Interdisciplinary Unit Assignment Details 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 ...

1. Interdisciplinary Unit
Assignment Details
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. How ever, 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

2. 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 use it to
manipulate it in some way for learning (ex: post vocabulary
words and definitions from the unit and have students match
them; students use parts of the flower to label the flower parts
by velcroing them to the proper place on the flower, etc.)
D. Your literature text set should include books that you
actually used as a read aloud or for students’ use during the
unit. You must include the title, author, and ISBN number of
the books. You must include AT LEAST 10 books.
IVA. You will include at least 5 lesson plans (one per day). You
will use the format provided on our course Blackboard page.
B. You will include pictures of the unit. You can include
pictures of the students IF you have received parental consent.
IF YOU HAVEN’T RECEIVED PARENTS’ APPROVAL, you
can include pictures of different activities, etc. you use during
the unit.
C. You will include student work samples. You can take
pictures and upload those (this will be considered separate from
the pictures for the unit) or you can scan these in and email with

3. the rest of the unit. The interest inventory, learning styles
inventory, pre/post test, students’ unit evaluations, students/
teacher evaluations, and students/ center evaluations are NOT
part of the student work samples. The student work samples in
this section should be taken from activities included in the unit
teaching.
D. You will include any type of evaluation you use to assess
students’ understanding of the content of the unit (ex: tests,
rubrics, quizzes, observations, lab reports, etc.)
VA. You will include all parent communications for the unit
(ex: emails about the unit, newsletters, letter, etc.)
B. You will include an interest inventory that is age appropriate
that you conducted with your students to determine their
interests. These can easily be downloaded from the Internet.
You must include some student samples to show me that you
gave the students the interest inventory.
C. You will include a learning styles inventory that is age
appropriate that you conducted with your students to determine
their learning style(s)/how they learn best. These can easily be
downloaded from the Internet. You must include student
samples to show me that you gave the students the learning
styles inventory. Your lesson plans must indicate that you are
teaching/evaluating their learning based on how they learn best.
D. You must include a pre-test for your unit and a post-test. The
pre-test can be an actual test/quiz or a KWL chart or another
format. You will use the pre-test to assess the students’
knowledge of the content you will be teaching in the unit. This
must be done well in advance of planning the unit to determine
what content they know already (so you don’t re-teach that) and
content they need to know. You will conduct a post-test (the L
on the KWL-what they learned- or a test/quiz or another format.
You will include students samples of the pre and post tests so I
can see that you gave these assessments.
E. At the end of the unit, you will ask students to evaluate the
unit. You can have them rank the unit parts on a Likert-type
scale (1-5, with 5 being highest), by answering questions, by

4. circling emojis matching their feelings about parts of the unit,
etc. You must include student samples to show that you had
students evaluate the unit (example questions may include: Did
you enjoy the unit? What was your favorite activity, etc.)
F. At the end of the unit, you will include teacher evaluations,
where students will evaluate you and how your taught the unit
(How well did I teach you about INSERT CONTENT HERE,
how did you feel about INSERT DIFFERENT
ACTIVITIES/BOOKS here, etc.). They should give constructive
feedback. Your grade will not suffer if all of their comments are
not great because EVERY teacher is imperfect and needs
feedback to grow and develop.
G. At the end of the unit, you will ask students to evaluate the
centers. Centers will be AT LEAST part of ONE lesson plan/day
of teaching. Centers are when students work in groups of 3-5
doing different activities at each group and then rotate to
complete the remainder of the group activities. You can easily
Google some great center ideas on the Internet. You must
include student samples so I will know that you gave the
students the center evaluations.
H. You will videotape yourself teaching ONE lesson during the
unit. You will watch the video of yourself teach and
HONESTLY and CONSTRUCTIVELY critique yourself. IF you
ONLY include all positive feedback from your video, I will
NOT give you full credit. EVERY teacher has plenty of room to
grow. Tell the things that are strong in your teaching and things
that need work. This will not make your grade lower to criticize
yourself. I am looking for honesty and constructive criticism.
VI. You will include any other resources you used for the unit,
including books, textbooks, Internet websites, etc. This will be
in a list. For books, include the title and author. For websites,
include the web address.
VIII. You will include a personal reflection of your unit and
your instruction within the unit. This should be the last piece of
your unit. You will think through each day, activity, evaluation,
etc. and determine what you did well and what could be done

5. another way if you re-taught this unit in the future. Again, I am
NOT looking for perfection but for you to be honest and
constructive in the unit preparation and teaching in its entirety.
1
4
Unit Topic for Grade 2
Student name:
Affiliated Institution:
Course:
Instructor name:
Due Date
Unit Topic for Grade 2
Unit and grade level overview
In this English Literacy Unit in grade 2 levels, the Unit is about
SIMPLE SENTENCES that will take five days a lesson plan for
English strand, accommodating English/LA for writing
investigative reports, grouping students into assessment groups
of 4 for effective collective and collaborative learning,
accommodating ability, personality and form of assessment
either formative or summative.
Mississippi standards second grade
In this case, three fundamental Mississippi standards for second

6. grade will include:
· L.2.1 Demonstrate command of the conventions of Standard
English grammar and usage when writing (printing, cursive, or
keyboarding) or speaking
· L.2.2 Demonstrate command of the conventions of Standard
English capitalization, punctuation, and spelling when writing
· L.2.3 Use knowledge of the language and its conventions when
writing, speaking, reading, or listening
The five key questions to be asked in each lesson will include:
1. What are the vocabulary words in Baby Farm Animals?
2. What are some of the collective nouns in the Baby Farm
Animals?
3. What are some of the examples of simple sentences in the
Baby Farm Animals?
4. How is the story, Baby Farm Animals punctuated?
5. How do we write, speak, read and listen to the content of
Baby Farm Animals?
Unit graphic Organizer
On this unit graphic organizer, there is a fundamental
articulation on key points, the key questions, and activities
acting as a visual display of the formwork for effective lesson
management in a unit SIMPLE SENTENCES.
Unit graphic Organizer
5
Topic: TYPES OF SENTENCES
Writing, speaking, reading, and listening to the content of Baby
Farm Animals
List of Books
1. Cornwall, J. 2017. Jabari Jumps. ISBN-13 : 978-0763678388
2. Carson Dellosa. 2020. English Language Arts, Grade 2
(Common Core Connections) Csm Edition. ISBN-13 : 978-
1624420436

7. 3. Debra, J. 2009. Writing Sentences Grade 2 (Practice Makes
Perfect) Csm Edition. ISBN-13 : 978-1420634648
4. Evan Moor. 2007. Evan-Moor Daily Academic Vocabulary,
Grade 2 Teacher ed. Edition. ISBN-13 : 978-1596732018
5. Khan, R. 2014. King for a Day. ISBN-13 : 978-1600606595
6. Kumon.2005. My Book of Simple Sentences: Learning about
Nouns and Verbs (Kumon Workbooks). ISBN-13 : 978-
1933241050
7. Norris, S. 2016. English & Language Arts Grade 2
Workbooks: ELA 2nd Grade Reading Comprehension & Writing
Book. ISBN-13 : 978-1628454024
8. Pimentel, A. B.2021. Pura’s Cuentos: How Pura Belpré
Reshaped Libraries with Her Stories. ISBN-13 : 978-
1419749414
9. Teacher Created Resources.2002. arts of Speech Grades 2-3:
Nouns, Verbs, Adjectives: Grades 2-3 (Language Arts). ISBN-
13 : 978-0743933384
10. Williams G. 2011. Baby Farm Animals. ISBN-13 : 978-
0375861277
1
vocabolary
2
Collective Nouns
4

8. Panctuations
3
Examples of simplesentences
Words
Definitions
Sounds
List
Comparison
Definitions
Capialization Coma, full stop, collon, semi-colon and others
In the textbok, outside and others

9. Lesson Plan Format
Your name:
Grade Level:
Content Area:
CCSS for this Lesson:
Lesson Objective:
Introduction:
Procedures:
Materials:
Assessment/Evaluation of the Objective:
Closure of the Lesson: