Beruflich Dokumente
Kultur Dokumente
Honor Pledge:
In completing this project, I have not given, received, or used any unauthorized
assistance (including materials created by myself or others) from a previous class.
Signed:
Emily Wiley
Dillon Crigger
Description of where the unit fits in the overall plan for the year
Description of the students who are the focus of instruction and of your teaching context
A reading complexity circles graphic that lists of all of the texts that the unit will include
(poems, short stories, novels, films, graphic narratives, memoirs, digital materials,
informational texts, etc.). This list should reflect variety in terms of text complexity genres,
cultures, media, time periods, interest, and student appeal. NOTE: You can find this graphic
on the D2L site. If you have trouble duplicating it, you can provide lists of context texts,
fulcrum text(s), and texture texts.
A writing complexity circles graphic that lists all of the artifacts that the students will
produce as they complete the unit. This list should also reflect variety in terms of genres (e.g.,
reading logs, blog posts, visual interpretations of texts, book trailers, essays, etc.). NOTE: You
can find this graphic on the D2L site. If you have trouble duplicating it, you can provide lists
of context texts, fulcrum text(s), and texture texts.
Identification of the body of standards youre using + a list of the standards youre
featuring (not just reinforcing) in this unit
A completed unit plan template on the D2L site that demonstrates that you have planned with the end
in mind.
A unit plan calendar that 1) indicates how you would sequence the in-class activities and assignments
included in your unit and 2) lists key activities for each day and includes necessary due dates.
A rationale, written in essay form, that includes the following components:
o
o
o
Description of the organizing principle and unit focus, including the key concepts and
questions it will address written in student-friendly language
Reference to the questions Smagorinsky lists on pp. 146-147 of Teaching English by Design
Incorporation of the evidence (i.e., theory and research) that supports your decisions.
Remember, somewhere in your body of evidence, you must include at least 3 references to
articles from the professional journal you subscribed to for this class (e.g., English Journal,
Voices from the Middle, etc.).
Lesson plans that include all elements from the template provided in class (featured standard, purpose
statement, materials list, minute-by-minute procedures, ongoing assessment description, and references,
if consulted). Remember that somewhere in the body of your lesson plans, you should include:
o
o
o
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An indication of how you will provide extra support and/or challenge for the needs of
individual learners, especially English Language Learners
All handouts referenced in your lesson plans and grading criteria for any formative
assessments you include
Assignment sheet and analytic or holistic scoring guide for your summative unit assessment,
written in student-friendly language and including everything that students will need to know to get the
grade they want (i.e., a brief rationale; a description of the required components and format of the
assignment; and information about intended audience(s), due dates, and points possible). Remember,
the task must be performative. That means that students will construct an artifact: an essay, a
portfolio, a website, a speech, a dramatic performance, a podcast, etc. A paper-and-pencil test is not a
performance task because students are answering someone elses questions. Also, your scoring guide
must use statements of quality, not just quantity, to distinguish the levels.
A concise self-evaluation (no longer than 1 single-spaced page) addressing the extent to which the unit
plan meets or exceeds the assignment requirements. You should include examples from your unit plan
to support the points you are making in the self-evaluation and refer directly to the criteria from the
scoring guide to suggest the letter grade your feel your unit plan deserves. You may also include any
additional information that might provide helpful insight into your process in creating the unit plan.
If you worked in a group, also include the group participation statement provided on D2L.
Introduction
Unit Plan
Name:
Subject Area/Grade
Level:
Description of the
class (include
demographics,
information about
special learners,
information about
ability levels and
diversity)
Approximate
beginning and
ending dates for
teaching the unit
Unit Rationale
What the experts say (i.e., Why should the unit be taught? What is its significance? What important questions does the unit address?
Are your proposed methods considered good teaching practice? Are these methods in keeping with what Beers, Atwell, Weaver,
Christenbury, Mitchell, Kirby and Liner, or others advocate?
Unit Objectives
OBJECTIVES: Measurable, Manageable, Made First, Most Important
Note: Effective objective statements make effective assessment instrument questions. Example:
Objective: Students will be able to identify major and minor characters in literature selections.
Test Question: After reading the literature selection, name at least three major characters.
Please number objectives and use numbers when writing assessments.
Students will be able to:
(1)
(2)
(3)
etc.
SOLs: What SOL(s) will your students be working on when they master your unit objectives?
Note: Please write out the text of the pertinent SOLsnot just numbers, paying attention to the lettered standards beneath the
numbered SOL. Highlight the sections that most pertain to your lesson.
ASSESSMENT: Describe, briefly, what students will do to show you that they have mastered (or made progress toward)
each of the course the objectives.
Note: Use the number for each objective above and then explain the ways you will assess the objective.
Assessment of Objective 1:
Assessment of Objective 2:
Assessment of Objective 3:
ETC.
MATERIALS and PREPARATION: Describe what you will need do operationally to ensure that the unit is prepared,
like designing handouts, locating film clips, gathering books for in-class research, etc. (Include at least 1 st weeks handouts
with unitall if possible.)
ACCOMMODATIONS/ADAPTATIONS: Describe any steps taken to make the unit universally accessible to all learners,
no matter the challenges, disability, or personality.
Reflection
After writing your unit plan and 10 lessons, reflect on the unit and your planning process. What are the strengths of your
unit? What will you need to know more about before actually beginning to teach the unit? What was difficult about the
planning? What problems did you have, and how did you solve them? How have you integrated reading, writing,
speaking, listening, and technology? What would you change about the unit or its planning if you could start again?
Introduce Podcasting Project / Blog initial statement of beliefs / Small-group brainstorming of topics.
Visit Digital Voices website. Comment on at least one podcast. / Discussion add to effective features list.
3.
Listen/discuss intro and outro clips of sample podcasts / Plan intros and outros of their podcasts. Practice.
4.
Introduce Audacity editing program using Screencasts / Practice with sample clip / Begin recording podcasts
Peer revision workshops on intros, outros, body of podcast / Use Audacity to splice sections together.
3.
Peer revision workshops on complete podcast / Continue splicing and begin editing in Audacity
4.
5.
6.