I. Your unit table of contents should be formatted like a table of contents inside a textbook or as an outline. Basically, your unit requirements page that indicates the point value for each piece of the unit IS your table of contents.
II. Your unit graphic should be a graphic organizer developed by you. You will include key points, the key questions, activities, etc. that you feel displays your unit in a single graphic organizer. For example, if you used a Bubble Map for your unit graphic, you would put the unit topic in the center and use the bubbles that come from the unit topic to include your key activities, questions, ideas, etc. The details of what you include is up to you. These are only suggestions. However, one look at the unit graphic should provide a visual of what the unit is all about. The key questions are the questions that guide student learning. Typically, these questions come from the various content standards that you use. Since you will be teaching an interdisciplinary unit, it is required that you use multiple content areas/standards as guiding principles for the unit. So, I would expect AT LEAST one key question per day of the unit (minimum of 5 days/5 key questions). Your questions should drive what you students will learn. For example, if my unit is on basketball in a PE class, one of my key questions may be: What is the proper form for shooting a free throw? or What are 3 types of offense and defense positions for a basketball team?
IIIA . Your overview should be a one-pager including the title of your unit and how long your unit lasts (as least 5 days), what strand you will be teaching (for example, Biology, if you are teaching about different diseases, the content area (ex: Science/Biology), the grade level you will be teaching the unit to, the overarching standard your unit addresses (ex: a Biology standard) plus any additional standards in other content areas will be listed here as well (ex: English/LA for writing investigative reports/lab reports, math for calculating percents, etc.), and grouping details stating how you will group students for different activities (you will tell if you group based on ability, based on personality, etc.).
B. You will detail in a few sentences how you account for diverse learners. How do you remediate for students who are not learning on the same pace as everyone else, enrich learners who are far ahead of the other learners, or meet learners’ needs who have diverse qualities (like students who speak another language, etc.)
C. Your interactive bulletin board MUST be an actual bulletin board displayed in your classroom or in the hallway next to your classroom. If you do not have a bulletin board space, create one by posting the bulletin board on the wall on paper or within a tri-fold board. Your bulletin board MUST have content from the unit and be interactive for students. In other words, students must be able to go to the bulletin board and
Lesson Plan Format
CCSS for this Lesson:
Assessment/Evaluation of the Objective:
Closure of the Lesson:
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