UNIT PLAN
This unit consists of a series of sequenced lessons. Each lesson begins with a listing of specific information including sources of literature, handouts, words to know, and formative assessment. Each lesson contains sequenced learning activities designed to provide scaffold instruction (building on previous knowledge) and develop students’ mastery of skills. Classroom arrangement may accommodate whole-group instruction, small group activities, and independent/individual learning.
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Lesson One |
Students identify and analyze literary concepts. § Literature: teacher provided § Handouts: provided § Formative Assessment: provided § Reading passage for Formative Assessment: teacher provided |
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Lesson Two |
Students review steps in the writing process and examine a poem. § Literature: teacher provided § Handouts: provided § Formative Assessment: provided |
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Lesson Three |
Students evaluate problem-solving in the context of culture and time-frame. § Literature: continued use of previous literature § Handouts: provided § Formative Assessment: provided |
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Lesson Four |
Students evaluate the main character’s problem-solving processes. § Literature: teacher provided and provided with the lesson materials § Handouts: provided § Formative Assessment: provided § Reading passage for Formative Assessment: teacher provided |
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Summative Assessment |
Students complete constructed response, and performance event portions of the assessment in one to two class periods. § Literature: teacher provided § Assessment: provided |
POINTS OF REFLECTION
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1. As I reflect on the unit, to what extent were the students productively engaged in the work? How do I know?
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2. Did the unit allow for students to engage in activities and learning situations which were consistent with the district’s curriculum guide?
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3. What feedback did I receive from students indicating they achieved understanding and the objectives were met for this unit?
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4. Did I adjust my goals or my work as I taught the lesson? Why? How?
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5. What specific elements of the assessments were most difficult for students? What could be done to enhance student learning for these specific skills?
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6. If I had the opportunity to teach this unit again to the same group of students, what would I do differently?
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7. If there was one thing from this lesson I could share with a colleague, what would it be?
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Bibliography
Allison, S. & Carlin, P. (1999). Beyond the Limits Portland, OR: Bookpartners
Billmeyer, R. & Barton, M. (1998). Teaching Reading in the Content Areas (p.98). Aurora, CO: McRel
Buehl, D. Classroom strategies for interactive learning (1995). Schofield, WI: Wisconsin State Reading Association
Candler, L. (2005). Teaching Resources from the classroom of Laura Candler: Character Map. Retrieved February 16, 2006, from http://home.att.net/~teaching/litcircl/charmap.pdf
Candler, L. (2005). Teaching Resources from the classroom of Laura Candler: Idea Organizer. Retrieved February 16, 2006, from http://home.att.net/~teaching/langarts/writeweb.pdf
Dejoie, J. & Truelove, E. (2005). Welcome to StarChild A Learning Center for Young Astronauts: Problems in Space. Retrieved March 16, 2006, from http://starchild.gsfc.nasa.gov/docs/StarChild/space_level2/activity/problems_space.html
Parks, R. & Haskins, J. (1992). Rosa Parks, My Story New York, New York: Puffin Books
Petit, C. W. (2001). Extreme Heroes: Jim Lovell. Retrieved February 16, 2006, from http://www.usnews.com/usnews/doubleissue/heroes/lovell.htm
Wikimedia Foundation, Inc. (2006). Wikipedia The Free Encyclopedia: Icarus (mythology). Retrieved March 20, 2006, from http://en.wikipedia.org/wiki/Icarus_%28mythology%29
Wikimedia Foundation, Inc. (2006). Wikipedia The Free Encyclopedia: Icarus (mythology). Retrieved March 20, 2006, from http://en.wikipedia.org/wiki/Prometheus