Hackett 2011 Learning Experience/Unit Plan Format 2011 * The general structure is aligned with the NYS Learning

Experience and UbD. Your learning experience/unit plan will have 11 sections. ______________________________________________________________________________ 1. Cover Page Title: Unit Title: Subject and level: Your name: ______________________________________________________________________________ 2. Learning Context/Rationale: (Why are you teaching this?) Use NYS core curriculum and standards to help articulate ______________________________________________________________________________ 3. What essential question(s) will be considered? What Enduring Understandings will be considered? Students will understand ______________________________________________________________________________ 4. Learning Experience Map Create a chart that includes the following information: see sample State Standard /Indicator Knowledge/Skills Students Will Acquire (Utilize Blooms) Students will be able to Evidence that students understand Performance tasks other assessments/checks for understanding Examples: quiz, brochure, debate, crossword, discussion, research, etc. ______________________________________________________________________________ 5. Assessments: (We will keep our assessments with the corresponding lesson plans.) ______________________________________________________________________________ 6. Student Work: NOT NECESSARY FOR OUR LEARNING EXPERIENCE BUT IS REQUIRED FOR A NYS LEARNING EXPERIENCE

Three or four samples of student work that demonstrate a range of student performance

______________________________________________________________________________

Hackett 2011 ______________________________________________________________________________ 7. Procedures/Lesson Plans UbD WHERETO Lesson plans must follow the template provided. (You will need 3-5 lessons) All lessons must demonstrate sensitivity to multiple learning styles.(Label) A minimum of 3 research-based instructional strategies must be used. (Label) Include the following in at least one of the three lessons (Label): Direct instruction Differentiated instruction Cooperative learning Technology Integration

______________________________________________________________________________ 8. Resources: For both the student and the teacher Include: equipment, texts, websites, software, etc. ______________________________________________________________________________ 9. Instructional and Environmental Modifications: Instructional modifications Physical modifications of the classroom

______________________________________________________________________________ 10. Time Required: Planning time Implementation from the introduction through the assessment (approximate)

______________________________________________________________________________ 11. Reflection: A NYS Learning Experience requires the following: Why this lesson was developed for the specific learning standard What you learned from implementing the lesson How the lesson was reviewed by peer(s) prior to submission and what you learned from the review How it reflects current scholarship in your field and best classroom practice How the lessons prepare students for life outside of school * For this learning experience you will utilize teacher education themes in your analysis aand explain how the learning experience prepares students for life outside the classroom. ______________________________________________________________________________

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Teacher Candidate:_______________________________ SAMPLE Unit Topic: Elements of Fiction: The Most Dangerous Game Essential Question(s): What makes a society civilized? How might civilized people act in the absence of authority? Lesson Number: 1 State Standard and Performance Indicator Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation. Analyze and evaluate fiction, including - the development of a central idea or theme - the development of characters and their actions - the elements of the plot, such as conflict, climax, and resolution Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation. Analyze and evaluate fiction, including - the development of a central idea or theme - the development of characters and their actions the elements of the plot, such as conflict, climax, and resolution Approximate Time: 10 days Objectives (Utilize Blooms) Acceptable Evidence and Type of Assessment

1. Students will illustrate the plot structure of The Most Dangerous Game.

1. Illustrated storyboard with rubric (formative)

2. Students will analyze the development and actions of General Zaroff and Rainsford.

2. Flow chart for character development and Venn diagram for character actions (formative)

I did not use the remaining boxes because I only have 2 objectives for this lesson.

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Teacher Candidate:__Kathryn Weiss_________ Unit Topic:_The Roaring 20s__________________________________

Essential Question(s):___How do we determine face and fiction in documents? _________________________________________________________________________________________________ Lesson Number:__Lesson Five_______________________ State Standard and Performance Indicator Approximate Time:___2 Class Periods___________________________ Objectives (Utilize Blooms) Acceptable Evidence and Type of Assessment

Standard One: History of the United States and New York use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York. Performance Indicator -classify major developments into categories such as social, political, economic, geographic, technological, scientific, cultural, or religious

1) Students will analyze and interpret document-based questions

1. Students will be answering documentbased questions.

Standard One:

2) Students will compose and organize a formal DBQ essay.

2) Writing a DBQ for a summative assessment on the Roaring 20s.

Hackett 2011 History of the United States and New York use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York. Performance Indicator -classify major developments into categories such as social, political, economic, geographic, technological, scientific, cultural, or religious

Hackett 2011

Teacher Candidate: _Kathryn Weiss_________________ Lesson Plan Template

Hackett 2011 Date: _May 19th_____________

Unit Title: The Roaring 20s__________________________ Subject: _ U.S. History____________ Grade Level: __8th___ Essential Question(s):__Why are primary sources essential to interrupting facts from fiction? _________________________________________________________ (*****You may not use every box everyday during field experience.) DBQ Lesson/ Lesson number 5 Lesson Title/Number Lesson Question (s) 1) What is a DBQ? 2) How do we write a DBQ? Standard One: State Standards and Performance Indicators History of the United States and New York use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York. Performance Indicator -classify major developments into categories such as social, political, economic, geographic, technological, scientific, cultural, or religious

Lesson Objectives
(Blooms Taxonomy)

1) Students will analyze and interpret document-based questions. 2) Students will compose and organize a formal DBQ.

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Hackett 2011 Acceptable Evidence

*Could be collected for accountability/auditing purposes.

1. Students will be answering document based questions. 2. Students will be writing a DBQ for a summative assessment on the Roaring 20s.

Bell Ringer and Prior Knowledge Tap

This can be together or separate. Also may be called: set induction, anticipatory set, introduction/review

1) Bell Ringer: Teacher will be handing out documents and students will have to answer questions based on the documents. Teacher will only be handing out 2 documents. Each document will have two questions.

________________________________________________________ 1) Teacher will go over Bell Ringer. 2) Teacher will have on PowerPoint the correct answers to each document question. 3) Teacher will hear the students responses first to the document questions than show the correct way to answer document-based questions on PowerPoint. (Visual) 4) Then teacher will go over on the Power Point what a DBQ is. A DBQ is a document based questions that students must know who to write for regents exams. DBQ includes different documents and pictures of a specific time period. (Visual) 5) Teacher will then hand out a worksheet on how to write a DBQ. 6) Next teacher will be going over the 8 steps on how to write a DBQ. While teacher is explaining the 8 steps on a PowerPoints students will be following along with the worksheet that matches the PowerPoint. 7) Teacher will use direct instruction to demonstrate how to use the 8 steps with documents based on the 1920s. 8) After teacher demonstrates the 8 steps of completing a DBQ students will have independent practice to work on document based questions. Students will have a final assessment on writing a DBQ. (Homework- eventually will be writing one at home and Practice) 9) After students finish their independent practice on DBQ about the Roaring 20s, teacher will now go over the essay portion of writing a DBQ. Teacher will emphasis the importance of using historical evidence in their essay and how students must continue to reference back to the documents while writing their essays. 10) Closure: Every student will have a red and green index card. Teacher will give a statement about the lesson on DBQS. After each statement. Students either put up their red index card if they

_______________ Procedure
Teacher input, development, instructional method(s), modeling, guided practice, independent practice, and/or activities

*Accommodations for learning modalities are required. Labelvisual, auditory, and kinesthetic

Hackett 2011 dont understand or student will put up green index card if they do understand the statement. 11) Another closure: Exit Slip: Students will write down one question they still have about writing and answering DBQS.

Checks for Understanding Label: directions, procedures, routines, and content (formative)

1) Red/ Green Index card (Content) 2) After teacher reads one step of how to answer and write DBQS teacher will ask a student to repeat the steps in his/her own words. (Directions and Content) 3) Exit Slip: Students will write down one question or concern they still have about answering and writing DBQS. (Content)

Assessment Type and purpose

(sometimes called evaluation)

Formative: Green/RED Index card Summative: DBQ will be part of the final assessment. Students will be handing in a DBQ essay based on the Roaring 20s Formative: Exit Slip.

Hackett 2011 1) Every student will have a red and green index card. Teacher will give a statement about the lesson on DBQS. After each statement. Students either put up their red index card if they dont understand or student will put up green index card if they do understand the statement. 2) Exit Slip: Students will write down one question or concern they still have about answering and writing DBQS. (Content) Students will be getting the guided notes of the PowerPoint and of the 8 steps on how to answer and write DBQS. Accommodations PowerPoint Red and Green Index cards. Examples of DBQS Worksheet on the steps of the DBQ. 2 class periods

Closure

Materials Duration