This semester I have been surprised by the literacy levels of my students. They are able to read most modern texts and answer guided questions. They are generally not able to decipher texts with higher level reading and have a hard time using context to figure out unfamiliar words.
Journal: September 30, 2013
My literacy rich class looks like reading historical texts and primary documents is engrained in the curriculum. There is ample opportunity for students to have guided and strategic reading in class. My students are engaged in group reading activities such as jigsaws and chunking. They are reading excerpts from Aristotle and the Enlightenment Philosophers as well as the text book.
Journal: December 15, 2013
My literacy rich class looks like reading primary sources and the discussion of the authors of said sources inform my students about the era we are learning about. My students are engaged in group reading exercises like jigsaws and also poster presentations. They are reading primary sources from the age of new Imperialism. They are writing a modified document based question in which they will answer: "Is Imperialism good or bad?" while using the document to support their decisions. They are discussing this DBQ prompt in a debate during class today.
Journal: May 20, 2014
My literacy rich classroom looks like the students are using primary sources to support arguments about the Cold War. The students are engaged in primary source annotation and analysis and will use this skill to both write an essay and create a visual representation in the form of a propaganda poster. They are capable of independent learning in reading historical texts, researching on the internet and formulating an argument reinforced with primary source evidence.
Monday, November 26, 2012
Sunday, November 11, 2012
EDSS 521 Blog Post #4: Project Tommorow
Speak Up Reports: Learning in the 21st Century Mobile Devices + Social Media = Personalized Learning.
I found this report to be interesting and idealistically agree with its message; mobile devices and social media can make education a personal experience for learners. In the report there is a lot of statistics that show the prevalence of mobile devices among students, teachers, parents and administrators, which I found a little surprising. I have quite a few students who's family does not have the internet of even a cell phone. One thing that I did not find surprising was the list of issues that prevent Principals from changing their "no device" policies. I have all of these same concerns, chief among them is the issue of equity.
Videos from Speak Up: Dear Mr. President
I chose to watch the Dear Mr. President video from the Speak Up selection and found many of the students Ideas to be compelling. I was surprised by the amount of students who wanted changes to be made to the way that teachers are hired and paid. This was something I did not expect students to be concerned with. I particularly liked the idea of doing away with standardized testing as it exists now and found the girl's story about her freshman class "learning for the test" to be indicative of the No Child Left Behind education system. I will apply some of the things that the students asked for by being enthusiastic, challenging them and incorporating technology in my lessons whenever possible.
Youth Teach 2 Learn Program
I really liked this idea and would try to get a similar program, club or group of students by taking advantage of the extra opportunities the "4x4" schedule allows for students by means of electives. By setting up an elective course specifically designed for student teaching, I could have a 1:30-2 hour block everyday to teach the students and have the students go to an elementary school within the district to teach younger students. The benefits would be that it would inspire younger students and teach the high school students about content mastery, teaching, public speaking and community building.
I found this report to be interesting and idealistically agree with its message; mobile devices and social media can make education a personal experience for learners. In the report there is a lot of statistics that show the prevalence of mobile devices among students, teachers, parents and administrators, which I found a little surprising. I have quite a few students who's family does not have the internet of even a cell phone. One thing that I did not find surprising was the list of issues that prevent Principals from changing their "no device" policies. I have all of these same concerns, chief among them is the issue of equity.
Videos from Speak Up: Dear Mr. President
I chose to watch the Dear Mr. President video from the Speak Up selection and found many of the students Ideas to be compelling. I was surprised by the amount of students who wanted changes to be made to the way that teachers are hired and paid. This was something I did not expect students to be concerned with. I particularly liked the idea of doing away with standardized testing as it exists now and found the girl's story about her freshman class "learning for the test" to be indicative of the No Child Left Behind education system. I will apply some of the things that the students asked for by being enthusiastic, challenging them and incorporating technology in my lessons whenever possible.
Youth Teach 2 Learn Program
I really liked this idea and would try to get a similar program, club or group of students by taking advantage of the extra opportunities the "4x4" schedule allows for students by means of electives. By setting up an elective course specifically designed for student teaching, I could have a 1:30-2 hour block everyday to teach the students and have the students go to an elementary school within the district to teach younger students. The benefits would be that it would inspire younger students and teach the high school students about content mastery, teaching, public speaking and community building.
Thursday, November 8, 2012
Unit Plan: Nationalinsm and WWI (Week 1)
UNIT TOPIC: Unit 5: Nationalism and WWI (Week 1 of 2.5)
(Begins Week 12 of 16)
1. UNIT CONTEXT
Subject/Content Area: WWI (CA Content Standards 10.5 and 10.6)
Course: World History
Grade Level: 10th
Length of Unit: 2.5 weeks/13 days/1:29 minute class periods
2. FACTS ABOUT THE LEARNERS
Whole Class Information
·
Number
of students in class 41 students
·
Demographic
Information: The class is primarily comprised of Caucasian and
Hispanic students, but two of the students are of Asian descent. The gender
ratio is 19 female to 22 male students. Of the 41 students, the majority are in
10th grade, however, there are five 11th and two 12th
graders retaking the class. There are 4 designated ELLs in the class, all of
which are classified as CELDT 4s and a couple re-designated students as well.
Most of the aforementioned students are at least verbally bilingual. Two of the
students have a 504, one because of a prosthetic leg and mild hearing loss, the
other because of cancer. One student, a senior retaking the class, has an IEP
for specific learning disabilities in reading and writing. Another student has
been diagnosed with ADHD but does not have an IEP.
·
Developmental
Needs: All of the students have the prerequisite knowledge and skill
required for this class. The majority of the students are audio/visual, social
and kinesthetic learners. Some of the interests of the students in the class
are socializing, skateboarding, soccer, drawing and two of them are also
involved in team sports for the school (water polo and tennis). Some affective
management styles for this class are discipline with dignity and assertive
discipline. The teachers promote a learning environment that is respectful and
open minded. The students are seated at four person tables in order to
encourage discussion and promote teamwork during class.
Individual Student Information and Differentiation Strategies
Rogelio:
·
CELDT 4
·
11th Grade
·
Hispanic (Mexican), Male, Spanish Speaker/ELL
·
Retaking the class because of low homework completion
·
Often makes excellent connections with the content and
asks good questions
·
Interested in skateboarding and socializing
·
Developmental needs: Readiness level on par with the
rest of the class. Additional support for writing assignment is helpful. He
seems to be a social and kinesthetic learner.
·
Learning Goal: Students will be able to formulate and
effectively write an argumentative essay by the end of the term. This essay
will include a context paragraph and body paragraphs with concrete evidence as
well as a conclusion
·
Progress Monitoring Assessment for Unit 5: Historical
Context and “T.A.X.E.S.” Paragraphs, graded with a rubric.
·
Differentiation:
o
Content: Notes and lectures are provided for him on
the class website.
o
Process: Group and hands on activities whenever
possible. Teachers check for understanding and assistance often.
o
Product: Assignments graded with rubrics that reflect
the requirements of the assignments. In compliance with the SDAIE model, all
instruction is given at the CELDT 5 level.
o
Affect: Assertive Discipline with group and hands on
activities whenever possible. Feedback given verbally and on rubrics
o
Learning Environment: Tables of 4 students, does best
with students who are typically on task and not prone to talking. Table
placement on the outside of the cluster of tables (but not necessarily in
front) is desirable for teacher accessibility.
Alondra:
·
CELDT 4
·
11th Grade
·
Hispanic (Mexican), Female, Spanish Speaker/ELL
·
Interested in art and socializing
·
Wants to be a tattoo artist after high school
·
Developmental needs: Readiness level on par with the
rest of the class. Additional support for writing assignment is helpful. She
seems to be a social and audio/visual learner.
·
Learning Goal: Students will be able to formulate and
effectively write an argumentative essay by the end of the term. This essay
will include a context paragraph and body paragraphs with concrete evidence as
well as a conclusion
·
Progress Monitoring Assessment for Unit 5: Historical
Context and “T.A.X.E.S.” Paragraphs, graded with a rubric.
·
Differentiation:
o
Content: Notes and lectures are provided for her on
the class website. Graphic Organizers are used often.
o
Process: Group activities and graphic organizers
whenever possible. Teachers check for understanding and assistance often.
o
Product: Assignments graded with rubrics that reflect
the requirements of the assignments. In compliance with the SDAIE model, all
instruction is given at the CELDT 5 level.
o
Affect: Assertive Discipline with group activities and
graphic organizers whenever possible. Feedback given verbally and on rubrics
o
Learning Environment: Tables of 4 students, does best
with students who are typically on task, and not prone to talking. Seems to
socialize more readily with other girls than boys. Often “hides” during
discussion, use cold calling techniques with her. Table placement near the
front.
McRae:
·
IEP: Specific Learning Disabilities in Reading and
Writing
·
12th Grade
·
Hispanic/Asian, Male
·
He is adopted and has a sister who also attends SDA
·
Retaking the class because of very low homework
completion
·
Readily and frequently shares his opinions and ideas
with the class. Makes valuable connections to the content
·
Interested in military history and the United States
Marine Corps (already enlisted)
·
Developmental needs: Readiness level on par with the
rest of the class. Additional support for reading and writing assignments is
helpful. He seems to be a audio/visual and kinesthetic learner.
·
Learning Goal: Students will be able to formulate and
effectively write an argumentative essay by the end of the term. This essay
will include a context paragraph and body paragraphs with concrete evidence as
well as a conclusion
·
Progress Monitoring Assessment for Unit 5: Historical
Context and “T.A.X.E.S.” Paragraphs, graded with a rubric.
·
Differentiation:
o
Content: Notes and lectures are provided for him on
the class website. His IEP dictates that he must have additional time to turn
in assignments
o
Process: If possible, give him shorter reading
materials or a longer time to read them. Teachers check for understanding and
assistance often.
o
Product: Assignments graded with rubrics that reflect
the requirements of the assignments. He is allowed to turn in assignments a few
classes late with no penalty. He is encouraged to type writing assignment
whenever possible. Additional reminders about homework often seem effective.
o
Affect: Assertive Discipline. Feedback given verbally
and on rubrics
o
Learning Environment: Tables of 4 students, does best
with students who are typically on task. Table placement on the outside of the
cluster of tables is desirable for teacher accessibility. Additionally, because
he drives discussion, he does well near the back of the class, this pushes the
student between McRae and the teacher to be more engaged as well.
Jake:
·
504: Prosthetic Leg and mild hearing loss
·
10th Grade
·
Caucasian, Male
·
Introverted, will not share unless called on
·
In 7th grade, he was diagnosed with
osteosarcoma, which resulted in the amputation of one of his legs.
·
Interested in snowboarding, wakeboarding and
socializing
·
Developmental needs: Readiness level on par with the
rest of the class. Additional support for writing assignment is helpful. He
seems to be an audio/visual learner. He benefits from group work but often will
not readily contribute without prompting.
·
Learning Goal: Students will be able to formulate and
effectively write an argumentative essay by the end of the term. This essay
will include a context paragraph and body paragraphs with concrete evidence as
well as a conclusion
·
Progress Monitoring Assessment for Unit 5: Historical
Context and “T.A.X.E.S.” Paragraphs, graded with a rubric.
·
Differentiation:
o
Content: Notes and lectures are provided for him on
the class website. Graphic Organizers are used often.
o
Process: Graphic Organizers and Group activities
whenever possible. Teachers check for understanding and assistance often with
additional monitoring to insure participation.
o
Product: Assignments graded with rubrics that reflect
the requirements of the assignments.
o
Affect: Assertive Discipline with graphic organizers,
videos and group activities whenever possible. Feedback given verbally and on
rubrics
o
Learning Environment: Tables of 4 students, does best
with students who are typically on task. Will prove challenging to keep on task
if grouped with “skaters. ” Table placement near the front of the class.
Nikolas:
·
10th Grade
·
Caucasian, Male
·
Interested in BBC, anime, Japanese and drawing
·
Developmental needs: Readiness level on par with the
rest of the class. Additional support for writing assignment is helpful. He
seems to be an audio/visual and kinesthetic learner. He benefits from group
work but often will not readily contribute without prompting.
·
Very introverted, will not share or participate unless
prompted
·
Doodles on the vast majority of his assignments and
supplies
·
Learning Goal: Students will be able to formulate and
effectively write an argumentative essay by the end of the term. This essay
will include a context paragraph and body paragraphs with concrete evidence as
well as a conclusion
·
Progress Monitoring Assessment for Unit 5: Historical
Context and “T.A.X.E.S.” Paragraphs, graded with a rubric.
·
Differentiation:
o
Content: Notes and lectures are provided for him on
the class website. Graphic Organizers are used often.
o
Process: Graphic Organizers and hands-on activities
whenever possible. Teachers check for understanding and assistance often with
additional monitoring to insure participation. Any assignment in which allows
him to draw is excellent.
o
Product: Assignments graded with rubrics that reflect
the requirements of the assignments.
o
Affect: Assertive Discipline with graphic organizers,
videos and hands on activities whenever possible. Feedback given verbally and
on rubrics
o
Learning Environment: Tables of 4 students, does best
with students who are typically on task. Table placement directly up front seems
to encourage the best results.
2. Unit Rationale: Enduring Understandings & Essential Questions
Enduring Understandings (EU)
Nationalism
(10.2.5, 10.5, 10.9, 10.10) Explain the ideological forces that drove the
change from people feeling as if they are subjects of a political authority to
people feeling as if they are citizens of a political entity and how that
change affects a nation’s sphere of influence.
Global
Conflicts including WWI & WWII (10.5, 10.6 and 10.8, 10.9.8) Explain how
nationalism pushes industrialization, imperialism, and alliances into the first
global conflict (WWI), and how unresolved issues caused additional global
conflicts, and what steps were taken to avoid additional global conflicts.
Explain how nationalism impacts the scope and scale of war.
Unit Specific
Enduring Understanding:
Students will
understand that although World War 1 was believed to be the “War to End All
Wars”, the treaty made at the end of WWI would be responsible for the rise of
European dictators and, ultimately, WWII.
·
The causes of WWI are still
responsible for wars we fight today.
·
Each war has new and more
dangerous weapons leading to more deaths.
·
After WWI, the U.S. is on the map
as a major world power.
·
Students need to be aware of the propaganda that they encounter on a daily
basis.
Essential Questions
1. Explain
the 6 factors that make up nationalism. How did nationalism in the 1800’s
challenge conservative monarchies in Europe? How did nationalism lead people to
either unify or separate to create their own nation-states? Facet 1:
Explanation
2. Explain
the 4 causes of/driving forces behind World War I and how each of the causes
contributed to the start of the war. Facet 1: Explanation
3. Why was
WWI a “new kind of war” unlike any that had preceded it? What were the new modern aspects and how did
they come to characterize WWI? Consider
the impact they had on the different fronts of the war as well as the role they
played in the outcome of the war. Explain why and how WWI spread to several to
continents and required the resources of many governments. Facet 3: Application
4. Discuss
the steps taken by the victorious Allies after WWI to prevent a similar
conflict from occurring in the future. Evaluate to what degree they were
achieved at the Paris Peace Conference and in the resulting Treaty of
Versailles. Facet 1: Explanation
Reason for the Instructional Strategies & Student
Activities
3. STANDARDS
Content Standards
10.2.5 Discuss how nationalism
spread across Europe with Napoleon but was repressed for a generation under the
Congress of Vienna and Concert of Europe until the Revolutions of 1848.
10.5 Students analyze the causes and course of the
First World War.
1. Analyze the
arguments for entering into war presented by leaders from all sides of the
Great War and the role of political and economic rivalries, ethnic and
ideological conflicts, domestic discontent and disorder, and propaganda and
nationalism in mobilizing the civilian population in support of “total war.”
2. Examine the
principal theaters of battle, major turning points, and the importance of
geographic factors in military decisions and outcomes (e.g., topography,
waterways, distance, climate).
3. Explain how
the Russian Revolution and the entry of the United States affected the course
and outcome of the war.
4.
Understand the nature of the war and its human costs (military and
civilian) on all sides of the conflict, including how colonial peoples
contributed to the war effort.
10.6 Students analyze the effects of the First World
War.
1. Analyze the
aims and negotiating roles of world leaders, the terms and influence of the
Treaty of Versailles and Woodrow Wilson’s Fourteen Points, and the causes and
effects of the United States’ rejection of the League of Nations on world
politics.
2. Describe the
effects of the war and resulting peace treaties on population movement, the
international economy, and shifts in the geographic and political borders of
Europe and the Middle East.
3. Understand
the widespread disillusionment with prewar institutions, authorities, and
values that resulted in a void that was later filled by totalitarians.
4.
Discuss the influence of World War I on literature, art, and
intellectual life in the West (e.g., Pablo Picasso, the “lost generation” of
Gertrude Stein, Ernest Hemingway).
10.10 Students analyze instances of
nation-building in the contemporary world in at least two of the following
regions or countries: the Middle East, Africa, Mexico and other parts of Latin
America, and China.
ELD Standards
Choose
1-3 standards or frameworks that your unit will address.
Listening
and Speaking:
Cluster
2
A:
Identify strategies used by the media to present information for various
purposes (e.g., to inform, entertain, or persuade). [Propaganda]
Reading
Fluency & Systematic Vocabulary Development:
Cluster
4
A:
Recognize that some words have multiple meanings and apply this knowledge
consistently in reading literature and texts in content areas.
Cluster
6
A:
Use a standard dictionary to determine the meaning of unknown words.
4. UNIT OBJECTIVES
Day 1: While
watching the film Gandhi (1982), the
students will fill out a graphic organizer that pertains to the film and its
connection to the ideas of Imperialism and Nationalism. The graphic organizer will
be collected after the film is completed along with the assignment from day 2.
Content
Standards: 10.2.5, 10.5, 10.10 (Standards pertaining to Nationalism)
Type:
Cognitive and Affective
Day 2: After
completing Gandhi (1982) and the
graphic organizer, the students will answer “How did the idea of Nationalism
contribute to the independence of India from the British Empire and the
creation of Pakistan?” in the form of a historical context paragraph and a
T.A.X.E.S. paragraph. They must include an explanation of Nationalism and at
least three examples with commentary from the film. The students will be given
time in class to begin working on the writing assignment and will be asked to
complete and revise it for homework. This assignment will be collected on Day 3
along with the graphic organizer they completed while watching the film and
will be graded using a rubric.
Content
Standards: 10.2.5, 10.5, 10.10 (Standards pertaining to Nationalism)
Type:
Language
Day 3: After
the students take notes on a brief lecture about the six factures of
Nationalism, the students will break into groups and create a poster of a
predetermined factor of nationalism (language, history, geography, religion,
culture and ethnicity). Each poster must include a definition, an example, a
visual representation and a prediction about how it could have led to WWI. The
students will then present their posters to the rest of the class.
Content
Standard:
10.2.5, 10.5, 10.9, 10.10 (Standards pertaining to Nationalism)
Type:
Cognitive
Day
4: After reading Chapter 13.1 in their textbook for homework and taking notes
on a brief lecture regarding the four major causes of World War 1, the students
will discuss the causes of World War 1 in their table groups and complete a Graphic
Organizer for the four causes. The graphic organizer must be completed by the
end of the period. Finally, the students will contribute to a class discussion.
Content
Standard: 10.5.1,2
Type:
Cognitive
Day
5: After completing their New Technology “Meme”/Captioned Picture assignment
for homework, the students will do a gallery walk around the room while
compiling a “Top Ten Most Important List” each entry should include the New
Technology, its creator (if applicable) and why it changed the way wars were
fought forever.
Content
Standard: 10.5.1,2,4
Type
Cognitive
5. ASSESSMENT PLAN
Assessment 1:
Gandhi (1982) Graphic Organizer
o Standard:
10.2.5, 10.5, 10.10
o Formality:
Formal
o Type: Entry
level
o Purpose: Concepts
o Implementation:
Written, graphic organizer
o Communication
of Expectations: Modeling
o Evaluation:
Graded by completion
Assessment 2:
Gandhi (1982) and Nationalism
Paragraphs
o Standard:
10.2.5, 10.5, 10.10
o Formality:
Formal
o Type:
Diagnostic
o Purpose: Assess
progression of writing skills
o Implementation:
Written, Open Ended essay
o Communication
of Expectations: Supports
o Evaluation:
Rubric
Assessment 3:
6 Factors of Nationalism Posters
o Standard:
10.2.5, 10.5, 10.10
o Formality:
Formal
o Type:
Formative
o Purpose:
Concepts
o Implementation:
Written/Performance
o Communication
of Expectations: Modeling
o Evaluation:
Rubric (see attached)
Assessment 4:
4 Causes of WWI Graphic Organizer
o Standard:
10.5.1
o Formality:
Formal
o Type:
Diagnostic
o Purpose:
Concepts
o Implementation:
Written, graphic organizer
o Communication
of Expectations: Modeling
o Evaluation:
Graded by Completion
Assessment 5:
“Meme”/Captioned Picture
o Standard:
10.5.1,2,4
o Formality:
Formal
o Type:
Formative
o Purpose:
Concepts
o Implementation:
Open, Project
o Communication
of Expectations: Modeling
o Evaluation:
Graded by Completion of Requirements
6. STEPS OF INSTRUCTION
Into/Bridge: Day 1 and 2
The Purpose
of showing the film Gandhi (1982) as
my Into for the unit is to illustrate
the correlation between Imperialism and Nationalism while providing a hook and to
promote some emotional connection to the unit.
Student
Activity
We will begin the unit by
watching the film Gandhi (1982). The
hook of the unit is the film itself which beautifully illustrates the
connection between Imperialism and Nationalism and has some elements of WWI as
well. This group of students responded very well to the hook from our
Industrialization unit, a film called Stolen
Childhood. The utilization of this film as a gateway into this unit is an
excellent way to motivate the students to want to learn about nationalism and
WWI. I will assess prior knowledge by their answers to the questions on the
graphic organizer. I will use a variety of different activities and assessments
to tap into prior learning and skills to insure that I engage all of the
students.
To begin this activity I
will pass out the graphic organizer and then begin the film after a pre-brief
of what they should be looking for while watching. The arrangement of the
tables within the room shall remain the same, however, I will switch the
seating chart around. I group students at tables by assessing student needs and
who works well with whom. We generally do not have problems with misbehavior
while showing films, especially with a new seating chart. However, if a problem
should arise I will handle it by following the guidelines depicted in Discipline with Dignity. In order to
assess the students learning from the film, I will analyze the T.A.X.E.S. and
historical context paragraphs that they submit after the film has been
completed. This assessment is a formal, open ended, written assessment designed
to further the student writing and critical thinking skills.
Through: See
attached Unit Calendar
Closure/Beyond:
The ultimate closure for the Unit
will be the unit test on Day 13, which will be comprised of fill in the black,
matching, multiple choice and short essay questions. However, the Beyond activity
for the first week of the unit, described above, is the “Meme”/Captioned
Picture project scheduled for Day 5. The captioned picture is a short, fun
project, which allows the students to jigsaw a collection of data, be creative
and make valuable connections. I will structure opportunities for the students
to continue practice of skills acquired from is unit and the ones that came
before by continuing to have the students build upon their writing skills and
content knowledge. I will be preparing the students for the next unit by
building their content mastery and having them practice writing and analytical
skills with Historical context and T.A.X.E.S. paragraphs. These paragraphs are
the building blocks of an academic essay, the completion of which is one of the
summative goals of the course.
Beyond
Activity Write up:
Standards:
10.5.1,2,4
Learning
Objectives: Why was WWI a “new kind of war”
unlike any that had preceded it? What
were the new modern aspects and how did they come to characterize WWI? Consider the impact they had on the different
fronts of the war as well as the role they played in the outcome of the war.
Explain why and how WWI spread to several to continents and required the
resources of many governments.
Activity: New
Technology of WWI “Meme” or captioned Picture gallery walk with a list of the
student’s top ten most important new technologies
Assessment: New
Technology of WWI “Meme” or captioned Picture with Top Ten List
WEEK OF LESSON PLANS
See
Attached
7. MATERIALS/RESOURCES
o Gandhi (1982) DVD
o Gandhi (1982) Graphic Organizer
o 4
Causes of WWI Graphic Organizer
o “Meme”/Captioned
Picture Directions
o Poster
Presentation Rubric
o Short
lecture on http://prezi.com/61e4adr7gbyj/nationalism/
8. REFLECTION
I chose to do my unit plan for an upcoming unit as opposed to one
that I had already done or was in the process of doing. However, I used the
method of universal design while creating this plan so that basic differentiation
can be made with little to no changes. The use of graphic organizers is a SDAIE
strategy and while it benefits English learners greatly, it also can provide
help to a native speaker. Furthermore, it allows a teacher to scaffold for his
or her students often without them even knowing about it. One individual
differentiation I could utilize would be to place an English learner in a group
with a bilingual person or a student who is high preforming. I would also be
sure to provide additional support to struggling students during the writing assignment.
There is a considerable amount of time allotted for that during Day 2.
One strength of my unit plan is that
the activities are fairly diverse, between watching a film and taking notes to
class discussions and poster presentations. I have attempted to plan something
for every learning style in my class and there are plenty of chances for me to
assess my students learning because even in just the first week, I have five
assessments. However, there are limitations in my plan as well. While the
activities may vary, my assessments are all formal and my purpose for four out
of five of them is merely for concepts. I believe the most valuable piece of
evidence that I will be able to collect is the writing assignment. By analyzing
the levels of each of my student’s writing I will be able to get a firm grasp
of not only their content understanding but also but their progression as
writers. The posters and the innovation/technology projects will also prove to
be valuable for assessing student learning.
Through this assignment, I have learned
that planning a unit is much harder than I had anticipated. Originally, I had
planned to write out the entire thirteen days but simply could not find the
time to do so. By getting to know my students more, I learned that even among
the most seemingly similar students, learning styles and preferences are
completely unique and I should be prepared to adjust my lesson plans for any
situation. This is something that I will keep in mind for my next lesson. I
would also like to figure out a way to incorporate more of their interests into
the lessons. I have always loved the WWI era and writing the unit for it is
both wonderful and frustrating because of how difficult it is to cut some of
the things that I desperately want to talk about but do not have the time for. I knew very little about the deep realms of
teaching before starting the clinical practice. I feel like I have learned the
most from the few lead teaching days that I have had in the classroom, however,
I feel like I learned a great deal from the unit plan assignment as well.
Unit Calendar: Unit
5: Nationalism and WWI (Week 1: Days 1-5)
|
WEEK
1
|
Day
1
|
Day
2
|
Day
3
|
Day
4
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Day
5
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Content
Standards
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10.2.5, 10.5, 10.10
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10.2.5, 10.5, 10.10
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10.2.5, 10.5, 10.10
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10.5.1
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10.5.1,2,4
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Learning
Objectives
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Nationalism (10.2.5, 10.5, 10.9, 10.10) Explain the ideological
forces that drove the change from people feeling as if they are subjects of a
political authority to people feeling as if they are citizens of a political
entity and how that change affects a nation’s sphere of influence.
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Nationalism (10.2.5, 10.5, 10.9, 10.10) Explain the ideological
forces that drove the change from people feeling as if they are subjects of a
political authority to people feeling as if they are citizens of a political
entity and how that change affects a nation’s sphere of influence.
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Explain
the 6 factors that make up nationalism. How did nationalism in the 1800’s
challenge conservative monarchies in Europe? How did nationalism lead people
to either unify or separate to create their own nation-states?
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Explain
the 4 causes of/driving forces behind World War I and how each of the causes
contributed to the start of the war.
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3.
Why was WWI a “new kind of war” unlike any that had preceded it? What were the new modern aspects and how
did they come to characterize WWI?
Consider the impact they had on the different fronts of the war as
well as the role they played in the outcome of the war. Explain why and how
WWI spread to several to continents and required the resources of many
governments.
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Student
Activity
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Into activity Watch the film Gandhi (1982) and complete a graphic
organizer
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Gandhi
(1982) continued. Complete the
graphic organizer and write a historical context and TAXES (assertive)
paragraph
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Lecture/Notes
6 Factors of Nationalism Group Posters,
Presentations
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Lecture/Notes
As a group, complete the 4 Causes of
WWI Graphic Organizer
Class Discussion
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New Technology of WWI “Meme” or
captioned Picture gallery walk. Rate the Top Ten.
Class Discussion
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Assessment
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Gandhi
(1982) Graphic Organizer
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Gandhi
(1982) and Nationalism Paragraphs
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6 Factors of Nationalism Posters
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4 Causes of WWI graphic Organizer
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“Meme”/Captioned Picture
Top Ten List
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Single
Subject Lesson Design - Box Format
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1.
TITLE OF THE LESSON
Unit 5: Nationalism and WWI
Day 5: New Technologies and Warfare
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2.
CURRICULUM AREA & GRADE LEVEL
Grade 10, World History
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3A.
STUDENT INFORMATION: English Language Learners
1.)
Readiness Level
The 4 EL students in my
class are all either classified as CELDT 4 or are re-designated. Thus,
instruction is done at CELDT 5 level.
2.)
Learning Profile
Visual, Auditory learners, most of them are very shy and do not
often volunteer for discussions.
3.)
Interest Soccer, skateboarding and Socializing.
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3B.
STUDENT INFORMATION: Students w/ Special Needs
1.)
Readiness Level
Jake has a prosthetic leg and is moderately hard of hearing. He
has all prerequisite knowledge and skill required for this class
2.)
Learning Profile
Jake should sit near the front of the class and be provided with
written copies of notes and directions. He may stand or walk around during
class
3.)
Interest Snowboarding and wakeboarding
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4.
RATIONALE
A.
Enduring Understanding
Students will understand that although World War 1 was believed
to be the “War to End All Wars”, the treaty made at the end of WWI would be
responsible for the rise of European dictators and, ultimately, WWII.
·
The causes of WWI are still
responsible for wars we fight today.
·
Each war has new and more
dangerous weapons leading to more deaths.
B.
Essential Questions
Why was WWI a “new kind of war” unlike any that had preceded
it? What were the new modern aspects
and how did they come to characterize WWI?
Consider the impact they had on the different fronts of the war as
well as the role they played in the outcome of the war. Explain why and how
WWI spread to several to continents and required the resources of many
governments. (13.2 and 13.3)
C.
Reason for Instructional Strategies and Student Activities
Students must understand how WWI was different from every other
war that had ever been waged. In part this was due to the new technologies,
weapons and strategies developed leading up to and during the war. Students
must understand the connection to modern day warfare and the way that it is
fought in this very day and age.
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5. CONTENT
STANDARD(S) 10.5.1,2,4
10.2.5
Discuss how nationalism spread across Europe with Napoleon but was repressed
for a generation under the Congress of Vienna and Concert of Europe until the
Revolutions of 1848.
10.5 Students analyze the
causes and course of the First World War.
·
Analyze the arguments for entering into war presented by leaders
from all sides of the Great War and the role of political and economic
rivalries, ethnic and ideological conflicts, domestic discontent and
disorder, and propaganda and nationalism in mobilizing the civilian
population in support of “total war.”
·
Examine the principal theaters of battle, major turning points,
and the importance of geographic factors in military decisions and outcomes
(e.g., topography, waterways, distance, climate).
·
Explain how the Russian Revolution and the entry of the United
States affected the course and outcome of the war.
·
Understand the nature of the war and its human costs (military
and civilian) on all sides of the conflict, including how colonial peoples
contributed to the war effort.
10.6 Students analyze the
effects of the First World War.
1.
Analyze the aims and negotiating roles of world leaders, the
terms and influence of the Treaty of Versailles and Woodrow Wilson’s Fourteen
Points, and the causes and effects of the United States’ rejection of the
League of Nations on world politics.
2.
Describe the effects of the war and resulting peace treaties on
population movement, the international economy, and shifts in the geographic
and political borders of Europe and the Middle East.
3.
Understand the widespread disillusionment with prewar
institutions, authorities, and values that resulted in a void that was later
filled by totalitarians.
4.
Discuss the influence of World War I on literature, art, and
intellectual life in the West (e.g., Pablo Picasso, the “lost generation” of
Gertrude Stein, Ernest Hemingway).
10.10 Students analyze instances of
nation-building in the contemporary world in at least two of the following
regions or countries: the Middle East, Africa, Mexico and other parts of Latin
America, and China.
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6. ELD STANDARD(S)
Listening and Speaking:
Cluster 2
A: Identify strategies used by the media to present
information for various purposes (e.g., to inform, entertain, or persuade).
[Propaganda]
Reading Fluency & Systematic Vocabulary
Development:
Cluster 4
A: Recognize that some words have multiple meanings
and apply this knowledge consistently in reading literature and texts in
content areas.
Cluster 6
A: Use a standard dictionary to determine the
meaning of unknown words.
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7.
LEARNING GOAL(S) - OBJECTIVE(S)
Day
1:
While watching the film Gandhi
(1982), the students will fill out a graphic organizer that pertains to
the film and its connection to the ideas of Imperialism and Nationalism. The
graphic organizer will be collected after the film is completed along with
the assignment from day 2.
Content Standards: 10.2.5, 10.5, 10.10 (Standards pertaining to
Nationalism)
Type: Cognitive and Affective
Day
2:
After completing Gandhi
(1982) and the graphic organizer, the students will answer “How did the
idea of Nationalism contribute to the independence of India from the British
Empire and the creation of Pakistan?” in the form of a historical context
paragraph and a T.A.X.E.S. paragraph. They must include an explanation of
Nationalism and at least three examples with commentary from the film. The
students will be given time in class to begin working on the writing
assignment and will be asked to complete and revise it for homework. This assignment
will be collected on Day 3 along with the graphic organizer they completed
while watching the film and will be graded using a rubric.
Content Standards: 10.2.5, 10.5, 10.10 (Standards pertaining to
Nationalism)
Type: Language
Day
3:
After the students take notes on a brief lecture about the six
factures of Nationalism, the students will break into groups and create a
poster of a predetermined factor of nationalism (language, history,
geography, religion, culture and ethnicity). Each poster must include a
definition, an example, a visual representation and a prediction about how it
could have led to WWI. The students will then present their posters to the
rest of the class.
Content Standard: 10.2.5, 10.5, 10.9, 10.10 (Standards pertaining to Nationalism)
Type: Cognitive
Day 4:
After reading Chapter 13.1 in their textbook for
homework and taking notes on a brief lecture regarding the four major causes
of World War 1, the students will discuss the causes of World War 1 in their
table groups and complete a Graphic Organizer for the four causes. The
graphic organizer must be completed by the end of the period. Finally, the
students will contribute to a class discussion.
Content Standard: 10.5.1,2
Type: Cognitive
Day 5:
After completing their New Technology
“Meme”/Captioned Picture assignment for homework, the students will do a
gallery walk around the room while compiling a “Top Ten Most Important List”
each entry should include the New Technology, its creator (if applicable) and
why it changed the way wars were fought forever.
Content Standard: 10.5.1,2,4
Type Cognitive
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8.
ASSESSMENT(S)
Assessment
1: Gandhi (1982) Graphic
Organizer
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Standard: 10.2.5, 10.5, 10.10
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Formality: Formal
o
Type: Entry level
o
Purpose: Concepts
o
Implementation: Written, graphic
organizer
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Communication of Expectations:
Modeling
o
Evaluation: Graded by completion
Assessment
2: Gandhi (1982) and
Nationalism Paragraphs
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Standard: 10.2.5, 10.5, 10.10
o
Formality: Formal
o
Type: Diagnostic
o
Purpose: Assess progression of
writing skills
o
Implementation: Written, Open
Ended essay
o
Communication of Expectations:
Supports
o
Evaluation: Rubric
Assessment
3: 6 Factors of Nationalism Posters
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Standard: 10.2.5, 10.5, 10.10
o
Formality: Formal
o
Type: Formative
o
Purpose: Concepts
o
Implementation: Written/Performance
o
Communication of Expectations:
Modeling
o
Evaluation: Rubric (see
attached)
Assessment
4: 4 Causes of WWI Graphic Organizer
o
Standard: 10.5.1
o
Formality: Formal
o
Type: Diagnostic
o
Purpose: Concepts
o
Implementation: Written, graphic
organizer
o
Communication of Expectations:
Modeling
o
Evaluation: Graded by Completion
Assessment
5: “Meme”/Captioned Picture
o
Standard: 10.5.1,2,4
o
Formality: Formal
o
Type: Formative
o
Purpose: Concepts
o
Implementation: Open, Project
o
Communication of Expectations:
Modeling
o
Evaluation: Graded by Completion
of Requirements
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9A.
EXPLANATION OF DIFFERENTIATION FOR
ENGLISH
LANGUAGE LEARNERS
Process/Based
on Readiness, Learning Profile or Interest
The differentiations for this week are ingrained within the
processes of the activities. The use of graphic organizers, teacher
scaffolding and class time to work on assignments are a crucial part of the
universal designs for the unit.
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9B.
EXPLANATION OF DIFFERENTIATION FOR
STUDENTS
WITH SPECIAL NEEDS
Process/Based
on Readiness, Learning Profile or Interest
The differentiations for this week are ingrained within the
processes of the activities. The use of graphic organizers, teacher
scaffolding and class time to work on assignments are a crucial part of the
universal designs for the unit.
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10. INSTRUCTIONAL STRATEGIES
(Describe
what the teacher does. Include differentiation strategies.)
Day 1:
A.
Anticipatory Set/Into
Teacher introduces the film Gandhi
1982 and discusses the connections between Imperialism (the unit we just
finished) and Nationalism. Before beginning the film, pass out the Gandhi 1982 Graphic Organizer and
explain that the students should be watching for specific examples of
Imperialistic and Nationalistic elements. Start the film.
D. Independent Practice/Through
Have
the students fill out the Gandhi 1982
Graphic Organizer while watching the film
Day 2:
A.
Anticipatory Set/Into
Teacher recaps the portion of the film that was completed yesterday,
has the student take out their graphic organizers and continues the film.
D. Independent Practice/Through
Have
the students continue to fill out the Gandhi
1982 graphic organizer while watching the film.
E.
Closure
Using
their graphic organizers, the teacher will lead a discussion about the film.
Be sure to discuss the connections between Imperialism and Nationalism.
Introduce the short essay homework assignment.
Day 3:
A.
Anticipatory Set/Into
Warm up: The teacher has the students do the following warm up
quick write: Based upon what you have observed from the film Gandhi, predict what you think the
essential factors of nationalism are. Briefly discuss the student’s
responses. (10 minutes)
B.
Instruction/Through
Prezi Lecture: Using prezi, lecture about the six factors of
Nationalism. (15 minutes)
D. Independent Practice/Through
Have the students break up into groups and create a poster about
a specific factor of Nationalism, (language, history, geography, religion,
culture and ethnicity). Each poster must include a definition, an example, a
visual representation and a prediction about how it could have led to WWI. While
they are doing this, wander from group to group to insure that the students
are on the right track. Engage them briefly every ten minutes. After 40-45
minutes, have the students present their posters to the rest of the class. Remind
the students to take notes on the presentations. (60-63 minutes)
E.
Closure
Introduce the homework: red heading notes on Chapter 13.1 in the
textbook. (2 minutes)
Day 4:
A.
Anticipatory Set/Into
Warm up: The teacher
has the students do the following warm up quick write: Based upon yesterday’s
presentations and Chapter 13.1, How do you think that Nationalistic developments
could lead to war. Discuss the students’ responses. (15 minutes)
B.
Instruction/Through
Prezi Lecture: Using Prezi, lecture about the four main causes
of WWI. (20-30 minutes)
D.
Independent Practice/Through
In table groups, have the students complete the 4 Causes of WWI
graphic organizer. While the students are doing this, wander from table to
table for scaffolding and assistance. (30 minutes)
E.
Closure
Introduce the New Technologies/Innovations of WWI Meme homework
assignment. Randomly assign the innovations to the students. (10 minutes)
Day 5:
A.
Anticipatory Set/Into
Have the students do the following warm-up prediction: Judging
from the technology, invention or innovation that you researched last night
and the discussions that we have had in class thus far, what other aspects of
WWI do you think changed the way that wars had been fought? (10 minutes)
B.
Instruction/Through
Explain and write on the whiteboard:
Gallery Walk
1. Take out the “Meme” or Captioned Picture that you did last night
and place it on your table.
2. Take out a piece of paper and a pen or pencil.
3. You will have 15 minutes to walk around the room and check
out your classmate’s pictures.
4. Create a T-Chart on your paper; make a list of what you
consider to be the top ten most important innovations. On one side write the
name of the technology, invention or innovation and who invented it (if
applicable). On the other, write how it changed the way that wars were fought
and why you think it is important.
5. You are not allowed to look at any of the pictures on your
own table until you have gone to all nine of the other tables first. (10
minutes)
D.
Independent Practice/Through
Give the students 15-20 minutes to go around and look at the
innovations/technologies. The teacher should be wandering around checking on
the students and directing them during this time. After the time runs out,
have them return to their seats (20-25 minutes)
C.
Guided Practice/Through
Have the students share some of their findings and lead a
discussion about why these technologies, inventions, etc… were so
revolutionary and how they changed how wars were fought and make the
connection to modern day. Be sure to discuss propaganda, the tank, trench
warfare, mustard gas, the machine gun and the airplane. (20-25 minutes)
E.
Closure
On their top ten lists, have the students write their opinion
about any of the new weapons or innovations from WWI and explain the homework
assignment (Chapter 13. 3 Red heading notes) have the students turn in their
“Meme”/captioned pictures and the top ten lists before they live. (10-15 minutes)
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11. STUDENT ACTIVITIES
(Describe
what the student do. Include differentiation activities.)
Day 1:
A.
Anticipatory Set/Into
Students
listen to the introduction and directions regarding the film and receive
their graphic organizers. Students watch the film.
D. Independent Practice/Through
While
watching the film, the students will fill out their graphic organizers.
Day 2:
A.
Anticipatory Set/Into
Student will take out their graphic organizers and listen has
the teacher recaps the portion of the film that the class has completed thus
far.
D. Independent Practice/Through
While
watching the film, the students will fill out their graphic organizers.
E.
Closure
Lead by the teacher, the students discuss the film, their
questions and Imperialism and Nationalism. They also listen to the directions
for the short essay homework assignment.
Day 3:
A.
Anticipatory Set/Into
Warm up: The students do the following warm up quick write:
Based upon what you have observed from the film Gandhi, predict what you think the essential factors of
nationalism are. Briefly discuss the student’s responses. (10 minutes)
B.
Instruction/Through
Students will take notes about the six factors of Nationalism.
(15 minutes)
D. Independent Practice/Through
The students will break up into groups and create a poster about
a specific factor of Nationalism, (language, history, geography, religion,
culture and ethnicity). After 40-45 minutes, the students will then present
their posters to the rest of the class. Remind the students to take notes on
the presentations. (60-63 minutes)
E.
Closure
Students write down the homework: red heading notes on Chapter
13.1 in the textbook. (2 minutes)
Day 4:
A.
Anticipatory Set/Into
Warm up: The students
do the following warm up quick write: Based upon yesterday’s presentations
and Chapter 13.1, How do you think that Nationalistic developments could lead
to war. Discuss their responses as a class. (15 minutes)
B.
Instruction/Through
Students will take notes about the four Causes of WWI. (15
minutes)
D. Independent Practice/Through
In table groups, the students will complete the 4 Causes of WWI
graphic organizer. (30 minutes)
E.
Closure
The
students will listen to the directions of the New Technologies/Innovations of
WWI Meme homework assignment. (10 minutes)
Day 5:
A. Anticipatory Set/Into
The students do the following warm-up prediction: Judging from
the technology, invention or innovation that you researched last night and
the discussions that we have had in class thus far, what other aspects of WWI
do you think changed the way that wars had been fought? (10 minutes)
B.
Instruction/Through
Students listen to and write down the directions for the
activity. (10 minutes)
D.
Independent Practice/Through
The students have 15-20 minutes to go around the classroom and
look at the innovations/technologies and create their lists. After the time
runs out, have them return to their seats (20-25 minutes)
C.
Guided Practice/Through
Students participate in the class discussion and take notes on
the inventions that they might want to add.
E.
Closure
Students write their opinions about any of the new weapons or innovations from WWI and write
the homework for the night.
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12.
RESOURCES
(Attach any materials needed to implement the lesson, such as a
power point presentation, graphic organizer, reading…)
o Gandhi
(1982) DVD
o Gandhi
(1982) Graphic Organizer
o 4 Causes of WWI Graphic Organizer
o “Meme”/Captioned Picture Directions
o Poster Presentation Rubric
o Short lecture on
http://prezi.com/61e4adr7gbyj/nationalism/
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