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Instructions
Schools do unit and lesson planning differently. Below is the template for how I want you to complete a unit plan for
this class, as some introductory practice. In your career you may use a different template or approach, depending on
the school and/or discipline. The Unit Plan contains several elements, the Overview, Lesson Plans, and the
Assessment. You will develop a sample Unit Plan that is grade-level and subject appropriate for the students you
intend to teach. The Unit Plan will include all relevant components necessary to effectively teach a unit of
instruction. When you do unit planning in your career, your unit plans will contain several days of full lesson plans
(with introductions, reflections, projects, and assessments). Well keep it simple, here, and just include three lesson
plans of varied types. Youll get the gist. This unit plan will be included as a subpage on your Teacher Website for this
class.
Criteria
Unit Overview
Exemplary
Proficient
Developing
Missing
(10 points)
(8 points)
(7 points)
(0 points)
(10 points)
Lessons Plans
(60 points)
(54 points)
(42 points)
(0 points)
Intro 20 points
Reflections 20
points
Project 20 points
Assessments
(10 points)
(8 points)
(7 points)
(0 points)
Formative 5 points
Summative 5
(60 points)
points
(10 points)
missing
Overview
Teacher: Mrs. R
Grade/Course: 11th Grade/U.S History
Title of the Unit of Study: Postwar World war ll
Big Idea
The Big Idea is the central concept, provides a real-world context (Addresses 21 st Century Themes)
Continues through to final authentic performance task (assessment)
Students should collaborate and unify their differences in ideas and perspectives to come up with information about different
things addressed throughout the class.
Students should go out and ask questions needing assistance for information or deeper details about a particular subject.
What concepts and skills must a student know/have in order to master these standard
and gain enduring understanding of the Big Idea?
7. Integrate and evaluate multiple sources of information presented in
diverse formats and media (e.g., visually, quantitatively, as well as in Consider order in which to scaffold concepts and skills within the Unit.
CCSS Clusters | CA Content Standards to be integrated
demonstrate independence
Communication
Critical/Analytical Thinking
Hypothetical questioning
Teamwork/Cooperation
Reasoning
Compare/Contrast
Units Instruction
Includes
Create assignments for real
audiences and with real purpose
Focus on the learning process,
not just content
Lead high-level, text-based
discussions
Teach argument writing which
appeals to logic and reason
Increase text complexity in both
literature and informational text
with questions
Expected to answer questions from
the audience
Lesson Plans
Balance Teamwork and Individual Work Throughout the Unit of Study:
Leverage collaboration as much as skills and content. Make sure to balance both teams and Independent work so
that you are demanding a 21st century collaborative environment while allowing time to meet students on an
individual basis.
Intro Lesson:
Purpose: Engage students, spark curiosity,
hook and necessitate
When you flip on the T.V , check CNN, Fox, Yahoo, Google,
Facebook etc. What do you see more of?
Articles discussing good deeds?
Or
Some Star performing some action that just makes you
question, why?
Do you believe the media focuses on just about anything, or
things that fit their agenda for their needs?
As usual it always depends on who you talk to, and
depends on what you watch. Now a day we have even
more sources of media from YouTube Phillip Defranco
to the big TV stations such as CNN.
We can thank the 1950s for the era of Televisions. At the
start of the earky 1950s few families even had a television in
their home, but by 1959; many did. This change was the
beginning of something that would be impactful in our lives
as it is presently.
Just like FDRs fireside chats in the 1930s; televisions
would provide a source of entertainment and information
from a local to worldwide level.
ELA Capacities
Demonstrate
independence
Build strong content
knowledge
Respond to the
varying demands of
audience, task,
purpose, and discipline
Comprehend as well
as critique
Value evidence
Use technology and
digital media
strategically and
capably
Come to understand
other perspectives and
cultures
Mathematical
Practices
Make sense of
problems and
persevere in solving
them.
Reason abstractly
and quantitatively.
Construct viable
arguments and critique
the reasoning of others
Model with
mathematics.
Use appropriate
tools strategically.
Attend to precision.
Look for and make
use of structure.
Look for and
express regularity in
repeated reasoning.
DOK Level
What levels of Depth Of
Knowledge will the lesson
target to demonstrate student
understanding of the Big
Idea, concepts, and skills?
Level 1: Recall &
Reproduction
Level 2:
Basic Skills & Concepts
Level 3: Strategic Thinking
& Reasoning
Level 4: Extended Thinking
Chapter Vocabulary
Chapter focus questions
Warm up questions based on textbook
Questions/Analysis based on Crash Course
ELA Capacities
Demonstrate
independence
Build strong content
knowledge
Respond to the
varying demands of
audience, task,
purpose, and discipline
Comprehend as well
as critique
Value evidence
Use technology and
digital media
strategically and
capably
Come to understand
other perspectives and
culture8s
Mathematical
Practices
Make sense of
problems and
persevere in solving
them.
Reason abstractly
and quantitatively.
Construct viable
arguments and critique
the reasoning of others
Model with
mathematics.
Use appropriate
tools strategically.
Attend to precision.
Look for and make
use of structure.
Look for and
express regularity in
repeated reasoning.
DOK Level
What levels of Depth Of
Knowledge will the lesson
target to demonstrate student
understanding of the Big
Idea, concepts, and skills?
Level 1: Recall &
Reproduction
Level 2: Basic Skills &
Concepts
Level 3: Strategic Thinking
& Reasoning
Level 4: Extended Thinking
Just like present day news media, students will be grouped up to make their own News Groups as news groups it will be a students task to cover an
individual or event that had taken place between 1950 and 1965.
The topic will be selected amongst your group. Once selected and approved you will gather the information to write an individual report about your given topic.
The paper is a minimum of two pages double space covering the facts of the selected topic.
Alongside that your group will put together the information together to create a five to ten-minute presentation to the class.
(sign up dates pending)
How you present this coverage will be up to you.
PowerPoint, Prezi, YouTube, Poster boards, Tri-folds, hybrid combinations, and just about anything that may come to mind. The floor is yours, the more creative
the more ratings!
What big details needed to be covered in the coverage;
What is the event?
When did, the event happen?
Where did this event happen?
Who or which group was behind the event?
How did this event impact history?
Was federal, local, or state action taken?
A rubric will be provided; follow the rubric accordingly for your best efforts!
Demonstrate
independence
Build strong content
knowledge
Respond to the
varying demands of
audience, task,
purpose, and discipline
Comprehend as well
as critique
Value evidence
Use technology and
digital media
strategically and
capably
Come to understand
other perspectives and
cultures
ELA Capacities
Mathematical
Practices
Make sense of
problems and
persevere in solving
them.
Reason abstractly
and quantitatively.
Construct viable
arguments and critique
the reasoning of others
Model with
mathematics.
Use appropriate
tools strategically.
Attend to precision.
Look for and make
use of structure.
Look for and
express regularity in
repeated reasoning.
DOK Level
What levels of Depth Of
Knowledge will the lesson
target to demonstrate student
understanding of the Big
Idea, concepts, and skills?
Level 1: Recall &
Reproduction
Level 2: Basic Skills &
Concepts
Level 3: Strategic Thinking
& Reasoning
Level 4: Extended Thinking
Assessment
Summative Assessment:
ELA Capacities
Demonstrate
independence
Build strong content
knowledge
Respond to the
varying demands of
audience, task,
purpose, and discipline
Comprehend as well
as critique
Value evidence
Use technology and
digital media
strategically and
capably
Come to understand
other perspectives and
cultures
Mathematical
Practices
Make sense of
problems and
persevere in solving
them.
Reason abstractly
and quantitatively.
Construct viable
arguments and critique
the reasoning of others
Model with
mathematics.
Use appropriate
tools strategically.
Attend to precision.
Look for and make
use of structure.
Look for and
express regularity in
repeated reasoning.
DOK Level
What levels of Depth Of
Knowledge will the lesson
target to demonstrate student
understanding of the Big
Idea, concepts, and skills?
Level 1: Recall &
Reproduction
Level 2:
Basic Skills & Concepts
Level 3: Strategic Thinking
& Reasoning
Level 4: Extended Thinking