Unit 10

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					                        Unit 10: Putting It All Together

                                   Lesson Overviews


Unit Purpose: The purpose of Unit 10 is to provide students an opportunity to analyze and
reflect on their new skills and knowledge gained throughout the ME! Lessons.


                              Lesson 1: Assessing My Progress

Objectives
Students will:
1. compare YOU! Scale and ME! Scale responses
2. identify areas of improvement on both Scales
3. identify areas on the scales they would still like to improve

Materials
1. ME! Scale
2. YOU! Scale (completed from unit 9)
3. Worksheet 10-1: My Improvement Plan

Activities and Procedures: This lesson begins with a brief review of the Summary of
Performance & Goals students completed during the last lesson and review and discussion of
KWL charts. Next, students complete the ME! Scale, just as they did during Unit 1, and
compare the answers on the two ME! Scales. Students then compare the YOU! Scale
completed during the last lesson and the YOU! Scale completed during Lesson 1. After
reviewing and discussing the scales, students complete worksheet 10-1: My Improvement
Plan, as they did in Unit 1, to update their improvement plan.

Student Evaluation:
1. Completed YOU! Scale (from unit 9)
2. Completed ME! Scale
3. Worksheet 10-1: My Improvement Plan
4. Participation in class discussion

Extension Activity: Have students work in pairs or small groups to create their own critical
thinking scenario.




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                              Lesson 2: Assessing My Portfolio

Objectives
Students will:
1. identify possible challenges in their future and solutions to those challenges
2. organize their ME! Book according to the provided table of contents
3. identify items to add to their ME! Book
4. complete the ME! Scale

Materials
1. ME! binder
2. ME! Scale
3. YOU! Scale

Activities and Procedures: This final lesson provides students an opportunity to ask any
unanswered questions, organize their ME! Book, and identify times and places to use their
ME! Book in the future. It is crucial that the teacher reviews each student KWL chart before
beginning this lesson. The information on student KWL charts, specifically, unanswered
questions, is the basis of the beginning discussion of this lesson. After KWL discussion,
students use the Table of Contents handout to ensure all necessary products and information
are included and organized in their ME! Books. Next, students break into small groups to
brainstorm ways to improve and use their ME! Books in the future. Each group then presents
their ideas and suggestions to the class. As the final activity, students complete Unit 10
Knowledge Quiz, a comprehensive quiz covering all ten units.

Student Evaluation:
1. Participation in class discussion
2. Completion of ME! Scale
3. Organization of ME! Book

Extension Activity: This lesson does not include an extension activity.




                               Unit 10: Putting It All Together
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                         Unit 10: Putting It All Together

                                 PASS STANDARDS


                   High School Language Arts (Grades 9, 10, 11, & 12)

Reading/Literature: The student will apply a wide range of strategies to comprehend,
interpret, evaluate, appreciate, and respond to a wide variety of texts.
Standard 1: Vocabulary - The student will expand vocabulary through word study,
literature, and class discussion.
Writing/Grammar/Usage and Mechanics: The student will express ideas effectively in
written modes for a variety of purposes and audiences.
Standard 1: Writing Process - The student will use the writing process to write
coherently.
       1. Use a writing process to develop and refine composition skills. Students are
       expected to:
             a. use prewriting strategies to generate ideas such as brainstorming, using graphic
             organizers, keeping notes and logs.
Standard 2: Modes and Forms of Writing - The student will write for a variety of purposes
and audiences using narrative, descriptive, expository, persuasive, and reflective modes.
       1. Write biographical or autobiographical narratives or short stories that:
             a. narrate a sequence of events and communicate their significance to the
             audience.
Standard 3: Grammar/Usage and Mechanics - The student will demonstrate appropriate
practices in writing by applying grammatical knowledge to the revising and editing stages of
writing. Participate independently and in groups to create oral presentations.
       1. Standard English Usage - Demonstrate correct use of Standard English in speaking
       and writing.
             a. Distinguish commonly confused words (e.g., there, their, they're; two, too, to;
             accept, except; affect, effect).
             b. Use correct verb forms and tenses.
             c. Use correct subject-verb agreement.
             d. Distinguish active and passive voice.
             e. Use correct pronoun/antecedent agreement and clear pronoun reference.
             f. Use correct forms of comparative and superlative adjectives.
       2. Mechanics and Spelling - Demonstrate appropriate language mechanics in writing.
             a. Demonstrate correct use of capitals.
             b. Use correct formation of plurals.
             c. Demonstrate correct use of punctuation and recognize its effect on sentence
             structure.
             d. Distinguish correct spelling of commonly misspelled words and homonyms.
        3. Sentence Structure - Demonstrate appropriate sentence structure in writing.

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             a. Use parallel structure.
             b. Correct dangling and misplaced modifiers.
             c. Correct run-on sentences.
             d. Correct fragments.
Oral Language/Listening and Speaking - The student will demonstrate thinking skills in
listening and speaking.
Standard 1: Listening - The student will listen for information and for pleasure.
       1. Focus attention on the speaker’s message.
       2. Use knowledge of language and develop vocabulary to accurately interpret the
       speaker’s message.
       3. Listen and respond appropriately to presentations and performances of peers or
       published works such as original essays or narratives, interpretations of poetry, and
       individual or group performances.
       4. Monitor speaker’s message and clarity and understanding to formulate and provide
       effective verbal and nonverbal feedback.
       5. Use feedback to evaluate own effectiveness and set goals for future presentations.
Standard 2: Speaking - The student will express ideas and opinions in group or individual
situations.
       1. Use formal, informal, standard, and technical language effectively to meet the needs
       of purpose, audience, occasion, and task.
       2. Prepare, organize, and present a variety of informative messages effectively.
       3. Analyze purpose, audience, and occasion to choose effective verbal and nonverbal
       strategies such as pitch and tone of voice, posture, and eye contact.
       4. Ask clear questions for a variety of purposes and respond appropriately to the
       questions of others.




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                                                            Lesson 1 – Assessing My Progress



                                      Lesson 1
                                Assessing My Progress


TIME: 45-60 minutes

OBJECTIVES
Students will:
1. compare YOU! Scale and ME! Scale responses
2. identify areas of improvement on both Scales
3. identify areas on the scales they would still like to improve

MATERIALS
1. ME! Scale
2. YOU! Scale (completed from unit 9)
3. Worksheet 10-1: My Improvement Plan

LESSON OPENING
 Review SOP lesson and KWL charts.

         o In our last lesson you learned about the Summary of Performance and created a
           copy for your ME! Book.

                – Does anyone have questions about the Summary of Performance?
                – Someone give me an example of how you can use your Summary of
                  Performance during high school and/or after high school?

   Provide time and opportunity for students to discuss and share.

         o Lets take a minute to look at your KWL charts to review some of the things you
           learned.

   Provide time and opportunity for students to discuss and share.

PROCEDURE
 1. Students complete the ME! Scale then compare it to the one completed during unit 1.

          Handout: Give each student a copy of the ME! Scale. It should typically take
           students five to ten minutes to complete the scale.

            o I am giving each of you a copy of the ME! Scale. It is the same one you
              completed at the beginning of Unit 1. Take a few minutes to answer all of the


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                                                             Lesson 1 – Assessing My Progress


                 questions listed. Remember, there are no right or wrong answers, just answers
                 that are true for you!

            Provide students with an opportunity to share their answers or ask questions about
             the ME! Scale.

            Have students take out the copy of their ME! Scale from Unit1 and compare it to
             the one they just completed.

             o Did you answer the questions differently this time?
             o What are some differences and similarities in your two scales?

            Provide students with an opportunity to share their answers or ask questions about
             the ME! Scale.


2. Students compare the completed YOU! Scales from Unit 1 and Unit 9.

         Have students take out the completed YOU! Scales they took home at the end of the
          last lesson.

         Have students take out the copy of their YOU! scale from Unit 1 and compare it to
          the one completed during unit 9.

                     o Did your parent/guardian answer the questions differently this time?
                     o What are some differences and similarities in the two YOU! Scales?

         Provide students with an opportunity to share their answers or ask questions about the
          Scales.


2. Students complete worksheet 10-1: My Improvements Plan (repeat of worksheet in unit
   1)

Handout: Distribute worksheet 10-1: My Improvements Plan to each student.

         Go over instructions with the students.
         Encourage students to look at the worksheet they completed during Unit 1.
         How are their answers different this time?
         Provide time for students to complete the worksheet.
         Provide an opportunity for students to share their answers if they wish.
         Have students turn in completed worksheet 10-1: My Improvement Plan.




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                                                           Lesson 1 – Assessing My Progress




Extension Activity: Have students work in pairs or small groups to create their own critical
thinking scenario.

During some of our units we learned about people like Jeremy who needed accommodations
on his biology exam; and, Sonia struggling in her IEP meetings, Chris’s problems
communicating with his principle, and you during your first semester of college at OU. After
each story you identified solutions for each person’s problems. Now you are each going to
create your own short story that identifies a problem you think you might have in the future
or a problem you may have already experienced. Your story can be about high school, tech
center, college, or a job. You need to tell the story, identify the problem, identify 1-3
solutions and then tell us why you choose this story.

Provide students time and opportunity to ask questions and complete task. Have each student
or small group share their story, identified problem, and solutions to the problem.



LESSON CLOSURE
 Provide students time and opportunity to ask any questions they might still have.
 Have students place all completed papers in their ME! Book.
 Tell students that they need to make sure they have all completed work from all lessons
  in their ME! Book for the next lesson.

STUDENT EVALUATION
1. Completed YOU! Scale (from unit 9)
2. Completed ME! Scale
3. Worksheet 10-1: My Improvement Plan
4. Participation in class discussion




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                                                            Lesson 2 – Assessing My Portfolio



                                       Lesson 2
                                Assessing My Portfolio


TIME: 45-60 minutes

OBJECTIVES
Students will:
1. identify possible challenges in their future and solutions to those challenges
2. organize their ME! Book according to the provided table of contents
3. identify items to add to their ME! Book
4. complete the ME! Scale

MATERIALS
1. ME! binder
2. ME! Scale
3. YOU! Scale

LESSON OPENING
Note to teacher: It would be wise to review students’ KWL charts prior to this lesson to
ensure you have all necessary information to answer the questions students have identified
during the units.

   Have students take out individual KWL charts.

    o Throughout the last 9 units you have all used a KWL chart to kept track of your
      learning. Today we are going to take some time to review what you listed in each
      section of your charts. I want to make sure you all got answers to the questions you
      listed on your chart during our units.

   Take the time to discuss student charts and answer all questions.

PROCEDURE
Activity: Have students use the table of contents from Unit 1 to facilitate the organization of
student binders. Each student should make sure they have all items in their binders and in the
correct labeled section.

   After students have organized their ME! Books have them each select 2 -3 items they
    think will be helpful in the future. Have each student share the items they selected with
    the class and explain how they plan to use the items in the future.




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                                                           Lesson 2 – Assessing My Portfolio


   Have students work in pairs or small groups to identify 2 – 3 additional items they would
    like to add to their ME! Book or 2 -3 ways they think they could improve their ME!
    Book. Have each group share their ideas with the class and explain why they think the
    additions or improvements would be beneficial.

LESSON CLOSURE
 Congratulate students on becoming self-aware advocates.
 Encourage students to add to their ME! Book in the future as they see appropriate.
 Remind students that their ME! Book can be helpful in work and school environments
  now and in the future.

Handout: Distribute Knowledge Quiz 10 (comprehensive of all 10 units) for completion.

STUDENT EVALUATION
1. Participation in class discussion
2. Organization of ME! Book
3. Completion of ME! Scale
4. Knowledge Quiz 10




                               Unit 10: Putting It All Together
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