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UnitPlanTemplateEditable-1

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Erin Clark
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9 views

UnitPlanTemplateEditable-1

Uploaded by

Erin Clark
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Unit Plan:

Unit Title: Course: Designers:


Learning Outcomes/Indicators
Outcomes:

Indicators:

Understandings: Essential Questions:


Learners will understand … Learners will be considering …
 

Knowledge: Skills:
Learners will know … Learners will be able to …
 

“I can . . .” statements:

Assessment Evidence (Summative and Formative)


Summative Assessments (Assessment of Learning):
How will the student ultimately show that they have completely understood the outcome?

Tests:

Final Projects:

Interviews:

Group Assignments:

Inquiry Project:

Etc.:
Formative Assessments (Assessment for Learning):
How will I monitor and give ongoing feedback to students in order to indicate that they have understood
the outcome?

Informal Observation:
Students will be given class time to work within groups, independently, and in collaboration with others to
achieve various small tasks. During this time, it will be my responsibility to monitor and make notes of
student’s understanding and progress of the outcome.

Checklists:
Sometimes, students will be asked to do short presentations, act out scenes, or volunteer ideas where
grades are difficult to attach. A checklist for formative assessment will be used to show that the student
has willingly participated and completed all requirements of the given activity. This assessment will be
incorporated into the student’s participation mark.

Exit Slips:
Exit slips will periodically be given to students in order to indicate understanding or engagement during a
lesson. These cards will be given approximately one per week (or when there is time) and will ask students
some various question which requires them to reflect on their own learning.

Short Quizzes:
These quizzes will be given to the students in order to test their basic understanding of the plot. They will
primarily be comprehension based. One or two higher level thinking questions may also be asked to test
application of the themes or character motives. A bonus questions may also appear that will be highly
difficult, but will challenge the students in their comprehension. These quizzes will be given once per act
and will be fair quick to complete (~20 minutes).

Worksheets/Comprehension Questions:
Various worksheets will be done with students in order for them to be guided in the right direction when
analyzing text. These worksheets may be collected and given a participation mark, or will simply be kept
by the student for their own records.

Character Map:
At the beginning of the unit, students will complete a character map to assist their own understanding o
the characters, even before we begin reading the play. Students will know which character is which, but
will be required to link them in a web-like format. They will also need to put their characterization into
their own words in 1-2 sentences. Finally, the students will be required to draw or insert a picture symbol
of the character beside them in the web diagram. Ex. Gertrude is royalty, so a crown or castle could be her
symbol. Modified students will complete everything except the symbolic aspect.

Plot Diagrams:
Plot diagrams will be completed by students and will be an ongoing activity throughout reading the play.
Students will be responsible for writing down main events, quotations, themes, or character shifts and will
place them on the plot diagram.
Paper Carousel Activity:
About half way through the play, students will complete a carousel activity where they go around the
room answering questions on chart paper that are focused on Blooms Taxonomy. Students will spend
~3-4 minutes at each station and will present at the end of the class. This activity will also deal with
multiple intelligences and will have students drawing, writing, and doing various activities.

Add Any Additional Activities:


Here

Learning Plan:
A Brief Overview of Daily Teaching Goals

Lesson 1 – Date
 This lesson will focus on:
 Steps:

 Outcome(s):
 Materials:

Lesson 2 – Date
 This lesson will focus on:
 Steps:

 Outcome(s):
 Materials:

Lesson 3 – Date
 This lesson will focus on:
 Steps:

 Outcome(s):
 Materials:

Lesson 4 – Date
 This lesson will focus on:
 Steps:

 Outcome(s):
 Materials:

Lesson 5 – Date
 This lesson will focus on:
 Steps:

 Outcome(s):
 Materials:

Lesson 6 – Date
 This lesson will focus on:
 Steps:

 Outcome(s):
 Materials:

Lesson 7 – Date
 This lesson will focus on:
 Steps:

 Outcome(s):
 Materials:

Lesson 8 – Date
 This lesson will focus on:
 Steps:

 Outcome(s):
 Materials:

Lesson 9 – Date
 This lesson will focus on:
 Steps:

 Outcome(s):
 Materials:

Lesson 10 – Date
 This lesson will focus on:
 Steps:

 Outcome(s):
 Materials:

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