STAGE ONE – IDENTIFY DESIRED RESULTS |
Alla Chelukhova Unit 3: The Search for World Stability 1919-1939 (The Great Depression; Hitler, Mussolini, Franco) Lincoln School November 7-December 2, 2011 |
PROFESSIONAL CONTENT STANDARDS:
1. Culture (NCSS S1) 2. Time, continuity and change (NCSS S2) 3. People, places, environments (NSCC S3) 4. Individual development and identity (NSCC S4) 5. Power, authority, and governance (NSCC S6) 6. Civic ideas and practices (NSCC S10) |
BIG IDEA:
Can history be ethical? |
ESSENTIAL QUESTIONS : What are the big, overarching questions that are central to your discipline and to the content you are going to teach?
|
ESSENTIAL UNDERSTANDINGS: What central concepts or ideas will students understand?
|
STUDENT KNOWLEDGE: Students will know… |
STUDENT SKILLS: Students will be able to… |
|
|
STAGE TWO – ASSESSMENT EVIDENCE |
What summative performance tasks will students produce?
|
What other assessments will you use to help students demonstrate their understanding (diagnostic, formative and interim)?
1. Entrance and exit tickets 2. Anticipation guides 3. Chalk Talk 4. Carousel 5. Post-it graphs 6. Journaling 7. Games on basic chronology 8. Mapping 9. Homework 10. Participation 11. Analysis of current events 12. Analytical writing |
STAGE THREE – PLAN LEARNING EXPERIENCES |
What instructional methods will you use to teach the identified learning objectives? (See WHERETO and Teaching Techniques to Try for ideas)?
W-Clearly expressed, discussed, and transparent daily objectives H- Music, video clips, various authentic book excerpts E- Reflective journaling, compiling lists, hypothetical solutions to real-life dilemmas, regular vocabulary notes R- Journaling, feedback, carousel, anticipation guides E- Peer assessment, Socratic method of questioning, integrating assessment into leaning T- Entrance tickets, anticipation guides, exit tickets O- Routines and culture, folders, “living” items |
Reflection
I taught three units during my student teaching, and I think this one was the most successful teaching and learning experience.
- I learned to streamline. I have not completely mastered focus yet, but I am better at estimating how much material I can realistically fit into a lesson. I learned to simplify my goals and objectives, although there is some work to be done in this area, too. And I learned to prioritize content, which was a very difficult task to master. I am not completely satisfied with it yet, but I know what I need to do to succeed, and I hope to get there.
- I thought the assessments were varied and successful. Students took daily notes on their reading, represented textual information in visual symbols, interpreted history through fairy tales, created a fairy tale, supplemented them with detailed and well-supported historical annotations, and participated in daily discussions and regular group work.
- Students mastered content. On the last day of class, I gave the students most of the unit and asked them to self-assess. The students were asked to think about the essential understandings, student skills and student knowledge. I copied these areas and asked the students to evaluate their mastery of each standard. Most of them felt like they knew, understood, or were skilled in 90% of the material.
- The progression of learning made sense to the students, which created a receptive learning environment.
Login