highlighting important
information in red (focuses his attention on the main concept of the slide)
o
Process
(student activities)- lesson on structuring a paragraph using music plus addition of
working in class having teacher walk around and answer questions followed with
a peer review limiting time being spent outside of the classroom
o
Product
(assessment)- reading quizzes, end of the unit test, paragraph, summative of
basic understanding review, participation
o
Affect
(proactive management strategies - student activities, feedback strategies…)
o
Learning
Environment (classroom space, seating, grouping …)- I would
want Alex to sit relatively closely to my desk that way I can keep an eye on
him. I wouldn’t want to sit him in the back row because he is going to not
attempt to do the work and he is going to try and hide.
Based on their developmental needs (readiness, interests and learning profile)?
He
likes to work alone and likes to learn by hands on experience.
·
What progress
monitoring assessment would you choose to obtain evidence of the student’s
progress toward a learning goal/objective? Use a rationale for your assessment
choice.
o
I
use peer review and constant feedback with constructive criticism. I make a
point to monitor Alex prior to him turning in the work and I don’t mark red all
over it to make him feel defeated but I write positive marks with constructive
criticism at the bottom of the paper. In addition, I make sure to have the
grade back within a week of him turning in the assignment.
·
What would be your
next steps to facilitate this student’s learning? Consider the student’s facts
- identity/demographics and developmental needs (readiness, interests, learning
profile).
o
I
would talk to other teachers to see if they are doing anything that has worked
with Alex in their class. Once something has really stuck and resonated with
Alex I would make sure that I can try to adapt my lesson around that theme to
ensure his success can continue.
2. Unit Rationale: Enduring Understandings & Essential Questions
What is important about unit? Why does unit matter? How
does unit fit into the overall scheme of your course and your “big picture” goals for the students? This is an introduction to the Enduring Understanding and
Essential Questions.appropriate to task, purpose, and
audience. The unit is about the Industrial Revolution and the change of
live in Great Britain from rural agriculture to machines and people flocking to
cities. The Industrial Revolution is very important not only in the standards
but also the benchmark as well, but the Industrial Revolution is the launching
point for the world’s advancement of progress. During this time we see
revolutions in communication, transportation and the usage of land, labor, and
resources.
Enduring Understandings (EU)
What do you want students to be
left with at the end of the unit? What do you want students to know and be able
to do? Goal is to have students answer the following: Why does it (topic) work?
Why does it matter? How will you apply new learning? Write up EU using this format, “Students will understand THAT …”
This unit is crucial for the students to
know the significance of the Industrial Revolution and its advancement of
industrializing cities with the usage of inventions to transpire the progress
through communication and transportation revolutions. Students will be able to
understand the progress that is made during the Industrial Revolution and why
it started in Great Britain through guided instruction, writing, and formal
assessment of unit exam. The topic works as we will see the transition from
rural agriculture to industrialization with focus of speeding up production and
productivity.
Essential Questions
What questions will frame the teaching and
learning, point students toward key issues and ideas, and suggest meaningful
and provocative inquiry into the content?
·
First, why
did the Industrial Revolution take place in Great Britain?
·
What factors
contributed to the Industrial Revolution?
·
How did the
world change after the Industrial Revolution?
·
What were the
positives and negatives to the Industrial Revolution?
Write the question based on the Six
Facets of Understanding
(See Wiggins & McTighe’s Understanding
by Design for prompts):
·
Students will be able to
create a paragraph on one of the reasons why the Industrial Revolution took
place in Great Britain.
Reason for the Instructional Strategies & Student
Activities
3. STANDARDS
Content Standards
Choose
1-3 standards or frameworks that your unit will address.
Common Core Grade 10 Writing Standard #4-
·
Produce clear and coherent writing in
which the development, organization, and style are
Common Core Grade 10 Writing Standard #9-
·
Draw evidence from informational texts to
support analysis, reflection, and research.
ELD Standards
Choose 1-3 standards or frameworks
that your unit will address.
ELD Standard Cluster 3 of Reading
Comprehension for early advanced
·
Apply knowledge of language to achieve comprehension of
informational materials, literary text, texts in content area.
ELD Standard Cluster 2 of Writing
Strategies and Application for Early Advanced
·
Use appropriate language variations in genres in writings for
language arts and other content areas.
4. UNIT OBJECTIVES (See CALANDER)
·
Include: condition, verb, criteria, type, standard #
·
Using the standard/framework you chose, write an objective(s) that
directly addresses your standard or framework. What skills and knowledge does
the lesson/unit address?
·
Condition: Under what conditions will the students meet objective?
–What will your provide ad what will the student do prior to performing the
objective.
·
Verb: What will the student do?
·
Criteria: How will you evaluate the student performance?
·
Type: Identify if the objective(s) are cognitive, affective,
psychomotor or language.
Use the Bloom’s Taxonomy of
Objectives Graphic Organizers to assist you.
·
Standard: Cross-reference with the standards - Example: Objective,
Type & Standard #
5. ASSESSMENT PLAN (SEE LESSON PLAN)
Have an assessment for every objective and standard in unit.
Cross-reference the objective and standard for each assessment. Example: Assessment
(Objective/Standard #)
Include the following information about each assessment:
·
Name of Assessment
·
Formality: formal or informal
·
Type: diagnostic, entry level, formative and summative
·
Purpose: assess skills, knowledge or concepts
·
Implementation Method: written (multiple
choice, t/f, open ended essay, academic test preparation), verbal,
performance …
·
Communication of Expectations: modeling, supports, samples …
(Optional)
·
Evaluation Criteria: Provide one rubric for the unit.
·
Feedback
Strategies
·
Student Self-Assessments: Provide one rubric for the unit.
Checklist for your overall assessment plan:
·
Are your assessments addressing all standards,
objectives and goals? How are the assessments inherent to the learning
goals/objectives? How many assessments do you have? One for each day? More than
one for each objective?
This is a very important unit for
sophomores therefore I really wanted to drill why the Industrial Revolution
took place in Great Britain and the factors. There are four standards this unit
addresses and all of them tie back into this standard. I would do this unit in
3 weeks and this would be the first third as it provides the foundation for the
rest of the unit. I don’t provide much homework for this week as the following
week is going to have the vocabulary as this weeks focus is strictly the
factors of the Industrial Revolution in Great Britain.
·
What variety are you providing for the
assessments? (formality, purpose, implementation method, communication of
expectations, evaluation criteria, feedback strategies, self-assessment …)
For this week I have summative
assessment on the readings as I have class conversation which will lead into my
lesson for that day. I like to build off of lessons to create a bigger picture.
The main thing for this week is the paragraph and getting my students to see
the bigger objective of the factors of why the Industrial Revolution took place
in Great Britain. I provide a rubric, peer review, and written feedback during
this week. The formal assessment would be the paragraph for this week.
·
How will you know if your assessments are valid
& reliable? Using multiple assessments to monitor student progress?
This week unfortunately you only
see two lessons both guided instruction and then implementing the paragraph.
The following week there is going to be their first reading quiz and vocabulary
packet. My focus is strictly on giving them a foundation on which to build on
in their paragraph as the Common Core is heading to more writing. Plus my class
has shown that they have struggled with writing so therefore I need to take the
additional time. If I assign the paragraph for homework they are going to be
lost as they won’t be able to ask questions.
·
How are the student’s developmental needs
(readiness levels, interests and learning profiles) integrated into the assessments?
How many different multiple intelligences are incorporated in the unit
assessments? How do students have choices in their assessments?
This is the first week that I have
used Prezi and the students really enjoyed the video clips and method of implementing
the instruction. They write down the red to focus their attention that way they
can listen to the lecture and not worry about writing down every little word.
As for the paragraph they can choose any topic (communication, transportation,
land, labor or capital) and I have provided them with sample paragraphs,
rubric, and graphic organizer along with a fun way to incorporate writing
through music.
·
How are the criteria for the assessments
communicated, modeled and supported?
The assessments are given orally,
and written down for a visual. I model what I want them to do followed by the
students working on the assessment. In doing so, I walk around and make sure
that the students stay on task.
·
How will you guide students to self-assess as
they complete their assignments? Have you provided an assessment rubric for the
unit (1 minimum)? Will students use it for a formal self-assessment? When?
The students will have a rubric,
peer review, graphic organizer, sample paragraphs along with feedback from the
teacher. This is my way to interpret if they are learning the material and not
wait until the end of the unit exam.
·
How will you have assessment data inform your
instruction? Not just at the end of the unit but along the way?
Yes, I have the paragraph assignment,
vocabulary sheets, and reading quizzes that build off of each other prior to
the end of the unit assessment.
·
What levels of problems solving and critical
thinking are implemented in the assessments?
The students are to write a well
thought out paragraph using their notes to convey the information. They are to
have a thesis statement, facts and commentary to back up their claim.
6. STEPS OF INSTRUCTION
Provide the into, through and closure/beyond for the unit as well as the lesson designs for each day with all
needed materials (ppts, graphic
organizers, rubrics…).
Into: Label Into -
First Day Objectives/Standards, Student Activities & Assessment
Objectives/Standards
What
is the purpose of the into activity
of the unit?
Student Activity
·
Describe overview of “Into” lesson for the unit. Include in the
following format:
·
Hook - How will you create a hook? How will you motivate and focus
students?
The hook is the picture from the rural agriculture to the smoggy
industrialized city and the question of how did we go from simplistic to
complex machinery and rapid population growth.
·
What will you do to draw on previous experience, motivating
students to want to learn what’s in this unit? How will you access prior knowledge? What activities will you use
to tap into prior learning and knowledge and engage ALL students?
I am going to relate the unit back to their life. I am going to
make the connection from the communication revolution of the telephone and
relate it to what they use in their everyday life. I am going to be creating
building steps in reaching my long term goal by working on one standard the
entire week.
·
What are the steps to begin the
activity?
I am going to state the objective as
well as the goals for today.
·
How will you handle the room arrangement?
The students will sit in traditional rows and a seating chart.
·
How will you handle student grouping?
I place students with high marks working with students who are
struggling that way they can teach the students thus both students will have an
advantage of working together.
·
How will you handle transitions and misbehavior?
I make all transitions clear and precise as I want to avoid
confusion. Students who misbehave are to go outside while I get the other
students started and then I will redirect their attention to make it a positive
learning experience for all.
·
What questions will you ask to prompt learning?
I am going to ask open ended questions that require thought and
not simple answer to get the students engaging with the material.
·
Unit Preview - What will you preview of
the whole unit?
I will have a quick overview of the
entire unit and get the students focused by saying this is where we are heading
but first we need to take it steps at a time.
·
How will you connect the different activities? Transitions?
I will
have the activities build off of eachother and make sure that the transitions
are clear and concise to avoid any possible confusion.
Through: Unit Calendar
·
Daily Objectives (condition, verb, & criteria)
·
Standards (Content & ELD)
·
Student Activities
·
Assessment
(formality, purpose, implementation method, & criteria)
Closure/Beyond: Label Unit
Closure and Unit Transition Activities
In addition to the calendar
information Obj., Stand, Activity, Assess.) address the following:
·
Closure: How will you have students summarize and make meaning of
their learning?
I will have the students build a picture by addressing the
paragraph and the reading quizzes to refocus their attention on the unit.
·
Closure: What kind of “product” will students produce as a
culminating demonstration of their learning?
The students will produce a five paragraph essay by units end.
·
Beyond: How will you structure opportunities for students to
continue practice and transfer learning from this unit?
The students will be able work on a gate assignment which is
implementing writing a five paragraph essay on just one factor of the
Industrial Revoluiton.
·
Beyond: How will you prepare students for the next unit?
The students will be able to use this information in the next unit
because it provides the information in chronological order and they will have a
grasps of the time period.
WEEK OF LESSON PLANS
Provide a week’s worth of lesson
plans. Have the lesson plans match the schedule for the school you are assigned
for clinical practice. For example, if your school follows a traditional
schedule of 5 – 50 minute classes – you need to provide 5 lesson plans. Refer
back to the rubric for the lesson design to make sure you meet all requirements
for the lessons.
7. MATERIALS/RESOURCES
Identify all tangible resources
you will need to teach unit: Reading Materials, Videos, Websites, Provide a
copy of all the materials you will need for students:Graphic Organizers, PPTS,
Rubrics …
8. REFLECTION
·
In what ways have you differentiated instruction to meet the
varying needs of your students including your high achievers?
o I have reading quizzes,
writing, lectures with implementation of videos, group work, end of the unit
assessment through exam.
·
What strengths and possible limitations do you see in your plan?
o The writing is the focal
point of the unit as I get them to have a well thought out paragraph which we
will build on. It will allow the students to use a graphic organizer and be
able to tell me what they know on the main topic of the unit.
·
What forms of data/evidence might you collect from this unit to
measure its effectiveness - gauged by actual student learning?
o I use a lot of summative assessment
by checking in with my students. I do this because my class doesn’t like to do
a lot of work as they are typically late or turn in work partially completed.
When I do grade I try to motivate the students by highlighting the positive and
focus on a few things to change, and not mark it up in red throughout the
entire paper.
·
What have you learned about yourself, students, your unit plan
topic, and/or planning in general as a result of designing this unit plan?
o This unit plan has made me
more aware of my students by getting to know what the best mode of giving the
information. The students like to differentiate the material and in doing so
they will have a vast ways to learn the material.
·
What do you know now that you didn’t know at the start of this
unit or program?
o I know that I need work a
lot more on their writing skills. The students don’t have consistency and flow
in their writing which further transpires as they can put their thoughts on
paper in a clear and concise manner.
