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Unit Plan


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Unit Plan

  1. 1. <ul><li>Students will be able to locate different regions of the world in physical and political maps. </li></ul><ul><li>Students will be able to identify regions of the world, their ecosystems, and climates. </li></ul><ul><li>Students will learn how people form different regions of the world trying to deal with environmental limitations make decisions to increase production and economic opportunity. </li></ul><ul><li>Students will collect geographical, political, social, and economic data from diverse research sources (Internet, Atlas, Encyclopedia) and they will present it visually, orally and in writing designing a website. </li></ul><ul><li>Students will be able to identify the different characteristics of the early civilizations: settled life, farming, long distance trade, population growth, accumulation of wealth, emergence of social class divisions due to labor specialization, political and bureaucratic structures, different belief systems, and advances in sciences, arts and technology. </li></ul>Global History Objectives
  2. 2. <ul><li>Students will individually read, interpret, analyze, and summarize information from different sources in order to understand the origins of different civilizations. </li></ul><ul><li>Students will listen to and read from different sources in English in order to gather, organize, and discuss information with their peers in the development of their collaborative projects. </li></ul><ul><li>Students will apply learning strategies to visualize, examine, predict, analyze, synthesize, and evaluate a variety of materials. Such strategies include using prior knowledge, context cues, predicting, and critical thinking skills. </li></ul><ul><li>Students will share information about the topic with their peers and they will summarize, organize, and present the basic information of their project using a variety of technological resources such as google web maker, Power Point, and Picassa. </li></ul><ul><li>Students will note the importance of individual responsibility for the progress of the whole group. </li></ul>ESL Objectives
  3. 3. STANDARD 2: World History Performance Indicators: Commencement, 2 : Establishing time frames, exploring different periods, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations. Commencement, 3 : Study of the major social, political, cultural, and religious developments in world history involves learning about the important roles and contributions of individuals and groups. Social Studies Standards
  4. 4. STANDARD 3 : Students will listen, speak, read, and write in English for critical analysis and evaluation. Performance Indicator 4: Students will evaluate students’ own and others’ work, individually and collaboratively, on the basis of a variety of criteria, and recognize how chosen criteria affect evaluation. Criteria include visual presentation; clarity of ideas; logic; originality; comprehensiveness; and use of English vocabulary, grammar, and register. (L, S, R, W) STANDARD 4: Students will listen, speak, read, and write in English for classroom and social interaction. Performance Indicator 6: Students will understand and use a variety of context-specific oral communication strategies in American English for a range of personal and academic purposes. Such strategies include making confirmation checks, clarifying or requesting clarification, paraphrasing, and repairing miscommunication. (L, S) ESL Standards
  5. 5. <ul><li>1. INTRODUCTION TO THE TOPIC: </li></ul><ul><li>The teacher introduces the Unit about Ancient Civilizations through the blog, using the map of Ancient Civilizations.As a Diagnostic Assessment, the teacher can use a KLW chart to elicit students' previous knowledge of Ancient Civilizations. </li></ul><ul><li>2. GUIDED PRACTICE: </li></ul><ul><li>Individually, students will watch a short video about early civilizations and they will answer questions about it. </li></ul><ul><li>3. SUMMARY/CLOSURE: </li></ul><ul><li>Students share their answers with their group and they report it to the rest of the class. </li></ul><ul><li>4. HOMEWORK/FOLLOW UP: </li></ul><ul><li>Students will design a time line for homework that includes the basic dates included in the video about Ancient Civilizations. </li></ul>Teaching Activities: Day One
  6. 6. <ul><li>1. INTRODUCTION TO THE TOPIC: </li></ul><ul><li>As a Do Now, students share their Ancient Civilizations timelines with the rest of the members of their small groups. </li></ul><ul><li>Each group designates one student to report their findings and the teacher will collect group information and design a class timeline using </li></ul><ul><li>2. GUIDED PRACTICE: </li></ul><ul><li>The teacher presents the questions for research included on the second blog post. </li></ul><ul><li>Each group of students decides which civilization they want to research on. </li></ul><ul><li>The teacher shows students different resources on the website to conduct research. </li></ul><ul><li>3. SUMMARY/CLOSURE: </li></ul><ul><li>Students divide their work according to different characteristics of each civilization </li></ul><ul><li>4. HOMEWORK/FOLLOW UP: </li></ul><ul><li>Students complete research pages at home using the resources posted on blog. </li></ul>Teaching Activities: Day Two
  7. 7. <ul><li>1. INTRODUCTION TO THE TOPIC: </li></ul><ul><li>Teacher prepares students to develop the research tasks in the class. Configuration of small groups is decided. </li></ul><ul><li>The teacher guides students to access the research handouts and resources from the blog. </li></ul><ul><li>2. GUIDED PRACTICE: </li></ul><ul><li>Individually, students will research the information related to their assigned characteristics for each one of the civilizations </li></ul><ul><li>3. SUMMARY/CLOSURE: </li></ul><ul><li>Students report to their group about their findings. </li></ul><ul><li>4. HOMEWORK/FOLLOW UP: </li></ul><ul><li>Complete the summary handout with the research findings. </li></ul>Teaching Activities: Day Three
  8. 8. <ul><li>1. INTRODUCTION TO THE TOPIC: </li></ul><ul><li>As a Do Now, students share the the summaries of each one of the characteristics. </li></ul><ul><li>Each student reads and grades their group mates findings using a Review Rubric. </li></ul><ul><li>2. GUIDED PRACTICE: </li></ul><ul><li>Students will start designing the website about their civilization. The teacher shows a sample of the product in order to guide students through the design of their websites. </li></ul><ul><li>Each individual student will use the Questions Guideline posted on the blog to organize, summarize, and synthesize their information. </li></ul><ul><li>3. SUMMARY/CLOSURE: </li></ul><ul><li>The teacher shows different samples of student projects developed during session. </li></ul><ul><li>4. HOMEWORK/FOLLOW UP: </li></ul><ul><li>Students will work on their corresponding part of the website and they will finish it for the next day. </li></ul>Teaching Activities: Day Four
  9. 9. <ul><li>1. INTRODUCTION TO THE TOPIC: </li></ul><ul><li>Students will assemble their websites during the first part of the class. </li></ul><ul><li>Teacher will show the assessment rubric for the presentation and content of the website. </li></ul><ul><li>2. GUIDED PRACTICE: </li></ul><ul><li>Students will finish developing their group website following the requirements of the rubrics for content and format. </li></ul><ul><li>3. SUMMARY/CLOSURE: </li></ul><ul><li>each group of students will show their product to the rest of the class before the presentations. </li></ul><ul><li>4. HOMEWORK/FOLLOW UP: </li></ul><ul><li>Students will prepare the presentation of the website individually and following the presentation checklist provided by the teacher. </li></ul>Teaching Activities: Day Five
  10. 10. <ul><li>1. INTRODUCTION TO THE TOPIC: </li></ul><ul><li>Students spend the first part of the class working in groups to present their projects. </li></ul><ul><li>2. GUIDED PRACTICE: </li></ul><ul><li>Each group presents their project while the rest of the class takes notes about each others presentations. </li></ul><ul><li>Students write a three paragraph free-write about one of the civilizations that they have not prepared summarizing the content and their impressions of the project. Students will send these reflections by e-mail to the members of other groups. </li></ul><ul><li>3. SUMMARY/CLOSURE: </li></ul><ul><li>Students complete their assessments about their experiences. Working in groups. </li></ul><ul><li>4. HOMEWORK/FOLLOW UP: </li></ul><ul><li>Students will use to prepare a questionnaire of the 10 most important points of their civilization that will be used as a final assessment of this project. </li></ul>Teaching Activities: Day Six