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									                    Standards-Based Unit Planning Template

Part 1: Unit Planning Template

Teacher(s)    _________________________________________________


Subject(s)/Course(s):___World History_________ Grade/Level: ________10______

Unit Topic/Focus: _____Age of Revolutions_____________________

Integration with other content areas (if applicable)_____________________

Estimated time for implementation:___3 weeks________________________

Connections to previous/future learning: ___Enlightenment______________


Standards (see Combined Curriculum Documents and others):
   Academic Expectations           Program of Studies                 Core Content for
                                                                       Assessment
                                 world civilizations (e.g.,
2.2.0                            African, Asian, European,         5.3.3
                                 Latin American, Middle            1.1.1
                                 Eastern) can be analyzed by       1.1.2
                                 examining significant eras
                                 (Renaissance, Reformation,
                                 Age of Exploration, Age of
                                 Revolution, Nationalism and
                                 Imperialism, Technological
                                 Age, 21st Century) to develop
                                 chronological understanding
                                 and recognize cause-effect
                                 relationships and multiple
                                 causation


Other Standards (e.g., national, district, technology, world languages,
Kentuck y Occupation al Sk ill Standards , etc.):
                    Standards-Based Unit Planning Template


Unit Organizer:
A statement or question that:
     Focuses on realistic issues or problems
     Communicates the content standards in a way that engages students
     Connects learning to prior knowledge, experiences, skills, beliefs, and customs

How do people create societal change?




Part 1: Unit Planning Template

Essential Questions (3-5 questions that guide lesson planning/focus):
Each question reflects

      Selected content standards
      Connection of learning with living
      Thinking, Problem-Solving, Application of Learning
      Engaging, Student-Centered Instruction

How did an Age of Revolution help contribute to the current social, political, and
economic status of the world today?
How did the ideas of the Enlightenment lead to the Age of Revolution?
How did the reign of Napoleon help increase nationalism in Europe?




Connections to Literacy: Literacy includes, reading, writing, and the creative and
analytical acts involved in producing and comprehending text.
.




Connections to Career/Workplace: These are the skills necessary for a successful
transition to postsecondary education or work and a desire for life-long learning in a
global society.
                    Standards-Based Unit Planning Template

Part 1: Unit Planning Template

Culminating Activity/Assessment:
A product or performance that
      Allows learner to demonstrate their knowledge of targeted content standards
       through a variety of formats (Universal Design).
      Offers choice to meet learners differentiated needs.
      Directs the development of instructional strategies and activities.
      Includes scoring guide/rubric to inform learners of expectations.


The Culminating Project: A Revolutionary Mural
This culminating project challenges students to create annotated murals that examine
the unit’s Essential Question: How do people create societal change?

Component #1: Independent work

Each student will create a poster from the perspective of the people involved in one of
the revolutions presented in this unit of study. The poster should include:
    o A focus on one revolution discussed from the unit.
    o A variety of elements—maps, timelines, symbols, illustrations, and quotations—
        to address the causes and effects of the revolution presented.

Component #2: Collaborating with a partner

Working with a classmate who chose a different revolution, each pair of students will
create a second poster illustrating the interaction/connection/difference between the two
revolutions. The poster should compare:
    o The causes and outcomes of the revolutions.
    o The roles of the revolutionaries in the revolutions.

Creating a three-panel mural

Each pair of students will now combine their posters into one, three-panel mural.


 Revolution 1 / Student A     Comparing and                  Revolution 2 / Student B
                              contrasting/illustrating the
                              two revolutions


Component #3: Written synopsis

Each pair will create a written synopsis that describes the following:
   o The two revolutions depicted.
   o The objects used and/or represented, and their symbolism.
   o The elements (shape, form, etc.) that were used to communicate meaning in the
      mural.
                   Standards-Based Unit Planning Template

Component #4: Presentation

   Each pair will give a brief presentation to their classmates in which they explain the
   mural, its content and form. Classmates are responsible for giving constructive
   feedback about the historical content of each pair’s mural.

                        Revolution Culminating Activity
  Category                4              3             2                                  1
 Individual       Poster was historically   Poster accurate     Poster not          Nu merous
 Poster           accurate and included     and included        entirely accurate   errors, no
                  appropriate graphics      appropriate         and included        visuals
                  and visuals are           visuals.            inappropriate
                  aesthetically pleasing                        visuals.
 Comparison       Poster was historically   Poster accurate     Poster not          No co mparison,
 Poster           accurate comparing        and compared the    entirely accurate   no visuals
                  causes, outcomes, and     causes, outcomes,   and included
                  roles of                  and roles of        inappropriate
                  revolutionaries.          revolutionaries.    visuals.
                  Included appropriate      Included
                  graphics, and visuals     appropriate
                  are aesthetically         visuals.
                  pleasing.
 Written          Clear understanding       Adequate            Inadequate          No written
 Synopsis         of the similarities and   understanding of    understanding       synopsis
                  differences between       similarities and
                  the two revolutions.      differences.
 Presentation     Demonstrates              Adequate            Inadequate          No presentation
                  understanding of the      understanding of    understand and
                  similarities and          similarities and    no exp lanation
                  differences and           differences and     of visuals.
                  provides a clear          explanation of
                  explanation of visuals.   visuals.




Part II: Lesson Plan Template
                   Standards-Based Unit Planning Template


Lesson Topic/Focus:__Introduction to Unit/The American Revolution

Estimated duration of lesson:___1 90 minute block

Targeted Standards:
   Academic       Program of Studies        Core Content for    Other: English Language
 Expectations                                 Assessment        Proficiency, Kentucky
                                                                World Languages
                                                                Framework, Technology
                                                                Student Standards,
                                                                Kentucky Occupation al
                                                                Skill Standards

2.20              world civilizations      5.3.3
                  (e.g., African, Asian,   1.1.1
                  European, Latin          1.1.2
                  American, Middle
                  Eastern) can be
                  analyzed by examining
                  significant eras
                  (Renaissance,
                  Reformation, Age of
                  Exploration, Age of
                  Revolution,
                  Nationalism and
                  Imperialism,
                  Technological Age,
                  21st Century) to
                  develop chronological
                  understanding and
                  recognize cause-effect
                  relationships and
                  multiple causation


Targeted Essential Question(s):

How did the ideas of the Enlightenment and European Absolutism lead to revolutions?



Lesson Summary: Brief overview of the lesson
      Review Absolutism
      Graphic Organizer “Revolutions”
      Reading and assignment over Declaration of Independence and natural rights


Part II: Lesson Plan Template
                     Standards-Based Unit Planning Template


Instructional Activities/Assessment: Plan strategies and activities that are equitable
and reflect best practices (e.g. student inquiry, Universal Design, conferencing,
research-based activities, problem-based learning, higher order thinking,
multiculturalism, positive behavior supports, Sheltered Instruction)
Strategies (check all that apply)
 x Summarizing and note taking                  x Reinforcing effort and providing
                                                    recognition
 x Cooperative learning                         x Generating and testing hypotheses
 x Questions, cues and advanced organizers          Identifying similarities and differences
     Homework and practice                          Setting objectives and providing
                                                    feedback
 x Non-linguistic representations                   Other
Marzano http://www.marzanoandassociates. com/
Procedure
Show students parts of the website, http://www.pbs.org/marieantoinette/life/index.html
and have them recall everything they can remember about European Absolutism,
including the causes, the monarchs, and their accomplishments. Have them predict what
they think will happen to the countries of Europe as a result of Absolutism. Students
should share their answers with a partner and then with the class. Next, they should
complete the attached organizer as a formative assessment while listening to a recording
of “Revolution” by the Beatles. Share information about revolutions from
http://www.pbs.org/marieantoinette/revolution/what_is_revolution.html . Finally,
students should complete the reading and assignment from http://www.crf-
usa.org/Foundation_docs/Foundation_lesson_declaration. htm .

Evaluation/Assessment (Formative, Summative, CATS-like)
 x Pre-Assessment                            Open Response
    Anecdotal Records                        On-Demand
    Checklist                           x Writing Portfolio Tasks
    Multiple Choice                          Quiz/Test
 x Open-Ended                                Self-Assessment/Reflection
 x Questioning Techniques                    Other:

Click here for Kentucky General Scoring Guide, Holistic Scoring Guide, and Rubric Template.
Another useful resource is English Language Proficiency Standards for Kentucky Schools
Instructional Companion

Notes:
                   Standards-Based Unit Planning Template


Part II: Lesson Plan Template

Resources/Technology: Think about practical issues and materials needs for lesson
implementation.
http://www.pbs.org/marieantoinette/life/index.html
http://www.pbs.org/marieantoinette/revolution/what_is_revolution.html
http://www.crf- usa.org/Foundation_docs/Foundation_lesson_declaration.htm



Additional Notes/Attachments

                                     REVOLUTION

 Make a physical representation of          How do you feel when you have been
 revolution.                                treated unfairly? How do you react to this
                                            treatment?


 In your own words, describe the word       Draw a picture of what revolution looks
 revolution.                                like to you.




Part II: Lesson Plan Template

Lesson Topic/Focus:__French Revolution__________________

Estimated duration of lesson:___2 blocks

Targeted Standards:
   Academic       Program of Studies        Core Content for      Other: English Language
 Expectations                                 Assessment          Proficiency, Kentucky
                                                                  World Languages
                                                                  Framework, Technology
                                                                  Student Standards,
                                                                  Kentucky Occupation al
                                                                  Skill Standards

2.20               world civilizations      5.3.3
                   (e.g., African, Asian,   1.1.1
                   European, Latin          1.1.2
                   American, Middle
                   Eastern) can be
                   analyzed by examining
                   significant eras
                   Standards-Based Unit Planning Template

                   (Renaissance,
                   Reformation, Age of
                   Exploration, Age of
                   Revolution,
                   Nationalism and
                   Imperialism,
                   Technological Age,
                   21st Century) to
                   develop chronological
                   understanding and
                   recognize cause-effect
                   relationships and
                   multiple causation


Targeted Essential Question(s):

How were the ideas of the Enlightenment reflected in the French Revolution?



Lesson Summary: Brief overview of the lesson
      Encyclomedia video, teacher guide, and blackline masters for The French
       Revolution Part One: April 1789 – September 1791 Causes and onset of the
       Rebellion
      Students will participate in a simulation of the Estates General and the Tennis
       Court Oath
      Students will write and deliver Tennis Court Speeches




Part II: Lesson Plan Template
                     Standards-Based Unit Planning Template


Instructional Activities/Assessment: Plan strategies and activities that are equitable
and reflect best practices (e.g. student inquiry, Universal Design, conferencing,
research-based activities, problem-based learning, higher order thinking,
multiculturalism, positive behavior supports, Sheltered Instruction)
Strategies (check all that apply)
     Summarizing and note taking                x Reinforcing effort and providing
                                                    recognition
 x Cooperative learning                             Generating and testing hypotheses
 x Questions, cues and advanced organizers          Identifying similarities and differences
     Homework and practice                          Setting objectives and providing
                                                    feedback
 x Non-linguistic representations                   Other
Marzano http://www.marzanoandassociates. com/
Procedure
From the Encyclomedia website, take the pre-test before viewing the video, The French
Revolution Part One: April 1789-September 1791 Causes and Onset of the Rebellion. .
Next view the video and complete the video quiz, crossword puzzle, timeline and
vocabulary activities.
Simulation of the Three Estates
The teacher will be the monarch and choose one person to represent the First Estate and
two people to represent the Second Estate. The rest of the class will be the Third Estate.
These three students will then be brought to the front of the class and given special seats
and a treat (such as a cookie). The members of the Third Estate (the class) should
respond to this with comments such as, “Do they have an A?” or “Did you pick them
because they’re always good?” It is important to note these comments because the
members of the First and Second Estates were there mainly because they were born into
those positions and did nothing to deserve their status. Point out to the students that there
are many of them who also make A’s and behave well who are still members of the Third
Estate (similar to the bourgeoisie). The teacher should lead them to the meeting of the
National Assembly at the Tennis Court, and then have the members of the Third Estate to
write their own Tennis Court speeches. In these speeches, they should make reference to
the ideas of the Enlightenment and discontents of the Third Estate. Have the students
share some of their speeches before finishing with an explanation of the Storming of the
Bastille.
Evaluation/Assessment (Formative, Summative, CATS-like)
 x Pre-Assessment                            Open Response
    Anecdotal Records                        On-Demand
    Checklist                           x Writing Portfolio Tasks
    Multiple Choice                     x Quiz/Test
    Open-Ended                               Self-Assessment/Reflection
 x Questioning Techniques                    Other:

Click here for Kentucky General Scoring Guide, Holistic Scoring Guide, and Rubric Template.
Another useful resource is English Language Proficiency Standards for Kentucky Schools
Instructional Companion

Notes:
                  Standards-Based Unit Planning Template



Part II: Lesson Plan Template

Resources/Technology: Think about practical issues and materials needs for lesson
implementation.
Video, The French Revolution Part One: April 1789-September 1791 Causes and Onset
of the Rebellion Teacher’s Guide, and Blackline Masters from
www.ket.org/encyclomedia
Textbook and/or references for Tennis Court Speech



Additional Notes/Attachments




Part II: Lesson Plan Template

Lesson Topic/Focus:__French Revolution__________________

Estimated duration of lesson:___2-3 90 minute blocks

Targeted Standards:
   Academic       Program of Studies       Core Content for   Other: English Language
 Expectations                                Assessment       Proficiency, Kentucky
                                                              World Languages
                                                              Framework, Technology
                                                              Student Standards,
                                                              Kentucky Occupation al
                                                              Skill Standards

2.20              world civilizations      5.3.3
                  (e.g., African, Asian,   1.1.1
                  European, Latin          1.1.2
                  American, Middle
                  Eastern) can be
                  analyzed by examining
                  significant eras
                  (Renaissance,
                  Reformation, Age of
                  Exploration, Age of
                  Revolution,
                  Nationalism and
                  Imperialism,
                  Technological Age,
                  21st Century) to
                  develop chronological
                  understanding and
                   Standards-Based Unit Planning Template

                   recognize cause-effect
                   relationships and
                   multiple causation




Targeted Essential Question(s):

How were the ideas of the Enlightenment reflected in the French Revolution?



Lesson Summary: Brief overview of the lesson
      Encyclomedia video, teacher guide, and blackline masters for The French
       Revolution Part 2: October 1791- November 1799 The Continuing Rebellion
      Students will create a flowchart of events from the Storming of the Bastille
       through Napoleon becoming First Consul
                     Standards-Based Unit Planning Template

Part II: Lesson Plan Template

Instructional Activities/Assessment: Plan strategies and activities that are equitable
and reflect best practices (e.g. student inquiry, Universal Design, conferencing,
research-based activities, problem-based learning, higher order thinking,
multiculturalism, positive behavior supports, Sheltered Instruction)
Strategies (check all that apply)
 x Summarizing and note taking                  x Reinforcing effort and providing
                                                    recognition
 x Cooperative learning                             Generating and testing hypotheses
     Questions, cues and advanced organizers        Identifying similarities and differences
 x Homework and practice                            Setting objectives and providing
                                                    feedback
 x Non-linguistic representations                   Other
Marzano http://www.marzanoandassociates. com/
Procedure
From the Encyclomedia website, take the pre-test before viewing the video, The French
Revolution Part 2: October 1791- November 1799 The Continuing Rebellion. Next view
the video and complete the video quiz, crossword puzzle, timeline and vocabulary
activities. Next, students will work in groups to write and perform skits over the
following events in the French Revolution:
     The Great Fear
     Women March on Versailles
     King Louis XVI attempts to escape
     The Execution of the King and Queen
     The Reign of Terror


Evaluation/Assessment (Formative, Summative, CATS-like)
 x Pre-Assessment                            Open Response
    Anecdotal Records                        On-Demand
    Checklist                                Writing Portfolio Tasks
    Multiple Choice                     x Quiz/Test
    Open-Ended                               Self-Assessment/Reflection
 x Questioning Techniques               x Other: Flowchart

Click here for Kentucky General Scoring Guide, Holistic Scoring Guide, and Rubric Template.
Another useful resource is English Language Proficiency Standards for Kentucky Schools
Instructional Companion

Notes:
                  Standards-Based Unit Planning Template

Part II: Lesson Plan Template

Resources/Technology: Think about practical issues and materials needs for lesson
implementation.
Video, The French Revolution Part 2: October 1791- November 1799 The Continuing
Rebellion Teacher’s Guide, and Blackline Masters from www.ket.org/encyclomedia
Textbook and references for skits




Additional Notes/Attachments

                      French Revolution Skits
                A Confidential Evaluation of My Team

Name________________________________
                                         Horri bly                 Perfectly
 How well did my team work                  1        2   3     4       5
 together?
 How well did each team                     1        2   3     4       5
 member work?




 __________________________

Comments on the Team: _________________________________

_____________________________________________________
_____________________________________________________
_____________________________________________________
___
My greatest challenges during this activity: __________________


My greatest contributions during this
activity:_________________
                     Standards-Based Unit Planning Template


                      Historical Role Play : The French Revolution



   Teacher Name:



   Student Name:     ________________________________________

CA TEGOR
     Y     4                      3                       2                      1
Historical All historical         Almost all historical   Most of the            Very little of the
Accuracy information              information             historical             historical information
           appeared to be         appeared to be          information was        was accurat e and/or
           accurate and in        accurate and in         accurate and in        in chronological order.
           chronological order.   chronological order.    chronological order.


Required   Student included   Student included all Student included              Student included less
Elements   more information   information that     most information              information than was
           than was required. was required.        that was required.             required.




Knowledge Can clearly explain     Can clearly explain     Can clearly explain    Cannot explain one way in which his
Gained    several ways in         several ways in         one way in which       character "saw" things
          which his character     which his character     his character "saw"    differently than
          "saw" things            "saw" things            things differently     other characters.
          differently than        differently than        than other
          other characters        other characters.       characters.
          and can clearly
          explain why.
Role      Point-of-view,          Point-of-view,          Point-of-view,         Point-of-view,
          arguments, and          arguments, and          arguments, and         arguments, and
          solutions propos ed     solutions propos ed     solutions propos ed    solutions propos ed
          were consistently in    were often in           were sometimes in      were rarely in character.
          character.              character.              character.
                   Standards-Based Unit Planning Template

Part II: Lesson Plan Template

Lesson Topic/Focus:__Napoleon__________________

Estimated duration of lesson:___2 blocks

Targeted Standards:
   Academic       Program of Studies        Core Content for   Other: English Language
 Expectations                                 Assessment       Proficiency, Kentucky
                                                               World Languages
                                                               Framework, Technology
                                                               Student Standards,
                                                               Kentucky Occupation al
                                                               Skill Standards

2.20              world civilizations      5.3.3
                  (e.g., African, Asian,   1.1.1
                  European, Latin          1.1.2
                  American, Middle
                  Eastern) can be
                  analyzed by examining
                  significant eras
                  (Renaissance,
                  Reformation, Age of
                  Exploration, Age of
                  Revolution,
                  Nationalism and
                  Imperialism,
                  Technological Age,
                  21st Century) to
                  develop chronological
                  understanding and
                  recognize cause-effect
                  relationships and
                  multiple causation


Targeted Essential Question(s):

How did Napoleon increase feelings of nationalism in Europe?
Why was Napoleon accepted as ruler by the French people?



Lesson Summary: Brief overview of the lesson
      Encyclomedia/Discovery School video, Conquerors: Napoleon and questions
      Students will work in groups to decide if the French people should accept
       Napoleon after he was exiled to Elba
                     Standards-Based Unit Planning Template

Part II: Lesson Plan Template

Instructional Activities/Assessment: Plan strategies and activities that are equitable
and reflect best practices (e.g. student inquiry, Universal Design, conferencing,
research-based activities, problem-based learning, higher order thinking,
multiculturalism, positive behavior supports, Sheltered Instruction)
Strategies (check all that apply)
 x Summarizing and note taking                  x Reinforcing effort and providing
                                                    recognition
 x Cooperative learning                             Generating and testing hypotheses
 x Questions, cues and advanced organizers          Identifying similarities and differences
     Homework and practice                          Setting objectives and providing
                                                    feedback
     Non-linguistic representations                 Other
Marzano http://www.marzanoandassociates. com/
Procedure
From the Encyclomedia website, view the video Conquerors: Napoleon and complete
the questions. Divide the students into committees of 3 or 4 and have them research
more details about Napoleon’s defeat and exile in 1814. Each student should make notes
of this information. Next, the committees should imagine living in France in 1815 at
various levels of society. Within their groups, each student should state whether he/she
would welcome Napoleon back to the position of emperor in France based on their
research. Each student must provide support for his/her opinion based on these factors:
    1. the goals and ideals of the French Revolution
    2. Napoleon’s accomplishments and failures up to 1814
    3. the return of the monarchy under Louis XVIII
Finally, each committee must agree to a position and present this to the class along with
their support.
Students will complete an open response question over Napoleon.
To complete this lesson on Napoleon, students must understand the Congress of Vienna
by completing the attached chart.
Evaluation/Assessment (Formative, Summative, CATS-like)
    Pre-Assessment                      x Open Response
    Anecdotal Records                        On-Demand
    Checklist                                Writing Portfolio Tasks
    Multiple Choice                          Quiz/Test
 x Open-Ended                           x Self-Assessment/Reflection
 x Questioning Techniques                    Other:

Click here for Kentucky General Scoring Guide, Holistic Scoring Guide, and Rubric Template.
Another useful resource is English Language Proficiency Standards for Kentucky Schools
Instructional Companion

Notes:
                                       Standards-Based Unit Planning Template

                  Part II: Lesson Plan Template

                  Resources/Technology: Think about practical issues and materials needs for lesson
                  implementation.
                  Video and questions Conquerors: Napoleon from www.ket.org/encyclomedia
                  Computer lab or reference material over Napoleon
                  Congress of Vienna website http://www.amitm.com/thecon/lesson2.html


Rubric for Group Assignment

3 points: Students were active in class discussions; demonstrated strong research skills;
worked cooperatively in their groups to come to a joint position.

2 points: Students participated in class discussions; demonstrated satisfactory research skills;
worked well in their groups to come to a joint position.

1 point: Students did not participate in class discussions; demonstrated weak research skills;
did not work well with their groups; had difficulty coming to a joint decision.

Napoleon Assignment
A Confidential Evaluation of My Team

Name________________________________
                                             Horri bly                  Perfectly
 How well did my team work                     1         2   3      4       5
 together?
 How well did each team                        1         2   3      4       5
 member work?




 __________________________

Comments on the Team: _________________________________

_____________________________________________________________ ________________



My greatest challenges during this activity: __________________
                                Standards-Based Unit Planning Template




ORQ
Napoleon Bonaparte dominated France from 1799 to 1815. A hero to some, an evil force to others,
he gave his name to the final phase of the revolution- the Age of Napoleon.
   a. Describe the main events in the rise and fall of Napoleon.
   b. Imagine that Napoleon had not been pushed back by the Russians.
      Explain what you think might have happened in Europe?



CONGRESS OF VIENNA
      MAJOR GOALS                             COUNTRIES PRESENT




               Additional Notes/Attachments
                  Standards-Based Unit Planning Template




Part II: Lesson Plan Template

Lesson Topic/Focus:__Industrial Revolution____________________________

Estimated duration of lesson:___3-4 90 minute blocks

Targeted Standards:
   Academic       Program of Studies       Core Content for   Other: English Language
 Expectations                                Assessment       Proficiency, Kentucky
                                                              World Languages
                                                              Framework, Technology
                                                              Student Standards,
                                                              Kentucky Occupation al
                                                              Skill Standards

2.20              world civilizations      5.3.3
                  (e.g., African, Asian,   1.1.1
                  European, Latin          1.1.2
                  American, Middle
                  Eastern) can be
                  analyzed by examining
                  significant eras
                  (Renaissance,
                  Reformation, Age of
                  Exploration, Age of
                  Revolution,
                  Nationalism and
                  Imperialism,
                  Technological Age,
                  21st Century) to
                  develop chronological
                  understanding and
                  recognize cause-effect
                  relationships and
                  multiple causation


Targeted Essential Question(s):

How did new developments in industry help shape the modern world?
                     Standards-Based Unit Planning Template


Lesson Summary: Brief overview of the lesson
        Flow chart of Industrial Revolution
        Assign museum projects
        Allow 1 day for research, 1 day for working on displays, and 1 day for museum
         presentations

Part II: Lesson Plan Template

Instructional Activities/Assessment: Plan strategies and activities that are equitable
and reflect best practices (e.g. student inquiry, Universal Design, conferencing,
research-based activities, problem-based learning, higher order thinking,
multiculturalism, positive behavior supports, Sheltered Instruction)
Strategies (check all that apply)
 x Summarizing and note taking                  x Reinforcing effort and providing
                                                    recognition
 x Cooperative learning                             Generating and testing hypotheses
     Questions, cues and advanced organizers        Identifying similarities and differences
 x Homework and practice                            Setting objectives and providing
                                                    feedback
 x Non-linguistic representations                   Other
Marzano http://www.marzanoandassociates. com/
Procedure
Have students brainstorm anything they can think of that was not mass produced.
Explain the impact that the Industrial Revolution had on people’s lives by having
students simulate an assembly line. Students should comple te the attached flow chart.
Give students rubric for museum assignment. Either have students sign up for an
invention or the teacher may assign the invention. It may be beneficial for them to
choose their own groups so that they may have an opportunity to work together on the
display on their own time. Allow one day for research and one day to work on their
display before holding the museum exhibits. Students should present their invention to
the class and the rest of the students should take notes over their presentations. The
teacher may set up a museum for other classes, teachers, and administrators to view.


Evaluation/Assessment (Formative, Summative, CATS-like)
    Pre-Assessment                           Open Response
    Anecdotal Records                        On-Demand
 x Checklist                                 Writing Portfolio Tasks
    Multiple Choice                          Quiz/Test
    Open-Ended                               Self-Assessment/Reflection
    Questioning Techniques                   Other

Click here for Kentucky General Scoring Guide, Holistic Scoring Guide, and Rubric Template.
Another useful resource is English Language Proficiency Standards for Kentucky Schools
Instructional Companion

Notes:
                  Standards-Based Unit Planning Template



Part II: Lesson Plan Template

Resources/Technology: Think about practical issues and materials needs for lesson
implementation.
Projector for Power Point
Computers, markers, colored paper, display boards, scissors, glue



Additional Notes/Attachments




   Agricultural Rev                   Population Boom




   Urbanization                       New Technologies




   Demand for Goods                   New ways of
                                      thinking
              Standards-Based Unit Planning Template




             Industrial Revolution Museum

You will have the opportunity to create your very own museum
exhibit over an invention during the Industrial Revolution.

Each display must include at least the following items:
   _____ Your exhibit must be on some type of cardboard
    (broken down box, presentation board, etc.) You don’t have
    to spend money on this.
   _____ Each exhibit must have information on
       o How it works
       o Why it was important
       o Who was the inventor
       o Where it was used
       o When it was invented
   _____ Each exhibit must have pictures
   _____ Neatness, organization, and creativity
   _____ You may choose to have a replica of the invention or
    something similar to it. You could even have a
    demonstration on how it worked.
   _____ Creativity
   _____ Presentation

								
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