Developing a Unit of Study for the Classroom

1
Developing a Unit of Study for the Classroom

• Dr. Cindy Oliver

2
Some helpful hints as you develop your unit

• Refer to your notes on Blooms Taxonomy
• Refer to your notes on Comprehensible Input
• Refer to your notes on Standards (Accomplished
  Practices, ESOL Performance Standards, Sunshine
  State Standards)
  
• Refer to your notes on Lesson Planning
• Refer to the suggestions (verbs) in your Flip
  Book when writing objectives.
  

3
Standards Addressed by YOU in the collaborative
development of a unit designed for a Florida
classroom

• ESOL Performance Standards
• 4, 7, 14, 15, 16, 17, 18, 22 (at the minimum)
• Accomplished Practices
• All are possible to address, even briefly
• 10 (Planning) and 5 (Diversity) are emphasized
  the most
  
• 1, 2, 3 (through your reflection), 4 (through the
  higher level questions in your LPs), 7, 8, and 9,
  and 12 MUST be addressed

4
8 Easy Steps

• Select a topic
• State your goals
• Assign responsibilities to group members
• Brainstorm concepts and lesson topics
• Plan your lessons
• Prepare the unit binder
• Present the unit in class
• Evaluate the unit

5
Step 1 Select a topic

• Consider the Sunshine State Standards
• Consider the grade level
• Consider what you already know about the topic
• Consider an appropriate source of literature
  around which to center the unit (if possible)

6
2. State your GOALS

• Goals should be broadly stated and organized
  around the 3 Domains of Blooms Taxonomy
  
• Cognitive
• Affective
• Psychomotor
• NOTE This is the ONLY time you can use vague
  verbs such as understand, gain knowledge of, be
  familiar with, know, learn about, etc. When
  writing content objectives for your lesson plans,
  your verbs will be specific such as identify,
  describe, measure, compare, contrast, estimate,
  etc. REFER TO YOUR HANDOUT ON BLOOMS!

7
For example

• Unit topic Slavery in the U.S. before the Civil
  War
  
• Literature The Adventures of Huckleberry Finn by
  Mark Twain
  
• Grade Level 11
• Sunshine State Standards Social Studies
  SS.A.4.4 The student understands U.S. history to
  1880 and SS.A.4.4.6 Understands the military
  economic events of the Civil War and
  Reconstruction.

8
Goals

• COGNITIVE Students will understand the history
  of slavery in the U.S., the causes of the Civil
  War, and the economic events of that era. They
  will understand circumstances and events that
  preserved and challenged slavery, such as the
  underground railroad.
• AFFECTIVE Students will become aware of the
  moral dilemma of slavery and debate its
  existence. They will react to first person
  accounts and appreciate the conflicts of American
  citizens. They will conduct research-based
  inquiries to support a position and empathize
  with the plight of slaves.
• PSYCHOMOTOR Students will reproduce primary
  documents used during slavery, such as auction
  posters. They will create role plays and produce
  reenactments of events of the era.

9
3. Assign responsibilities to your group members

• Beside GOALS your unit must include
• Description of student population
• Rationale (Why is it important to learn?)
• Letter to families (Invite their involvement)
• Initiation to the unit (A fun kick-off)
  Culminating activity (A fun ta-da!)
  
• Bibliography Use APA format include web sites,
  videos, texts, etc. Include items from Computer
  Module.
  
• A list of other resources (learning centers,
  videos, guest speakers, bulletin boards, virtual
  field trips, etc.) that would augment this unit.
  Include items found on your Media Center
  Scavenger Hunt.
• Accomplished Practices (Briefly write at least
  one example of which APs were addressed. It is
  not necessary for all 12 to be addressed, but
  most will be.)

10
Peer Review

• Out of the 100 points you can earn for your unit
  grade, 5 points will come from your peers.
  
• Kept scheduled appointments?
• Was prepared?
• Was responsible?
• Would you want to work with this person again?
• On a scale of 1 to 5 rate overall performance.

11
Unit Grading Rubric

• Group Portion of Unit (34)
• Use scoring rubric as your guide
• Your Lessons (56)
• Use scoring rubric as your guide
• Peer Review (5)
• Reflection/Self-Evaluation with SIOP (5)
• Total Grade (100)

12
4. Brainstorm

• With your group, brainstorm important concepts to
  be covered. For example
  
• Racism
• Slavery
• Civil war
• Abolition
• Underground railroad, etc.
• Decide how lesson topics should be developed.

13
Remember

• To teach a concept, you must at least provide the
  definition. You might also provide
  
• Examples
• Attributes, characteristics
• Non-examples

14
5. Plan a sequence of lesson plans

• You will each write 2 lesson plans
• Lessons should be interdisciplinary (e.g., use
  literature to teach social studies by using Huck
  Finn to teach about slavery)
  
• Refer to Blooms Taxonomy as you develop lessons
  questions should be written at both lower and
  higher levels
  
• Use the Stetson Lesson Plan Format
• Include ESOL Strategies and differentiated
  strategies for learners of all skill levels
  

15
Plan your work, and work your plan

• Or, plan your lesson, and implement your lesson!
  The components of your lesson plan include
  
• I. TOPIC
• II. OBJECTIVES (Content Language indicate
  SSS)
  
• III. MATERIALS
• IV. TEACHING PROCEDURES/ACTIVITIES (Intro/hook
  Developmental procedures/activity scripted
  questions lower higher level, all ESOL
  proficiency levels closure/review HW)

• V. EVALUATION (Mastery of objectives)
• VI. USE OF TIME
• VII. ESOL STRATEGIES (List number key words in
  the body of the lesson and any adaptations for
  gifted and/or challenged learners)
  
• VIII. LESSON REFLECTION (After the lesson is
  taught, write a brief reflection telling what you
  would do differently if you taught it again
  also, use the SIOP to self-evaluate score it,
  and attach it to your reflection.)

16
A few pointers for lesson planning

• CONTENT OBJECTIVES
• Must be specific and measurable
• Think about how you will assess mastery Quiz?
  Project? Essay? (THINK OPTIONS!)
  
• Identify the Sunshine State Standards addressed
• LANGUAGE OBJECTIVES (To support language
  development for ESOL students)
  
• Focus on developing learners vocabulary
• Reading comprehension skills?
• Writing process skills?
• Functional language (how to request information,
  justify opinions, negotiate meaning, etc.)

17
Activity vs. Objective

• Objective
• Must be specific (action verbs) describe,
  identify, list, name, explain, etc.
  
• Must be measurable to what degree, how well,
  etc.
  
• Example Student will name the Confederate States
  of America with 100 accuracy.

• Activity
• This is the vehicle that delivers the content.
  Notice that it does NOT appear in the objective.
  The activity to deliver content can be a hands-on
  project, a lecture, a reading, role play,
  problem-solving, etc. But remember

18
John Dewey

• By "educational activities" it may be understood
  a cloistered withdrawal from the scene of action,
  an idea that "appeal to reason" is enough. But
  such procedure  is not education it is at best
  a preparation for  education, and is likely to
  be something much more futile. There is no
  education when ideas and knowledge are not
  translated into emotion, interest, and volition.

19
Big hints

• Since youll be self-evaluating your lesson plan
  using the SIOP (Sheltered Instruction Observation
  Protocol), be sure to refer to it as you develop
  your lesson plan. (You will use the abbreviated
  version on p. 209-210).
• Pay specific attention to Section 1.
  Preparation review Chapter 2 in your SIOP text
  for excellent examples.
  
• Also refer to your Differentiated Unit Rubric as
  you plan highlighted items should be found in
  YOUR individual lesson plans.

20
Other suggestions during lesson planning

• Refer to your Computer Module (visuals, virtual
  field trip ideas, activity ideas, Google news
  alerts for current events related to your topic,
  etc.) (AP12)
• Be thorough in your Teaching Techniques
  Procedures.
  
• Intro includes hook and taps into prior
  knowledge (AP2)
  
• Developmental Procedures includes scripted
  questions (AP4), description of the activity,
  your role, type of instruction etc.
  
• Closure includes review, homework, preview of
  next lesson
  
• Keep your list of 72 ESOL Strategies handy while
  you work (AP5) also consider adaptations for
  students with learning and/or physical
  disabilities or who are functioning at a
  different developmental level. Note every
  adaptation in the body of your lesson plan.
• Materials list must be thorough include handouts
  used in your lesson, etc.

21
Sample lesson plan

• I. Topic Selling slaves down the river
• II. A. Content Objectives - Students will
• Distinguish between domestic slaves and
  plantation slaves with 5 supporting details
  
• Ascertain the monetary value of slaves
• Describe conditions of slavery with at least 10
  supporting details
  
• Explain the significance of the phrase down the
  river
  
• Explain the significance of the Mississippi
  Rivers role regarding slavery
  
• II.B. Language Objectives - Students will
• Explain figurative language (down the river)
  vs. literal language
  
• Restate and explain vernacular phrases, slang,
  and dialects used by Huck and Jim to retell the
  chapter
  
• Utilize prereading strategies to predict,
  describe setting, define key vocabulary
  (ferryboat, island, drowning), and concepts
  (superstitions)

22
Sunshine State Standards addressed in this lesson

• Social Studies Standards
• SS.A.4.4.6-understands the military and economic
  events of the Civil War and Reconstruction
  
• S.S.C.2.4.3-understands issues of personal
  concern the rights and responsibilities of the
  individual under the U.S. Constitution, the
  importance of civil liberties, the role of
  conflict resolution and compromise, and issues
  involving ethical behavior in politics
• Reading Standard 1
• LA.A.1.4-uses the reading process effectively
• Writing Standard 2
• LA.B.2.4-writes to communicate ideas and
  information effectively
  
• NOTE The unit is about Social Studies, so every
  lesson will include at least one social studies
  standard. However, you will likely use other
  subjects to teach the lesson, such as reading,
  writing, math, science, art, etc. These SSSs
  must be indicated as well.

23

• III. MATERIALS
• Lyrics to Muddy Water
• CD of Muddy Water and CD player
• Adventures of Huckleberry Finn (Ch. 8)
• Reproduction of slave auction posters
• Social Studies Text
• Handouts (notes for reading/discussion Ch. 9
  Questions, grading rubric)
  
• IV. TEACHING PROCEDURES
• A. Intro Play the song Muddy Water from the
  musical, Big River provide lyrics for students
  to read Reviewing our previous lesson, who can
  discuss the significance of the Mississippi River
  during this time? Lead discussion about the
  importance of the river students were to have
  read ch. 8 as homework read aloud the passage
  on page 68

24
Jim

• Well, one night I creeps to de do pooty late,
  en de do warnt quite shet, en I hear old missus
  tell de widder she gyyne to sell me down to
  Orleans, but she didn want to, but she could git
  eight hundd dollars for me, en it uz sich a big
  stack o money she couldn resis. De widder she
  try to git her to say she wouldn do it, but I
  never waited to hear de res. I lit out mighty
  quick, I tell you.

25
(No Transcript)
26
Muddy Water lyrics (from Big River by Roger
Miller)

• Look out for me, oh muddy water, Your mysteries
  are deep and wide
  
• And I got a need for going some place, And I got
  a need to climb upon your back and ride
  
• You can look for me when you see me comin, I may
  be runnin' I don't know
  
• I may be tired and runnin' fever, But I'll be
  headed south to the mouth of the Ohio
  
• Look out for me, oh muddy water, Your mysteries
  are deep and wide
  
• And I got a need for going some place, And I got
  a need to climb upon your back and ride
  
• Well, I been down to the pain and sorrow, Of no
  tomorrows comin' in
  
• But I put my pole to the river bottom, And I've
  got to hide some place and find myself again
  
• Look out for me, oh muddy water, Your mysteries
  are deep and wide
  
• And I got a need for going some place, And I got
  a need to climb upon your back and ride
  

27

• B. Developmental Procedures Lead discussion
  about reading (Direct Instruction, QA)
  
• Why was the ferryboat firing cannon over the
  water?
  
• What is meant by the Missouri side?
• Why didnt Huck want to be found?
• Why was Jim afraid when he saw Huck?
• Why did Jim run away from the Widow Douglas?
• Define superstition. Ask for examples. Ask
  someone to describe some of the superstitions in
  this chapter.
  
• Who can summarize this chapter? (AP 4, 8)
• Explain concept of being sold down the river.
  Show poster of slave auction. Explain
  differences between domestic and plantation
  slaves. Provide handout and refer to information
  in social studies text. How much did Jim say he
  was worth? (800) Discuss song lyrics. How do
  they relate? PROVIDE OPPORTUNITIES FOR STUDENT
  DISCUSSION AND INTERACTION.

28

• C. Closure Lead review discussion assign
  homework (find out how 800 compares in todays
  market ask your family to tell one superstition
  from their lives read chapter 9) distribute
  thought questions for assigned reading give
  preview of tomorrows lesson
• V. Lesson Evaluation Options
• Assume the position of an abolitionist who
  lives in Missouri and write a letter to a family
  member back in England who has asked you what is
  going on in the U.S. You must explain the
  differences between plantation and domestic
  slave, describe life as a slave and include at
  least 10 supporting details, include information
  about the monetary value of slaves and describe
  the Mississippi Rivers role in slavery.
• Create a poster that visually represents all of
  the above. Be prepared to give an oral
  discussion to support the criteria.
  

29

• Become an assistant to the famous Civil War
  photographer Matthew Brady. Go online and find
  photos that represent all of the criteria stated
  in Option 1 and create a photo journal to
  document the events.
• Run for office! Write a speech to support why
  voters should elect you. Address all of the
  criteria stated in Option 1 in describing the
  events that inform your platform. Include a
  slogan that best sums you up. You will give the
  speech in class. You may use notes and do not
  have to turn in a written copy of your speech as
  long as you have orally addressed the stated
  criteria.

30
V. Lesson Evaluation

• Hint this is linked to your content objectives.
  How will students demonstrate mastery?
  
• Evaluation options will be evaluated based on
  meeting the stated criteria.
  
• Note Students will be provided written criteria
  and a grading rubric. (AP 1)
  

31
VI. Use of Time
32
VII. ESOL Strategies and other adaptations

• 1. Reading aloud to students
• 24. Interrogatives
• 25. Visuals
• 54. Wait time (etc.)
• Other adaptations Options for mastery address
  different learning styles and strengths. (Note
  each of the strategies listed here must be
  indicated in the body of the lesson plan where it
  occurs.) AP5

33
VIII. Lesson Reflection

• The next time I teach this lesson I will consider
  using the story of Puddnhead Wilson to reinforce
  the concept of what it meant for slaves to be
  sold down the river. I will also consider the
  recommendation to use selected clips from Ken
  Burns Civil War series where firsthand accounts
  of slaves are told about being separated from
  their families. I will keep the
  evaluation/assessment as planned, but I will come
  up with a few other options. I would also add
  ESOL Strategy 44 and rewrite/restate chapters
  since the vernacular is a challenge even for
  English speakers. (AP 3) I would also modify
  questions for all levels of ESOL.

34
And thats a sample lesson plan!
35
6. Prepare the unit binder

• The cover should be attractive colorful and
  include the TITLE of the unit and names of group
  members. (No 3-D covers, please!)
  
• Contents should be organized as described in Unit
  Planning Guidelines (found in Undergraduate
  Student Handbook and provided in class).
  
• Lesson plans should include any handouts used,
  especially those used during presentation.

36
Unit Contents

• Cover sheet
• Student Population (create a diverse classroom)
• Rationale (justify this unit)
• Letter to Families
• Unit Goals (cognitive, affective, psychomotor)
• Initiation of Unit (description of how you will
  kick it off
  

• 7. Sequence of Learning Activities (your lesson
  plans in their proper sequence)
  
• Culminating activity (description of activity,
  field trip permission slip, etc.)
  
• Bibliography of materials and resources (APA
  format)
  
• List of Other Resources (videos, web sites,
  etc.)
  
• Accomplished Practices (brief description of
  those addressed)
  

37
7. Presenting the Unit in class

• The big day has arrived! You will want to
• Arrive early to set up the classroom (AP 9)
• Decorate as much as possible to create a
  classroom environment that supports your unit
  
• You may want to take turns presenting or rotate
  using a centers approach
  
• Dress appropriately. This can mean
  professionally or in costume to support your
  unit
  
• Double check the AV equipment if youre using
  technology (AP 12)
  

38
The role of your classmates

• On Presentation Days EVERYONE is expected to
  attend. (See syllabus for consequences.) Only a
  doctors excuse will be accepted if you are
  absent. Classmates will assume the role of
  student so you can teach your lesson.
• You will teach a mini or condensed version of
  one of your lessons, and you will explain your
  second lesson.

39
Before, during, after

• Before
• Your group will prepare the room and have
  materials ready so we can start promptly at 400
  (Your classmates WILL be on time!)
  
• During
• You will introduce your unit by reading aloud the
  description of the student population, rationale,
  etc. We will experience the initiation, and
  then you will take turns teaching (or teach
  simultaneously if using centers)
• After
• We will give you specific feedback as to what we
  liked suggestions can be made, but all feedback
  is expected to be positive and supportive
  
• Evaluate the unit

40
8. Evaluate the Unit

• Type a brief summary of your lesson how it
  went, what you would do differently next time,
  etc.
  
• Complete a SIOP and score it
• Complete a Peer Evaluation and
• Turn all 3 in within 1 day of teaching your unit
  along with your Differentiated Unit Rubric with
  Student Reflections section indicating where
  documentation of each standard is found.

41
YOU DID IT!

• This completes your
• PERFORMANCE-BASED,
• SUMMATIVE, and
• AUTHENTIC ASSESSMENT!
• You will receive your grade on the last day of
  class.
  

42
(No Transcript)