Unit Plan- Family Differences

Unit Plan- Family Differences

Project description
This assignment provides participants to demonstrate how to develop an overview of a language arts unit, utilizing a comprehensive literacy approach and a commitment to critical pedagogies. Each student will connect the unit to curriculum expectations (ONTARIO)- http://www.edu.gov.on.ca/eng/curriculum/elementary/

This unit plan will take on the design of a design down model of unit planning consistent with ministry expectations and current assessment practices. This planning model emphasizes the implemtation of key curriculum expectations and enduring understandings, which is where we approach learning as inquiry and locate students and student interest as our basis for instructional practices and decisions.

You are required to plan an overview of a language unit, which is a series of lessons that lead directly to a creative and relevant culminating task (final assessment). The lessons must prepare students to complete the culminating task and present the assessment FOR, AS and FOR learning of the expectations chosen for the unit. Please use the template provided. You will be addressing elements of the unit in class to scaffold your thinking and work. Your unit much include the following

Plan:
1) the enduring understanding for the unit
2) the over and specific curriculum expectations for the unit
3) essential questions for the unit based on the components of critical literacy
4) What students will know and be able to do by the end of the unit
a. language expectations (focus on higher order)
b. components of critical literacy ** (focusing on multiple view points, common place, sociopolitical and promoting social justice
c. thinking skills (metacognition)
5) Overview of assessment for learning, and of learning tasking (pre and post)
6) Overview of lessons leading to culminating task

Assessment:
1) Learning goals
2) How students will demonstrate their learning to you
3) At least 2 different assessment methods that cover the 4 areas of the acheivement chart (knowledge/understanding, thinking, application, communication)

Lesson Plans:
1) 2 lessons plans that demonstrate the gradual release of responsibility (from unit plan – template also attached)
2) Specific curriculum expectations addressed
3) A variety of instructional strategies that engage critical literacy and culturally relevant pedagogy
4) Detailed description of what students and teachers will be doing throughout the lesson.

Learning Goals:
•    Learning goals are brief statements that describe, for students, what they should know and be able to do by the end of a period of instruction (connected to the expectations)

Assessment & Evaluation
SUCCESS CRITERIA/HIGHLIGHTS & SUMMARIES:
•    Success criteria describe, for students, what successful learning ‘looks like’. What does level 3 look like? Will you post success criteria? Will the students help you create success criteria?
ASSESSMENT STRATEGY:
What will you focus your assessment on? Are you looking at the product or process, metacognition skills etc.?
o    Assessment ‘of’ learning
o    Assessment ‘for’ learning
o    Assessment ‘as’ learning    o    Knowledge & understanding
o    Thinking
o    Communication
o    Application
ASSESSMENT TOOLS:
o    Anecdotal
o    Rating Scale
o    Checklist
o    Rubric
o    Other
Sample assessment tool MUST BE ATTACHED    SOCIAL JUSTICE FRAMEWORK:
Key Elements:
BLOOM’S TAXONOMY:
o    Remembering/Knowledge
o    Understanding/
ComprehensIon
o    Applying/Application
o    Analyzing/Analysis
o    Evaluating/Synthesis
o    Creating/Evaluating    PROBLEM SOLVING PROCESSES IN MATH:
o    Reasoning & Proving
o    Reflecting
o    Representing
o    Selecting Tools
o    Computational Strategies
o    Connecting
o    Communicating    MULTIPLE INTELLIGENCES:
o    Spatial/Visual
o    Linguistic/Verbal
o    Musical
o    Intrapersonal
o    Interpersonal
o    Logical/Math
o    Bodily Kinesthetic
o    Naturalist
ACCOMODATIONS/ MODIFICATIONS:
o    decreased workload
o    peer tutoring
o    increased time
o    different mode of response
o    visual aid/manipulatives
o    use of a timer
o    technology
o    teacher assistance
o    other    DIFFERENTIATION:
•    What to learn (content)
•    Ways of learning (process)
•    Ways of demonstrating learning (product)

Prior Learning
•    Identify what the students already know and how their personal and cultural resources are relevant.
•    Identify what prior learning will have already been demonstrated prior to this lesson
Prior to this lesson, students will have:

Materials and Resources

Time    Steps/Activities    Pedagogical Framework:
Assessment As/For/Of Learning

Minds On
•    Establish a positive learning environment
•    Connect to prior learning and/or experiences
•    Setting the context for learning    Connections to Framework    Assessment Opportunities

Action
•    Introduce new learning or extending/reinforcing prior to learning
•    Provide opportunities for practice and application of learning (guided/independent)        Assessment Opportunities

Consolidation and Connection
•    Helping students demonstrate what they’ve learned
•    Providing opportunities for consolidation and reflection        Assessment Opportunities

Next Steps

Adapted from Lewison, Leland and Harste. Creating Critical Classrooms (2004)

Disrupting the Commonplace:

•    Disrupt stereotypical and commonly held assumptions

Considering Multiple Viewpoints:

•    Understanding texts on different levels

Focus on the Socio-Political:

•    Understanding social and/or political issues between individuals or in society at large

Take Action to Promote Social Justice:

•    Understanding ways in which people can be powerful in their own worlds

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