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Running Head: Signature Assignment 1

Signature Assignment

By

James Lacayo

TED 632: Content Area Curriculum

Dr. Charles Jorgensen

National University

August 19, 2016


Signature Assignment 2

1. Grading Period Content Planning

Concept 1 (Unit/Week One): Age of Enlightenment

Concept 2 (Unit/Week Two): American Revolution

Concept 3 (Unit/Week Three): The Constitution (Federal vs. State)

Concept 4 (Unit/Week Four): Civil War

Concept 5 (Unit/Week Five): Industrial Revolution

Concept 6 (Unit/Week Six): The Growth of Cities

Concept 7 (Unit/Week Seven): The Changing of Politics

Concept 8 (Unit/Week Eight): Role of Religion

Concept 9 (Unit/Week Nine): The Great Religious Revival

Rationale: The grading period is laid out in this way to cover topics listed in the California state

standards. In eleventh grade history class there are eleven standards that have to be gone over

throughout the year, that is roughly one standard every three weeks. It is also organized in a

chronological state where a concept builds on the previous concept and also builds up to the next

concept. This helps students understand how events figure into concepts and overall American

History.

2. Unit Work Organization

The unit I will be breaking down is Concept 2: American Revolution.

Content Packet - Day One Learning Plan MCA 1 - Origins of the American Revolution

Content Packet - Day Two Learning Plan MCA 2 - War

Content Packet - Day Three Learning Plan MCA 3 - Philosophy of the Founding Fathers

Content Packet - Day Four Learning Plan MCA 4 - The Constitution I

Content Packet - Day Four Learning Plan MCA 5 - The Constitution II


Signature Assignment 3

Rationale: This unit is laid out in this way because these are the main topics discussed in the

state standard. However, there is a certain amount of freedom for the teacher to decide what

goes into the actual lessons. For example, the teacher can decide which battles or events of the

American Revolution will be gone over. Each of the day's content builds on previous content

and builds up to the next. Students learn this content to gain an understanding of how the nation

and the government were formed, which also builds up to the current state of the government.

America's road to independence can also be compared to current political situations around the

globe.

3. Scope & Sequence

Day 1 Day 2 Day 3 Day 4 Day 5


Learning Plan Learning Plan Learning Plan Learning Plan Learning Plan
MCA: Origins of MCA: War MCA: MCA: The MCA: The
the American Philosophy of the Constitution I Constitution I
Revolution Founding Fathers
Rationale: Rationale: Rationale: Rationale: Rationale:
The first day The second day The third day The fourth day The fifth day will
(high prep will open up with will open with will again open again open up
lesson) will time for time for up with time for with time for
mainly be a questions to be questions. Also, questions. The
questions to be
lecture to asked about the a short time for rest of the class
introduce the first days lecture. groups to finish will be dedicated asked. Then the
origins of the If needed the the War maps. to students being convention will
American lecture will finish After, a class able to research begin. Each
Revolution. on day two. The discussion will for the mock group will
However, the main focus of be held to go Convention. present their
lecture will this day is the over the main They can use beliefs and
contain War itself, points of the computers,
debate. At the
important mainly how the Constitution textbooks,
information in war unfolded including the secondary texts, end they will
regards to the from the Battle philosophy of the and etc. The have to decide
other MCA's of of Lexington and founding fathers. teacher plays and whether to ratify
the week. This Concord to A group project observational the Constitution
will be a day Yorktown. will be role and will help or not.
with heavy direct Students will pair introduced in guide students in Throughout the
teacher up and chart the which the class their research.
Convention the
Signature Assignment 4

instruction. The progress of the will be formed This further teacher will be
lecture will war on a map. into groups. allows students able to assess
contain a This allows Those groups the chance to student
PowerPoint that students to work choose a state to interact with the
understanding of
has visual together to represent in the material. Also,
(pictures and interact with Constitutional the groups the content by
video), formative some of the Convention. dictate how and what they present
assessment (time material that they Each group what work will in the
for questions and were introduced researches how be done by each Convention. The
discussions), as to in the lecture the state and member. This Convention gives
well as game and be able to delegates of way each student students from the
quiz slides know when and those states felt can use their
class the
(another where major and what they strengths to add
formative events took brought to the to the group opportunity to
assessment tool). place. Each Convention. A work. This see how other
student will have mock convention group work not students present
a copy of the will be held on only allows material and hear
map. the last couple individual information from
days. This students to those groups. At
allows the interact with the
the end of the
students to content but also
interact with the interact with class the students
content through group members will be told about
research and to see other a test that will be
group points of view. conducted the
interaction. This following week
lesson is mainly
to assess
student centered.
individually their
understanding of
the MCA's of the
week.

4. Content Area Standards

Day 1 Day 2 Day 3 Day 4 Day 5


Learning Plan Learning Plan Learning Plan Learning Plan Learning Plan
MCA: Origins of MCA: War MCA: MCA: The MCA: The
the American Philosophy of the Constitution I Constitution II
Revolution Founding Fathers
Standard: Standard: Standard: Standard: Standard:
1. 11.1 Students 1. 11.1 Students 1. 11.1 Students 1. 11.1 Students 1. 11.1 Students
analyze the analyze the analyze the analyze the analyze the
significant events significant events significant events significant events significant events
Signature Assignment 5

in the founding in the founding in the founding in the founding in the founding
of the nation and of the nation and of the nation and of the nation and of the nation and
its attempts to its attempts to its attempts to its attempts to its attempts to
realize the realize the realize the realize the realize the
philosophy of philosophy of philosophy of philosophy of philosophy of
government government government government government
described in the described in the described in the described in the described in the
Declaration of Declaration of Declaration of Declaration of Declaration of
Independence. Independence. Independence. Independence. Independence.
2. Analyze the 2. Analyze the 2. Analyze the 2. Analyze the 2. Analyze the
ideological ideological ideological ideological ideological
origins of the origins of the origins of the origins of the origins of the
American American American American American
Revolution, the Revolution, the Revolution, the Revolution, the Revolution, the
Founding Founding Founding Founding Founding
Fathers’ Fathers’ Fathers’ Fathers’ Fathers’
philosophy of philosophy of philosophy of philosophy of philosophy of
divinely divinely divinely divinely divinely
bestowed bestowed bestowed bestowed bestowed
unalienable unalienable unalienable unalienable unalienable
natural rights, the natural rights, the natural rights, the natural rights, the natural rights, the
debates on the debates on the debates on the debates on the debates on the
drafting and drafting and drafting and drafting and drafting and
ratification of the ratification of the ratification of the ratification of the ratification of the
Constitution, and Constitution, and Constitution, and Constitution, and Constitution, and
the addition of the addition of the addition of the addition of the addition of
the Bill of the Bill of the Bill of the Bill of the Bill of
Rights. Rights. Rights. Rights. Rights.

5. Learner Outcomes

Day 1 Day 2 Day 3 Day 4 Day 5


Learning Plan Learning Plan Learning Plan Learning Plan Learning Plan
MCA: : Origins MCA: War MCA: MCA: The MCA: The
of the American Philosophy of the Constitution I Constitution II
Revolution Founding Fathers
Learner Learner Learner Learner Learner
Outcomes: Outcomes: Outcomes: Outcomes: Outcomes:
1. Students will 1. Students will 1. Students will 1. Students will 1. Students will
be able to know be able to create be able to be able to be able to
and explain the and design a map analyze the analyze the analyze the
origins of the that traces major Founding Founding Founding
American points in the Fathers’ Fathers’ Fathers’
Revolution, the American philosophy of philosophy of philosophy of
war, philosophy Revolution by divinely divinely divinely
Signature Assignment 6

of the founding marking them bestowed bestowed bestowed


fathers, and the down on a map unalienable unalienable unalienable
constitution. of the original natural rights, the natural rights, the natural rights, the
2. Students will thirteen colonies. debates on the debates on the debates on the
be able to 2. Students will drafting and drafting and drafting and
analyze the be able to guide ratification of the ratification of the ratification of the
ideological and moderate the Constitution. Constitution. Constitution.
origins of the task of creating 2. Students will 2. Students will 2. Students will
American the map. be able to guide be able to guide be able to guide
Revolution. and moderate and moderate and moderate
tasks associated tasks associated tasks associated
with the group with the group with the group
activity. activity. activity.
3. Students will 3. Students will 3. Students will
be able to be able to be able to
interact with interact with interact and
source materials source materials present the
to provide to provide information that
rationale for their rationale for their they gained from
project. project. their research.

6. Pre-Assessment/Formative Assessment

Day 1 Day 2 Day 3 Day 4 Day 5


Learning Plan Learning Plan Learning Plan Learning Plan Learning Plan
MCA: : Origins MCA: War MCA: MCA: The MCA: The
of the American Philosophy of the Constitution I Constitution II
Revolution Founding Fathers
Pre-Assessment: Pre-Assessment: Pre-Assessment: Pre-Assessment: Pre-Assessment:
I would open the I would ask I would ask I would ask I would ask
class by talking students students students students
to the students questions to questions in the questions in the questions in the
about their check their beginning of beginning of beginning of
situation at understanding class to check class to check class to check
home. For from the understanding. understanding. understanding.
example, previous days
students at this lecture.
age will be more
independent,
jobs, cars, etc.
Some might even
want to move out
of their parent's
home. I would
Signature Assignment 7

then go into the


American
Revolution by
asking different
questions to
assess what
students know
and don't know.

7. Instructional Strategy and Learning Activity

Day 1 Day 2 Day 3 Day 4 Day 5


Learning Plan Learning Plan Learning Plan Learning Plan Learning Plan
MCA: : Origins MCA: War MCA: MCA: The MCA: The
of the American Philosophy of the Constitution I Constitution II
Revolution Founding Fathers
1. Lecture 1. Lecture 1. Discussion 1. Constitutional 1. Constitutional
(PowerPoint) continued. about the main Convention Convention
2. Discussion 2. Discussion points of the group project group project
3. Map making Constitution. (Research). (Presentation).
assignment 2. Constitutional 2. Discussion
Convention
group project
(Research).

8. Ongoing Assessment

Day 1 Day 2 Day 3 Day 4 Day 5


Learning Plan Learning Plan Learning Plan Learning Plan Learning Plan
MCA: : Origins MCA: War MCA: MCA: The MCA: The
of the American Philosophy of the Constitution I Constitution II
Revolution Founding Fathers
Ongoing Ongoing Ongoing Ongoing Ongoing
Assessment: Assessment: Assessment: Assessment: Assessment:
Throughout the Throughout the Observations and Observations and Observations and
lecture I will ask day questions questions will questions will questions will
students will be asked to provide provide provide
questions. Also, check assessment on assessment on assessment on
quiz slides will understanding. student student student
be made to offer Also, I would knowledge as knowledge as knowledge as
a low stakes walk around the they go about they go about they go about
form of assessing class as the their research. their research. presenting and
student assignment is debating at the
knowledge. being done to mock
Signature Assignment 8

observe Convention.
understanding of
the content.
Modifying Modifying Modifying Modifying Modifying
Learning Plan: Learning Plan: Learning Plan: Learning Plan: Learning Plan:
Depending on The same In the The same Again the same
the students strategies that Convention strategies that strategies that
needs I will were used during group project were used in the were used in the
adjust lesson to the first day of there are a previous day previous day
fit those needs. lecture will also number of would be utilized would be
During lecture be used here, to strategies. The here. If there are utilized. In the
many different finish the lecture. first is that the students who are debate part of the
techniques will Students are groups would be gifted then they assignment,
be utilized. For paired up to heterogeneous so will be afforded students who are
example, visual, finish the war that students with the chance to go not necessarily
audio, and text. map assignment. varying needs deeper into the good at public
This will make This helps can learn through research. They speaking can add
content students who are other students. can also utilize to the assignment
assessable across better in social The second is their interest in in other ways
the spectrum. interaction and that students can conducting their such as visuals or
also who learn utilize their research. For etc. Or if
through visual strengths to example if they students are not
means. conduct research. are into science good in working
For ELL students they can research in groups
special strategies what new independent
will be utilized scientific student work
depending on the theories of the assignments will
student. Things day into their be provided. The
such as prepared research. For main point is that
notes or example, Ben depending on the
translations will Franklins students needs
be provided as experiments and strategies will be
needed. etc. utilized to
address those
needs.

9. Post Assessment/Summative Assessment

Day 1 Day 2 Day 3 Day 4 Day 5


Learning Plan Learning Plan Learning Plan Learning Plan Learning Plan
MCA: : Origins MCA: War MCA: MCA: The MCA: The
of the American Philosophy of Constitution I Constitution II
Revolution the Founding
Fathers
Signature Assignment 9

Post Post Post Post Post Assessment:


Assessment: Assessment: Assessment: Assessment: Through
Through Through Through Through observations of the
questions, game questions and questions, questions and Convention debate
quiz slides, and discussion the observations, observations the and presentations
discussion the teacher will be and discussion teacher will be the teacher will be
teacher will be able to know the teacher will able to know able to know
able to know how/if students be able to know how/if students how/if students
how/if students acquired content how/if students acquired content acquired content
acquired content knowledge. acquired content knowledge. knowledge.
knowledge. This Also, students knowledge. This Students will Students will turn
also gives the will turn in their also gives the also show what in an organized
teacher the maps so that teacher the research they sheet that outlines
knowledge to they can be knowledge to have to the the information that
adjust teaching checked. This adjust teaching teacher so that it they used for the
strategy. also gives the strategy. can be checked. debate/presentation.
teacher the This also gives At the end of this
knowledge to the teacher the day students will be
adjust teaching knowledge to told about a test
strategy. adjust teaching that will be given
strategy. the following week
to assess their
content knowledge
(summative
assessment).

10. Rubric/Grade/Reflect

Acceptable Meets Standards Exceeds Needs


Performanc Standards Improvement
e
Map Maps Maps include Maps are clear Maps are not
include some and organized. clear and
minimal organization. The They contain a organized.
organization. key contains key that includes They don't
The key some references proper references contain a key that
contains to battles and/or to battles and/or includes proper
minimal important events important events references to
references to of the American of the American battles and/or
battles Revolution. Revolution. important events
and/or There are some Design includes of the American
important design features color or other Revolution.
events of the included. features that go There are no
American beyond the design features.
Revolution. minimum.
Signature Assignment 10

There are
minimal
design
features.
Standards There is Some of the Standards are No standards are
minimal use standards are used used throughout used in the
of the throughout the the projects. projects.
standards are projects.
used
throughout
the projects.
Group Work Students Students Students work in Students did not
collaborated somewhat work a collaborative work or
in a minimal in the process toward collaborate in the
capacity collaborative the overall goal of process of
toward the process toward the lesson. accomplishing the
overall goal the overall goal of Students can overall goal of the
of the the lesson. show that they lesson.
lesson. Students can contributed to the Students cannot
Students somewhat show group work and show that they
show the that they or discussions. contributed to the
minimal contributed to the group work and
amount of group work and or discussions.
contribution or discussions.
to the group
work and or
discussions.
Research Research Research includes Research is in Research is not in
includes some in depth depth and depth and does
minimal points that includes points not include states
points about include states or that illustrate or state member's
state or state member's group's state's beliefs and
state's beliefs and beliefs and philosophy.
member member's member's
beliefs and philosophy. philosophy.
philosophy.
Presentation/deba Students Students are Students are Students are not
te show somewhat active active in the active in the
minimal in the presentation/debat presentation/debat
activity in presentation/debat e and are stating e and are not
the e and are stating relevant facts stating relevant
presentation somewhat about their group facts about their
and are relevant facts focus. group focus.
stating about their group
minimal focus.
Signature Assignment 11

relevant
facts about
their group
project.