Thematic Unit Lesson Plan by GnuCI3


									Assessment # 3

EDS 709, 710, 719

Thematic Unit/Lesson Plans

 The Thematic Plan is a planned learning experience around a central theme of moderate length,
that clearly defines the most central concepts and critical outcomes that all student will be expected
to learn.

The Plan addresses national standards and state-level frameworks that identify student
performance and competencies within content areas, and requires the candidate to demonstrate
his/her ability to plan and assess instruction.

The Plan incorporates multiple learning objectives and a summative assessment, and is based on
the expectation of diversity among students from variable socio-cultural backgrounds. As such, it
includes multiple teaching, learning and performance options, derived from researched-based
instructional practices.

Directions to the Candidate:

You must develop a unit plan on a relevant and pre-approved topic that is interdisciplinary in
nature. You must develop and carry out a developmentally appropriate, interdisciplinary, thematic
curriculum unit for a grade level within your area of specialization. In planning for these units, you
will keep in mind the student’s cultural backgrounds, their knowledge, skills, and dispositions, the
learning goals of the classroom, the New York State Curriculum Standards, and the CEC Standards.

The curriculum unit must include the following standards-based elements:

     1. A rationale that demonstrates understanding of human development and characteristics of
     2. Specific instructional strategies and learning activities in the lesson design that demonstrate
        attention to individual learning differences 
 in the inclusive classroom with special emphasis on
        students with disabilities.
     3. Instructional strategies.
     4. Creation and sustenance of positive learning environments and social interactions for students
        with disabilities within the inclusive 
     5. Instructional planning.
     6. Assessment of instruction.
Professor will discuss each element in detail providing examples of appropriate ways to demonstrate
competency for each standard element. The curriculum unit must, more specifically, include the
following elements related to department curriculum unit planning:

    1.   4-6 developmentally appropriate lessons
    2.   overarching goals
    3.   objectives
    4.   unit rationale

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    5.    delineation of local, state, and national standards as appropriate
    6.    delineation of instructional strategies and learning activities
    7.    differentiation of instruction for the inclusive classroom

    8.    assessment of student learning

    9.    culminating activity or follow-up activity
    10.   unit reflection

    Lesson Plan Guidelines

LEHMAN                                      DIVISION OF EDUCATION
COLLEGE                          Counseling, Leadership, Literacy and Special Education

                                   Writing the Lesson Plan

Guidelines for Using Content Area Standards

Standards are broad goals defined at national, state, and local district levels by experts in each subject field. As
broad goals, standards describe “enduring understandings” that go beyond discrete facts or skills. They focus on
concepts, principles, processes, and procedures that bring coherence to a topic and are applicable to new
situations within or beyond a topic.

One of your responsibilities as a teacher is to align your instructional objectives, procedures, and assessments with
national, state, or local standards. Before you write your lesson objectives (in Step 3), take time now to find the
standards appropriate to your state, content area, and grade level(s) that match the goals of your lesson.

You would not likely cover all of the standards for a particular topic in one lesson. You would choose one or more
concepts that could be appropriately taught in one lesson and then design additional, sequential lessons to build
on students’ conceptual understandings to cover all the grade level concepts.


Guidelines for Writing Lesson Objectives:

An instructional objective often contains three main components: the Audience, the Behavior, and the Context. In
these ABCs of objectives, the audience is expectedly the learners or students for your grade level or a span of
grade levels. In constructing lesson objectives, your focus then lies in:

         Identifying the behavior or type of performance you will want your students to engage in during the
          lesson and,
         Describing the context in which students will demonstrate that behavior or performance.

Action words such as compute, identify, demonstrate, predict, analyze, summarize and so forth should be used to
explain or describe what you want students to do. When you write your objectives begin with, “Students will be
able to” and then name the behavior and context for each objective. The following are examples of instructional
objectives for a lesson on


Guidelines for Planning a Lesson Introduction
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Guided by standards and objectives, teachers bring the content of the lesson into the familiar world of the student
through lesson activities and procedures. Learning activities that engage students in “doing” rather than reading or
listening, shift their roles from passive knowledge receivers into more active roles as constructors of meaning.

The introductory activities in a lesson are especially important to its success. Begin the lesson with a “hook” that
creates interest, arouses the motivation of the students, and prepares them for coming activities. An introductory
activity can also enable you to assess the prior knowledge of your students so you can more carefully plan for
instructional modifications during the course of the lesson. Your imagination, creativity, and prior experiences as a
student and teacher are called for here, but be sure to stay true to your lesson content, instructional objectives,
and the standards.

Different introductory activities can be used to engage students, create interest, arouse motivation, and assess
prior knowledge. Here is an example.

Create a “Hook” Open the lesson by showing brief segments of videos, pertinent websites, introducing a walk
through the illustrations of a book, a newspaper or magazine article, or some other brief opportunity to pique
student interest and perhaps gauge prior knowledge.

Stimulate Dialogue. Dialogue between students and between you and students can be initiated by questions.

        Ask: What is weather? What factors are important in producing weather? How are these various factors
         measured? How are these factors used in predicting the weather?

Guide Student Discourse. In guiding student discourse, try to go beyond surface knowledge and probe for
connections that demonstrate understanding.

        Even as your goal here is to have students observe something specific, be generally accepting of students’
         answers. Record them in your own notes and/or on the chalkboard. Remember that the purpose of an
         introductory activity is to engage students in “doing,” to create interest, and to arouse motivation. There
         will be plenty of opportunities in later activities for students to confront and clear up misconceptions and
         construct new knowledge and understandings.
        Introductory activities should be brief. Your goal here is to open a door to learning. As soon as possible,
         escort your students through the door by moving on to the next sequence of activities.


Guidelines for Designing and Sequencing Lesson Activities

Your lesson plan should include a step-by-step order to identify each student activity and teaching strategy you will
use to reach your instructional goals. Note that some lessons you plan will be completed in one class session but
many will take place over several days. Plan accordingly.

Here are some considerations in designing and sequencing lesson procedures.

    1.   Consider what content and skill tasks can best involve the students in gathering information, organizing it,
         and using the new information in some way.
    2.   Key all lesson procedures to the instructional objectives you created for the lesson.
    3.   Design original activities and consult various lesson sources for developmentally appropriate strategies
         and ideas.

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    4.   Select lesson activities and procedures that fit a particular instructional approach. For example, lesson
         formats for a guided inquiry lesson, reading and writing workshop, or direct instruction would each use a
         specific sequence of strategies.
    5.   Ask yourself appropriate questions to guide your planning and lesson procedures. For example, in an
         inquiry lesson, ask: What questions related to the introductory activities can students investigate? What
         information or data should they collect? How can I have them organize the information? How can I help
         them make sense of the information gathered? How will students apply what they learn to demonstrate
         their learning?

Steps might include:

        Data gathering
        Interpretation of gathered data
        Extension


Guidelines for Differentiating Instruction

Where Students May Struggle

Begin by brainstorming a list of areas within your lesson where students may struggle. Consider common
misconceptions as well as the individual needs of the students in your classroom. Ask yourself:

        Is there vocabulary to address up front?
        Is there prior knowledge students need to build upon?
        Are there steps in the procedure that might be new and should be reviewed?

Differentiating Instruction

Building on this list, generate specific adaptations that will help the lesson reach all students in the classroom. Be
sure to interact with all of your students and be prepared to provide moment by moment scaffolding assistance as
needed. Ask yourself:

        Should vocabulary be translated to English learners’ home language(s)?
        Are there physical adaptations that could be made for students with visual, hearing, or physical
        Can additional challenged be embedded for gifted learners?


Guidelines for Engaging in Formative Assessment

Assessments that are directly related to the lesson objectives need to be built into lesson planning. Formative
assessment involves gathering information during the lesson through listening to and observing students, assessing
their performances, or examining their products. In ongoing assessment, student performances might be assessed
by asking students to discuss, write, measure, collect and organize information, make a visual or audio
presentation, and so on. Ongoing assessment could also involve tangible products such as writing samples, data
tables, models, reports, written explanations, and problem solutions.

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Ongoing assessment may begin at the onset of a lesson by accessing prior knowledge and continue throughout the
lesson to determine students’ learning. Assessment during a lesson will allow you to check individual student
understanding or the development of skills, abilities, and knowledge and to make adjustments while the lesson is
in progress.


Guidelines for Developing Rubrics

Rubrics can be used as ongoing or end of lesson assessment tools. These are scoring guides to document and judge
the quality of student performances or products. A checklist is simply a list of expected abilities or performances,
with space available for teacher observations and notes. A rubric defines several different levels of knowledge and
abilities in specific terms.

Teacher-made paper and pencil tests or tests provided by basal publishers can also be used to provide a basis for
feedback to students and for monitoring and adjusting instruction for continuous improvement of learning.


Guidelines for Preparing Summative Assessments

End of lesson assessments ask students to demonstrate learning through performance tasks or with paper and
pencil tests.

Performance tasks offer a wider range of options than traditional tests for students because they ask students to
communicate what they know and what they are able to do with their knowledge. Performance assessment tasks
are generally authentic. Performance tasks always require student performances that can be observed or a
product that can be examined. Performance tasks are particularly useful for allowing students to demonstrate new
abilities, and at the same time, display their understanding by applying what they know.

Creating a good performance task involves determining the focus of the task, setting the context for the task,
writing directions for students, and developing a scoring guide. Checklists and rubrics might serve as scoring


Guidelines for Choosing and Listing Lesson Materials and Resources

Research indicates that people do not learn just from being told. In the process of constructing new knowledge,
students need opportunities to try things out, process the results of their activities, learn from their mistakes, and
try again. Regardless of the subject area, good lessons must utilize an abundance of materials and resources for
student use.

Materials are the physical objects you will need to implement student activities and instructional procedures.
These may include laboratory materials and microscopes in science; measuring instruments, such as rulers and
balance scales in mathematics and science; maps and globes, calendars, or primary source documents for social

Resources include the information sources you may use in your lessons. Examples include the Internet, the library,
reference books, videos, DVDs, and so on. Once you have written your lesson activities and determined the

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teaching strategies and assessment tools you will use create a list of materials and resources you will need for your

Create a list of materials that you will need to teach your lesson and that student groups will need to conduct
weather investigations. Include:

          Teacher Materials
          Student Materials

STANDARD 7                                                      EDS 709, 710, 719

Standard 7: Instructional Planning:

Assessment 5. Assessment of candidate effect on student learning – Case Study

Thematic Unit/Lesson           Exceeds Target          Target                      Does not meet Target

                               Candidate will          Candidate will              Candidate will
                               develop a long-range    develop a long-range        develop a long-range
7. 1                           individualized          individualized              individualized
                               instruction plan for    instruction plan for        instruction plan for
                               the child anchored in   the child anchored in       the child anchored in
                               both general and        both general and            both general and
                               special education       special education           special education
                               curricula and that      curricula and that          curricula but that
                               comprehensively         addresses his/her           does not address
                               addresses his/her       needs in all but two        his/her needs in three
                               needs in all            developmental               or more of the five
                               developmental           domains.                    developmental
                               domains namely                                      domains.
                               physical, social-
                               emotional, cognitive,
                               language and

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7.2                    Candidate will             Candidate will            Candidate will
                       translate the              translate the             translate the
                       individualized plan for    individualized plan for   individualized plan for
                       the child into selected    the child into selected   the child into selected
                       short-term goals and       short-term goals and      short-term goals and
                       objectives that            objectives that           objectives that does
                       adequately address         address all but two       not address his/her
                       all areas of               areas of                  needs in three or
                       development namely         development.              more of the five
                       physical, social-                                    developmental
                       emotional, cognitive,                                domains.
                       language and

7.3                    Candidates will select     Candidates will select    Candidates will not
                       appropriate                appropriate               select appropriate
                       instructional,             instructional,            instructional
                       scientifically validated   scientifically            scientifically validated
                       materials given the        validated materials       materials given the
                       exceptionality, age,       given the                 exceptionality, age,
                       and special                exceptionality, age,      and special
                       instructional needs of     and special               instructional needs of
                       the student, in 5 out      instructional needs of    the student, or
                       of 5 lessons.              the student, in 4 out     candidates will select
                                                  of 5 lessons.             appropriate
                                                                            materials in fewer
                                                                            than 3 out of 5

7.4                    Candidates will            Candidates will           Candidates will not
                       consistently and           modify instructional      adequately and
                       appropriately modify       materials and/or          accurately modify
                       all instructional          settings given the        instructional
                       materials and settings     exceptionality, age,      materials and/or
                       given the                  and special               settings given the
                       exceptionality, age,       instructional needs of    exceptionality, age,
                       and special                the student in 4 out      and special
                       instructional needs of     of 5 lessons.             instructional needs of
                       the student In 5 out                                 the student, or
                       of 5 lessons.                                        candidates will
                                                                            modify instructional
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                                                                           materials with
                                                                           accuracy in fewer
                                                                           than 3 out of 5

7.5                    Candidates will           Candidates will adapt     Candidates will not
                       consistently and          instructional             adapt instructional
                       accurately adapt          materials given the       materials given the
                       instructional             exceptionality, age,      exceptionality, age,
                       materials given the       and special               and special
                       exceptionality, age,      instructional needs of    instructional needs of
                       and special               the student in 4 out      the student , or
                       instructional needs of    of 5 lessons.             candidates will adapt
                       the student in 5 out                                instructional
                                                 Candidate uses
                       of 5 lessons.                                       materials in fewer
                                                 several teaching          than 3 out of 5
                       Candidate uses a wide     strategies (at least 3)   lessons.
                       variety of teaching       aimed specifically at
                       strategies (at least 5)   promoting critical        Candidate uses very
                       aimed specifically at     thinking, problem         few teaching
                       promoting critical        solving and               strategies aimed
                       thinking, problem         performance skills.       specifically at
                       solving and               Intended questions        promoting critical
                       performance skills.       specified in plan         thinking, problem
                       Intended questions        progressively ascend      solving and
                       specified in plan         Bloom’s Taxonomy          performance skills.
                       progressively ascend      with several              Intended questions
                       Bloom’s Taxonomy          questions in later        specified in plan do
                       with the majority of      lessons addressing        not progressively
                       questions in later        analysis, synthesis,      ascend Bloom’s
                       lessons addressing        and evaluative areas.     Taxonomy. Most
                       analysis, synthesis,                                questions throughout
                       and evaluative areas.     A written                 the unit remain on
                                                 explanation               the lower ends of the
                       A written rationale       generated by the
                       generated by the          candidate describes
                       candidate will            their choices but does    A written explanation
                       completely support        not completely            generated by the
                       these decisions.          support these             candidate fails to
                                                 decisions with a          provide a strong
                                                 strong and                rationale for these
                                                 comprehensive             decisions.

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7.6                    Candidates will use       Candidates will use        Candidates will not
                       consistently select       scientifically validated   accurately use
                       and use scientifically    technology to support      scientifically validated
                       validated                 instruction given the      technology to support
                       technologies to           exceptionality, age,       instruction given the
                       support instruction,      and/or special             exceptionality, age, or
                       given the                 instructional needs of     special instructional
                       exceptionality, age,      the student in 4 out       needs of the student,
                       and special               of 5 lessons. A written    or candidates will
                       instructional needs of    explanation                accurately use
                       the student in 5 out      generated by the           technology to support
                       of 5 lessons.. A          candidate describes        instruction in fewer
                       written rationale         their choices but does     than 3 in 5 lessons.
                       generated by the          not completely             A written explanation
                       candidate will            support these              generated by the
                       completely support        decisions with a           candidate fails to
                       these decisions.          strong and                 provide a strong
                                                 comprehensive              rationale for these
                                                 rationale.                 decisions.

7.7                    Candidates will           Candidates will, in        Candidates will
                       consistently              general, collaborate       occasionally seek out
                       collaborate with the      with appropriate           appropriate
                       student, the student’s    personnel 94-85% of        personnel to develop
                       family, and               the time to develop        some instructional
                       appropriate               instructional              modifications and
                       personnel to develop      modifications and          adaptations. and will
                       all instructional         adaptations.               not consistently
                       modifications and                                    collaborate with the
                       adaptations. The          The protocol and           student and student’s
                                                 process of
                       protocol and process                                 family. There will not
                       for communication         communication              be a clear
                       among these parties       between parties is         communication
                       is clear to all parties   not clearly specified,     protocol in place, and
                       and is consistently       and the candidate will     candidates will
                       followed, and             share their findings       inconsistently share
                       candidates share          with parents of the        their findings with
                       findings with             child twice a month.       parents of the child
                       parents/caretakers on                                fewer than twice a

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                       a weekly basis.                                   month.

7.8                    Unit plan and            Unit plan and            Unit plan and
                       individual lessons       individual lessons       individual lessons do
                       specify at least 5       specify at least 3       not specify at least 2
                       different ways           different ways           different ways
                       candidate will           candidate will           candidate will
                       differentiate            differentiate            differentiate
                       instruction for          instruction for          instruction for
                       students.                students                 students.

                       A written rationale      A written explanation    A written explanation
                       generated by the         generated by the         generated by the
                       candidate will           candidate describes      candidate fails to
                       completely support       their choices but does   provide a strong
                       these decisions.         not completely           rationale for these
                                                support these            decisions.
                                                decisions with a
                                                strong and

7.9                    Unit includes detailed   Unit includes some       Unit does not include
                       accommodations for       mention of               accommodations for
                       long and short-range     accommodations for       long and short-range
                       individualized           long and short-range     individualized
                       instructional plans      individualized           instructional plans.
                       anchored in both         instructional plans      The unit plan does
                       general and special      anchored in both         not include steps to
                       curricula. These plans   general and special      be taken to modify
                       emphasize explicit       curricula. These plans   instruction based on
                       modeling and             emphasize explicit       ongoing analysis of
                       efficient guided         modeling and             the individual’s
                       practice to assure       efficient guided         learning progress.
                       acquisition and          practice to assure       Unit plan does not
                       fluency through          acquisition and          include use of
                       maintenance and          fluency through          technologies to
                       generalization. Noted    maintenance and          support instructional
                       in the unit plan are     generalization. Noted    planning and
                       concrete steps to be     in the unit plan are     individualized
                       taken to modify          basic steps to be        instruction.
                       instruction based on     taken to modify
                       ongoing analysis of      instruction based on
                       the individual’s         ongoing analysis of
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                       learning progress.       the individual’s
                       Unit plan includes       learning progress.
                       ways candidate           Unit plan includes
                       intends to facilitate    ways candidate
                       instructional planning   intends to facilitate
                       in a collaborative       instructional planning
                       context including the    in a collaborative
                       individuals with         context including the
                       exceptionalities,        individuals with
                       families, professional   exceptionalities,
                       colleagues, and          families, professional
                       personnel from other     colleagues, and
                       agencies as              personnel from other
                       appropriate. Unit plan   agencies as
                       includes use of          appropriate. Unit plan
                       technologies to          includes use of
                       support instructional    technologies to
                       planning and             support instructional
                       individualized           planning and
                       instruction.             individualized

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