Long Term Planning feedback to peers work below. couple sentences

Theresa Johnson

 

 

Week 5 Discussion 1

 

Long-term Planning

 

Unit of Instruction:

Learning resources: list materials that will be required during instruction of the unit so that they can be selected and prepared. Also, gather or reserve in the library any supplemental reading materials students might need for the unit.

 

 

Students will be able to work in groups, this will allow students to think, pair, and share together, to get a better understanding. When a teacher uses strategies to incorporate resources for the lesson, students become more engaged

 

Name of Project: Social Studies; American Revolution

Subject/Course/Grade Level:  History/ Six Graders

Unit Duration & Timeline: 1 week

Teacher Team Members: Lead Teacher/ Mrs. Johnson

Goals & Objectives Necessary to Accomplish the Goals: students will work together, listen, and colloporate  with person in their group on this project

Standards/CCSS/21st Century Competencies (Collaboration, Communication, Critical Thinking, Creativity) R.H.6—8.7  ELA-LITERACY.R.H.6-8.8

Project Summary: Include goal, purpose, and benefit of project. What will the role of the student be? Any challenges or issues anticipated? The goals is to introduce students new vocabulary words, identify characters by doing internet research. Work with student in group to help with time line events alphabetically, scavenger hunt  around the time-line.

Driving Question: Write a scenario that will engage students in an active, inquiry-based pursuit of solutions to a relevant problem. How will the problem question motivate students to a deeper understanding of the key concepts in the unit and drive instruction? Students will use a photo album to help put events in order according to the beginning of the American Revolution.

Entry Event: Use inquiry questions that focus on the problem and extend beyond fact-finding to engage students. What was the reason for the revolution war.

Products that demonstrate outcome learning

Individual: Student will be given 2 points for each event that happen before and doing and after the war.

Team: Specific content and competencies to be assessed? Three will be 3 groups that consist of boys/ girls each group will assign different students in the group certain assignments to help develop a timeline.

Public Audience:  Teachers and students, and Liberian

Resources Needed

On-site Collaborators: Library media center, Internet resources, faculty experts

Equipment: Technology, laboratory equipment

Supplies: Art materials, building supplies, photo album book,

Community Resources: Identify the tools or resources that will be the most valuable to address and resolve the unit problem.

Reflection Methods (individual, team, and/or whole class)

Journal- review documents

Focus Group

Verbally summarize  the war

Student explain their time line with pictures and written post

Etc.

Final Product (presentation, performance, model, product, service, book, etc.) each group would explain the reason for the war, explain what challenges that was overcome watch a video and describe what happen.

Assessment Strategies: Teacher will give a spelling test on previous and new words, a rubric for the following questions, what did you learn today about the American Revolution,  a formative assessment will be given by allowing the students to answer question by using the white board, by asking a important question dealing with the War.

 

 

 

Tiffany Fijalkovic

Instructional content, methods, and strategies—Outline the material to be studied, considering sequence and organization (Hansen, Buczynski, et. Al.,2015).  This is my preferred choice because I think organization is key to any plan.  Formulating an outline that includes everything you want your students to learn is a great start.  When the text talked about an opening activity that will set the tone of the unit it actually made me imagine a classroom and I brainstormed all these powerful openers that would stick with my students forever.  I really feel that all three things mentioned in my choice for instructional unit is a fail proof method.  Anytime an educator strategizes a plan, designs new methods for the plan, and is always looking for new instructional content for their class they are always discovering new ways and ideas of teaching.  It is a process that continues to improve as the teacher learns what works and what does not work in a classroom. Part 2: attached below

 

 

 

Cite:

 Hansen, C.B., Buczynski, S., & Puckett, K.S.  (2015). Curriculum and Instruction for the 21st Century. Bridgepoint Education.

 

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