Unit Plan Template



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Unit Plan Template

Title of the Unit: English Language Arts (Using Technology) Grade Level: 7

Length of Unit (# of hours of instruction) 5- 7 45 minute classes




UNIT OVERVIEW: Describe the unit in general terms.

As a class we read Cowboys Don’t Cry after reading the book the students can demonstrate their understanding about the book using technology in five different formats. This book can relate to their own lives because it represents bull riding and horse back riding these are things that represent being in Saskatchewan. As well as the two main characters are strong independent people who the students can look up too. This book can capture both male and female audiences.





FOUNDATIONAL OBJECTIVES / LEARNING OUTCOMES / MAJOR GOALS: Please refer to applicable/relevant Saskatchewan Ministry of Education curriculum documents.




  1. CR7.2- Select and use appropriate strategies to construct meaning before, during and after viewing and reading.

  1. Identify authors message.

  2. Connect and construct meaning (e.g., make personal connections to text and world)

  3. Recall, paraphrase, summarize, and synthesize



  1. CR7.1- Read, comprehend and respond to the book Cowboys Don’t Cry

f. Connect characters, themes, and situation in texts with own experiences and other texts.

  1. CR7-1: comprehend and respond to the book Cowboys Don’t Cry

f. Connect characters to own experience


  1. CC7.8- explain and inform in a news story,

b. Sustain focus in a piece of writing for several pages.

5. CR7.8 Read Grade 7 appropriate texts to increase fluency (130-170 wcpm orally; 170-220 silently) and expression.

f. Summarize major ideas presented in printed texts.






Unit Overview: Use a graphics program to create a concept map of the unit




Lesson Plan Template

Unit: ELA Topic: Cowboys Don’t Cry (PowerPoint)

Grade: 7 Time allotted: 45 minutes (homework if needed)


Overview and Purpose – What will be learned?

Using the book “Cowboys Don’t Cry” create a PowerPoint of five slides showing understanding of the authors message, connect and construct meaning to your own life and recall, paraphrase, summarize and synthesize key events from the book.



Curriculum Outcome (What do you want the students to learn?)

  1. CR7.2- Select and use appropriate strategies to construct meaning before, during and after viewing and reading.


Indicators (How will you know if the students have learned what you intended them to learn?):

  1. Identify authors message.

  2. Connect and construct meaning (e.g., make personal connections to text and world)

  3. Recall, paraphrase, summarize, and synthesize

I can find the authors message.

I can connect this story to my own life.

I can summarize the story into


Lesson Plan:

Introduction (How will you stimulate interest in the topic and inform the students of the outline of the lesson):



  1. Introduce the students to PowerPoint. Most students should or will already be familiar with the tool if not I will go over the tool with the students who need the extra help.

  2. Explain to the students that for the next five classes we will be using technology to demonstrate our understanding of the book “Cowboys Don’t Cry”

Process (What will be you doing and in what order?):

  • As a class we will go to the computer room.

  • I will write on the board what key points I would like the students to have on there five slides

  1. Authors message in the book

  2. Connect to their own life or experiences

  3. Recall, paraphrase, summarize, and synthesize key events

  • As students log onto computers and enter PowerPoint and start composing their work I will walk around the room and try to support any students

Closure (How will you review the lesson and close the teaching cycle?):

  • I will give the students a 10-minute warning that class will be ending and we have to finish what we are working on and remind the class to save their work!

  • If students are not finished they can take it home and work on it and hand it in the following day.

  • Once all that is done we will shut down computers and return back to our classroom.

Adaptations/Differentiations needed (based on individual student differences):

Depending on what learning disability I would have to encounter in my classroom I would try to incorporate using word wizard (talking into a speaker), shortening the slides and using a visual strategy using pictures for the student to explain to me what he or she has learnt. Some students can find words from the book to help them understand.


Assessment strategies (Make sure the assessments connect 1-1 with the indicators):

AR7.1- f: Contribute to and use scoring guides, rubrics, and other criteria to reflect on and analyze clarity of work.



Materials required:

  • Computers

  • PowerPoint

PowerPoint Rubric Assessment

Students Name_____________________




Generating-

Words, sentences pictures and ideas clear.

/5

Narrowing-

Clear topics so they’re specific and manageable.

/5

Organizing-

Ideas and sequencing.

Used PowerPoint correctly, easy to understand

/5

Proofreading-

Rereading writing to identify errors.


/5

/20


Comments:

Lesson Plan Template

Unit: ELA Topic: Cowboys Don’t Cry (Word Press)

Grade: 7 Time allotted: 45 minutes (homework if needed)

Overview and Purpose – What will be learned?

Using the book Cowboys Don’t Cry the grade sevens will have a chance to use word press to show understanding of the characters, theme, situation and connect it to their own experiences. This will incorporate texts and pictures.


Curriculum Outcome (What do you want the students to learn?)


  1. CR7.1- Read, comprehend and respond to the book Cowboys Don’t Cry


Indicators (How will you know if the students have learned what you intended them to learn?):

f. Connect characters, themes, and situation in texts with own experiences and other texts.

I can connect the characters to my own experience.

I can connect the theme from the book to other books.

I can use Word Press.

Lesson Plan:

Introduction (How will you stimulate interest in the topic and inform the students of the outline of the lesson):



  • I will introduce the Word Press technology tool to the class. This will be a ten-minute instruction on how to use this tool.

  • Once students get an understanding on how to use this program they may create their own account

  • I will also introduce how this tool can be used to help other students learn by reviewing the blog about the book. This tool can be used for any subject.

  • We will also gain access to the computers in this time

Process (What will be you doing and in what order?):

  • I will then introduce that we are going to use this tool in three pages to capture the characters, theme of the book and the situation

  • Each student then can have a chance to try to connect it to their own experiences

  • I will be walking around helping students will this tool

  • Students can get pictures from Google or other Internet related sites.


Closure (How will you review the lesson and close the teaching cycle?):
  • I will give the students a ten-minute warning to save their work and finish up on what they are working on.


  • If students are not finished this assignment they may take it home and finish it for the following day

  • Once everyone has done this task we will return back to our regular classroom


Adaptations/Differentiations needed (based on individual student differences):

For students some students that may or may not have a learning disability they can make a one page word press and also use the word wizard tool to talk into. This is a technology incorporated English assignment to getting them introduced to the word wizard will help them threw- out all of their lives.



Assessment strategies (Make sure the assessments connect 1-1 with the indicators):

AR7.1- f: Contribute to and use scoring guides, rubrics, and other criteria to reflect on and analyze clarity of work.



Materials required:



  • Computers

  • Word Press

  • http://desttinysite.wordpress.com/2013/04/13/cowboys-dont-cry/

  • Word Wizard if needed

Word Press Rubric Assessment

Students Name_____________________




Generating-

Words, sentences pictures and ideas clear.

/5

Narrowing-

Clear topics so they’re specific and manageable.

/5

Organizing-

Ideas and sequencing.

Used Word Press correctly, easy to understand


/5

Proofreading-

Rereading writing to identify errors.


/5

/20


Comments:

Lesson Plan Template

Unit: ELA Topic: Cowboys Don’t Cry (Voice Thread )

Grade: 7 Time allotted: 45 minutes (homework if needed)


Overview and Purpose – What will be learned?

Using Voice thread the students can pick a character and pretend to be that character connecting their own experiences. They will have to create a four-slide voice thread to demonstrate their understanding.



Curriculum Outcome (What do you want the students to learn?)

  1. CR7-1: comprehend and respond to the book Cowboys Don’t Cry


Indicators (How will you know if the students have learned what you intended them to learn?):

f. Connect characters to own experience

I can learn how to use Voice Thread

I can use voice thread to connect the characters to my own experiences.



Lesson Plan:

Introduction (How will you stimulate interest in the topic and inform the students of the outline of the lesson):



  • I will introduce Voice Thread to the grade sevens

  • Then I will give a ten-minute instruction on how to use Voice Thread.

  • Once students understand they can create their own account and get started

Process (What will be you doing and in what order?):

  • The students will have a chance to pick a character from the book Cowboys Don’t Cry and using Voice Thread they can pretend they are that character and explain how they feel about the situations they deal with in the book.


  • Students can share ideas with other students.

  • They may use pictures in their voice thread.

Closure (How will you review the lesson and close the teaching cycle?):

  • While students are finishing I will be walking around helping students finish

  • I will give the students a ten minute warning to save their work and if they are not finished they may take it home for home work for the following day

  • Once students finish up we will go back to our regular class


Adaptations/Differentiations needed (based on individual student differences):

For students that have a disability they may pair up and work with another student on this assignment. Voice Thread already allows you to talk into a speaker. This assignment will be strong for all students.



Assessment strategies (Make sure the assessments connect 1-1 with the indicators):

f: Contribute to and use scoring guides, rubrics, and other criteria to reflect on and analyze clarity of work.



Materials required:



  • Computers

  • Voice Thread http://voicethread.com/

Voice Thread Rubric Assessment

Student’s Name_____________________________________


Generating-

Words, sentences pictures and ideas clear.

/5

Narrowing-

Clear topics so they’re specific and manageable.

/5


Organizing-

Ideas and sequencing.

Used Voice Thread correctly, easy to understand

/5

Proofreading-

Re-listing to identify errors.


/5

/20


General Comments-

Lesson Plan Template

Unit: ELA Topic: Cowboys Don’t Cry (Word Publisher)

Grade: 7 Time allotted: 45 minutes (homework if needed)


Overview and Purpose – What will be learned?

Using Word Publisher the grade sevens can create a news story about the book Cowboys Don’t Cry. They can use the characters, theme and situation to create a newspaper clipping.



Curriculum Outcome (What do you want the students to learn?)



  1. CC7.8- explain and inform in a news story


Indicators (How will you know if the students have learned what you intended them to learn?):

b. Sustain focus in a piece of writing for several pages.

I can use Word Publisher.

I can make a newspaper clipping.




Lesson Plan:

Introduction (How will you stimulate interest in the topic and inform the students of the outline of the lesson):



  • Introduce Word Publisher to the grade sevens.

  • I will give the class a ten-minute introduction on how to use Word Publisher.

  • This tool should be very familiar for a lot of students however; some students may need an explanation.

  • Log onto computers or go to computer room

Process (What will be you doing and in what order?):


  • Students will have a chance to make a news article about the book Cowboys Don’t Cry.

  • With this the students can talk about the characters, situation and theme of the book.

  • This should look like actually opening up a newspaper and reading about the book


Closure (How will you review the lesson and close the teaching cycle?):

  • I will give students a ten minute warning to save and finish their final thoughts

  • Once students have done that task if they are not finished they can finish it as homework for the following day.

  • We will then return to our regular class


Adaptations/Differentiations needed (based on individual student differences):

Students that have a learning disability can make there news paper smaller, work with another student or we could work together on making a newspaper clipping with just pictures using just visuals.



Assessment strategies (Make sure the assessments connect 1-1 with the indicators):

f: Contribute to and use scoring guides, rubrics, and other criteria to reflect on and analyze clarity of work.



Materials required:

  • Computers

  • Word Publisher

Word Publisher Rubric Assessment

Student’s Name_____________________________________


Generating-

Words, sentences pictures and ideas clear.

/5

Narrowing-


Clear topics so they’re specific and manageable.

/5

Organizing-

Ideas and sequencing.

Used Word Publisher correctly, easy to understand

/5

Proofreading-

Rereading writing to identify errors.


/5

/20


General Comments-

Lesson Plan Template

Unit: ELA Topic: Cowboys Don’t Cry (Glogs)

Grade: 7 Time allotted: 45 minutes (homework if needed)


Overview and Purpose – What will be learned?

Using a Glog the grade sevens can summarize the book Cowboys Don’t Cry. This assignment will help them summarize the book, introduce them to using a piece of technology to study to create a guide and help students understand the book in a different format.



Curriculum Outcome (What do you want the students to learn?)

5. CR7.8 Read Grade 7 appropriate texts to increase fluency (130-170 wcpm orally; 170-220 silently) and expression.

Indicators (How will you know if the students have learned what you intended them to learn?):

f. Summarize major ideas presented in printed texts.

I can summarize the book Cowboys don’t Cry.

I can use a Glogs.



Lesson Plan:

Introduction (How will you stimulate interest in the topic and inform the students of the outline of the lesson):



  • I will Introduce to the grade sevens how to use a Glog
  • Then I will give a ten minute introduction on how to use the program


  • From there we will access the computers

  • Students then can create their own account and begin their assignment

Process (What will be you doing and in what order?):


  • Students will have a chance to use the Glog as a study guide to summarize the entire book.

  • They can incorporate pictures or even voice clippings.

Closure (How will you review the lesson and close the teaching cycle?):

  • I will give students a ten-minute warning to save and log off.

  • If students are not done their assignment they can take it home and work on it as homework

  • Once everyone is done we can return back to our classrooms or put computers away.


Adaptations/Differentiations needed (based on individual student differences):

This assignment can be done with pairs putting strong students with weaker students can give the weak students a boost on their work.



Assessment strategies (Make sure the assessments connect 1-1 with the indicators):

f: Contribute to and use scoring guides, rubrics, and other criteria to reflect on and analyze clarity of work.



Materials required:

  • Computers

  • Glog

http://destinyholowachuk.edu.glogster.com/cowboys-dont-cry

Glog Rubric Assessment

Student’s Name_____________________________________


Generating-

Words, sentences pictures and ideas clear.

/5

Narrowing-

Clear topics so they’re specific and manageable.


/5

Organizing-

Ideas and sequencing.

Used Glog correctly, easy to understand

/5

Proofreading-

Rereading writing to identify errors.


/5

/20


General Comments-
INSTRUCTIONAL STRATEGIES
Direct instruction is highly teacher-directed and is among the most commonly used. This strategy is effective for providing information or developing step-by-step skills. It also works well for introducing other teaching methods, or actively involving students in knowledge construction.

  • Structured Overview

  • Lecture

  • Explicit Teaching

  • Drill & Practice

  • Compare & Contrast

  • Didactic Questions

  • Demonstrations

  • Guided & Shared - reading, listening, viewing, thinking

Indirect Instruction is mainly student-centered, although the two strategies can complement each other. Indirect instruction seeks a high level of student involvement in observing, investigating, drawing inferences from data, or forming hypotheses. It takes advantage of students' interest and curiosity, often encouraging them to generate alternatives or solve problems. In indirect instruction, the role of the teacher shifts from lecturer/director to that of facilitator, supporter, and resource person. The teacher arranges the learning environment, provides opportunity for student involvement, and, when appropriate, provides feedback to students while they conduct the inquiry (Martin, 1983).



  • Problem Solving

  • Case Studies

  • Reading for Meaning

  • Inquiry

  • Reflective Discussion

  • Writing to Inform

  • Concept Formation

  • Concept Mapping

  • Concept Attainment

  • Cloze Procedure


Experiential Learning is inductive, learner centered, and activity oriented. Personalized reflection about an experience and the formulation of plans to apply learning to other contexts are critical factors in effective experiential learning. The emphasis in experiential learning is on the process of learning and not on the product. Experiential learning can be viewed as a cycle consisting of five phases, all of which are necessary: (1) experiencing (an activity occurs); (2) sharing or publishing (react Concept Attainment Cloze Procedure (3) analyzing or processing (patterns and dynamics are determined); (4) inferring or generalizing (principles are derived); and, (5) applying (plans are made to use learning in new situations).


  • Field Trips

  • Narratives

  • Conducting Experiments

  • Simulations

  • Games

  • Storytelling

  • Focused Imaging

  • Field Observations

  • Role-playing

  • Synetics

  • Model Building

  • Surveys

Independent Study refers to the range of instructional methods which are purposefully provided to foster the development of individual student initiative, self-reliance, and self-improvement. While independent study may be initiated by student or teacher, the focus here will be on planned independent study by students under the guidance or supervision of a classroom teacher. In addition, independent study can include learning in partnership with another individual or as part of a small group.



  • Essays

  • Computer Assisted Instruction

  • Journals

  • Learning Logs

  • Reports

  • Learning Activity Packages

  • Correspondence Lessons

  • Learning Contracts

  • Homework

  • Research Projects

  • Assigned Questions

  • Learning Centers


Interactive instruction relies heavily on discussion and sharing among participants. Students can learn from peers and teachers to develop social skills and abilities, to organize their thoughts, and to develop rational arguments. The interactive instruction strategy allows for a range of groupings and interactive methods. It is important for the teacher to outline the topic, the amount of discussion time, the composition and size of the groups, and reporting or sharing techniques. Interactive instruction requires the refinement of observation, listening, interpersonal, and intervention skills and abilities by both teacher and students.


  • Debates

  • Role Playing

  • Panels

  • Brainstorming

  • Peer Partner Learning

  • Discussion

  • Laboratory Groups

  • Think, Pair, Share

  • Cooperative Learning

  • Jigsaw

  • Problem Solving

  • Structured Controversy

  • Tutorial Groups

  • Interviewing

  • Conferencing


Assessment Processes and Practices
1. What types of assessment tools might you use?


  • Teacher made short answer/essay

  • Demonstrating skills or knowledge rather than completing a written test or report.
  • Recording homework assignments


  • Contracts

  • Presentations

  • Using oral assessment techniques for students with reading or writing disabilities.

  • Examples of students work

  • Effort

  • Improvement over year or term

  • Teacher made multiple choice, true or false or matching tests

  • Portfolios

  • Informal inventories

  • Rating scales

  • Checklists

  • Quizzes

  • Observation or interviews with students

  • Proofreading written work

  • Participation of students

  • Student self-assessment

  • Student peer evaluation

  • Standardized tests

  • Attendance

  • Teacher Journals






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