Bpleesteachingportfolio.weebly.com



Part I

The Unit Title and Preface

a) Introduction

I created this unit plan with 115 West Millbrook Middle School students in mind. The unit is a social studies plan for 8th graders. During my observations, I was blown away by how honest and realistic the students were. I wanted my unit to make real-world connection. About 15% of the students in Mrs. Brock’s classes have an individualized education plan. The demographics of each class vary between periods. Most of the students appear to enjoy music, groups like Mindless Behavior and Chief Keef. From viewing their American Revolution brochure project, all the students have significant artistic abilities. While working with my cooperating teacher, I realized that some concepts may require two-day lesson plans. My cooperating teacher also advised me to tell stories while lecturing. I plan to collaborate with special education and reading specialists once I begin full-time student teaching.

b) Organization Principle

I choose freedom as my organizing theme for this unit plan. Freedom is what motivated the mass immigration to the United States during the Industrialization Period. Freedom is essential to the discussion of mass migration and immigration. African Americans newfound freedom allowed them to move from the south to northern and western cities. Considering the Trail of Tears, questions like, “Did Native Americans have freedoms” are essential to the discussion. Freedom is also a great connection to the introduction of World War I. Students can make connections to their personal freedoms of lack of.

c) Primary Subject Matter Focus

My unit includes primary content focus on the period of industrialization in the early 1900s. This period begin with a mass immigration and migration to United States big cities. Immigration is an important topic for students to consider, perspectives, tolerance, and understand the United States “melting pot” title. Students will also consider questions like, why people were attracted to the United States. Despite the multiple cultures, the United States had strict segregation policies in place. It is important for students to understand the clash of policies in the country during this period. The role of women is essential to this period. Women would take on many male roles in the workforce during World War I.

d) Organizing Questions

1. What is the experience of immigration like in the United States?

2. How can wars be prevented?

3. How did emerging technologies affect life during the 1900s?

4. What was the industrialization period like in North Carolina?

5. How important is having a job? How does education influence job opportunities?

e) Goals

1. Students will understand the demise of southern industries after the Civil War.

2. Student will be able to understand the importance and innovation of inventions made during the Industrialization Period.

3. Students will be able to understand the hardship, motivation, and hopes for immigrants arriving in the United States.

4. Students will be able to understand big business practice.

5. Students will be able to describe horrid conditions of 1900s workplaces.

6. Students will be able to understand why labor unions organized against big businesses.

f) General Unit Objectives

SWBAT:

(Cognitive) GO

1. Analysis a poem

1.1 Decide on the best meaning of poem

1.2 Identify literary elements in poem

1.3 Apply understanding of poem to personal life

2. Analysis primary source pictures

2.1 Interpret how people lived from the pictures

2.2 Compare pictures to written works about immigrants

3. Comprehend song lyrics

3.1 Identify meaning of song lyrics

3.2 Apply understanding of lyrics to historical context

3.3 Generate questions in response to song/lyrics

(Affective) GO

1. Participate in classroom discussion

1.1 Respond to teacher generated questions

1.2 Recall facts from readings, both inside and outside of class

2. Develop community in the classroom

2.1 Share ideas and insights with classmates

2.2 Respond to ideas and responses of others in class

2.3 Listen quietly to others’ responses.

3. Value own opinion

3.1 Share personal experiences with class

3.2 Share opinions on texts with class

4. Connect personal experience with texts

4.1 Make inferences orally and written

5. Respond to peers

5.1 Listen to oral responses from other classmates

2.3 Demonstrate engagement in readings

(Performance) GO

1. Create original writing

1.1 Create an original poem

1.2 Write a well-organized paragraph

1.3 Write a perspective piece

2. Complete individual assignments

2.1 Contribute written responses daily

3.2 Orally present materials

3. Relates music to a particular dance step

3.1 Perform a dance step

3.2 Listen to music

1.4 Take a written assessment

(g) Possible Unit Materials & Supplementary Texts

Poetry- Maya Angelou “Phenomenal Woman”, *Spirit Wind “And the Heavens Cried”, Walt Whitman, “I Hear America Singing”

Artwork- *Immigration photos, *WWI soldier photos, WWI propaganda advertisements, *Anti-Chinese Wall,

Short Stories: “126 men over the Trench”

Nonfiction: Diary of Anne Frank, Bud, Not Buddy

Film Media: YouTube Documentaries, *PBS. Org videos, The Jungle

Novels: Brown Girl Brownstones, The Jungle

Music/Songs: Riverboat Shuffle by Hoagy Carmichael

h) Possible Activities/Instructional Strategies

1. Group Activities, literature circles, paired reading, lecture, model poetry activity, question/response, class discussion, newspaper analysis

2. Read Alouds, photo analysis, journaling, learning stations,

i) Unit Map/Narrative Overview

Day 1: This lesson introduces the unit. The guided notes and PowerPoint will bridge the Reconstruction Period to the Era of Industrialization. As a class, students will be introduced to the large scale immigration during the 1900s. After each group analyses pictures of immigrants, they will reflect in their journals.

Day 2: Re-emphasize underlying concepts of immigration. Finish analysis of primary source pictures from the Ellis Island Immigration experience, tenements, etc. Discuss what social issues arose from the collision of diverse cultures. Connect these issues with issues with immigration today.

Day 3: Students will watch a clip about President, Ulysses S. Grant. Students will journal about their favorite tool. Students will divide into small groups. Each will be assigned an invention they will present to the class. The presentation should include answers to questions like, how the tool changed people’s lives, is the tool used today, etc.

Day 4: As an opener, students will share their experiences with Facebook. Students will complete guided noted on big inventors and business leaders at the turn of the century. Groups will complete a dippity timeline for each leader.

Day 5: Students will offer feedback on what problems these inventors faced based on their research from yesterday. Student will watch a video clip about the Upton Sinclair’s The Jungle. Students will complete words maps with a partner for the following words, corporations, trusts, and monopolies. Students will complete an exit slip identifying one present day monopoly.

Week 2

Day 6: Watch Trial of Tears video. Students work in groups to create a diary entry from the perspective of a tribe. Students complete exit slip connecting Native American removal and the theme, freedom.

Day 7: Students will watch a clip from popular western film, The Good, the Bad and the Ugly. Class completes the guided notes. With a partner, students uncover life in the west by analyzing PBS interactive map of the railroad system.

Day 8: Students watch clip of life on the Trail of Tears. Students complete guided notes. Read aloud of “And the Heavens Cried” followed my student paired reading of the poem.

Day 9: Mark Twain reading circles! Hold class discussion about the importance of education, reading, and the rapid growth of American newspaper.

Day 10: Students will identify one large city that have or plan to visit. Students will guess the three largest cities in the United States. Winner receives a prize! Students complete guided notes. Student will begin model poetry activity, part 1 of summative poetry project.

Week Three

Day 11: Poetry workshop! Students share and receive feedback on model poems. Student will have an opportunity to revise their piece of work. Students complete KWL chart of causes, effects, and people involved in World War I.

Day 12: Students share good news about knowledge/involvement with the military. Students complete guided notes. In learning groups, students will complete analysis worksheet of WWI photos.

Day 13: Students journal for 5 minutes about the conditions of American soldiers during the war. Student will complete guided notes. In learning groups, students will create a poster illustrating a person affected by World War I.

Day 14: Students finish and present group posters. Students will listen and analysis lyrics of Riverboat Shuffle by H. Carmichael.

Day 15: The Diary of Anne Frank reading circles. Students will have class discussion about the theme of freedom.

Part II

The Daily Lesson Plans

Pryscilla Lee, Industry and Urban Growth, (ECI 430), Day #1

The New Immigrants

Context: After the Reconstruction Period, many Americans headed out west to participate in the gold strikes. A great number of African Americans begin to move to union states, this is known as the Great Migration. With the Union soldiers leaving the South, many African Americans feared violence from organizations like the KKK. Many immigrants begin moving to the United States from other countries

Plan Number: 1 in a series of 15

*Primary Instructional Objective and Common Core State Standard for MG ELA: Cite specific textual evidence to support analysis of primary and secondary sources.

Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

Distinguish among fact, opinion, and reasoned judgment in a text.

Specific Learning Objectives: [Cog] SO

1.1 Infer meaning

1.2 Analyze photos

1.3 Infer how people lived

[Aff]

1.1 Make inferences within small groups

1.2 Respect peer’s opinions

[Perf]

1.1 Write daily journal entry

1.2 Use effective speaking skills within small groups

*Materials/Technology: 1. Smartboard

2. Laptop

3. Immigrant Photos

4. Guided Notes

5. Primary sources picture worksheet

6. Immigration index cards

7. Video clip

8. Prezi presentation

Time: 55 minutes

I. Bridge (10-20mins)

-Present Powerpoint presentation about life during the Reconstruction period

-Show video clip “Coming to American between 1865-1915;

II. Lesson Activity (25mins)

-Two students are assigned the role of “enforcers, all other students are given a color coded index card which represent a specific immigration status. (Red=people moving west, Blue=AAs participating in Great Migration, Green=Irish immigrants, Purple=sick mother with children, Orange=Chinese men, Yellow=Mexican laborers, White=Jewish)

-Read prompts to enforcers on how to treat each group. Example: “For immigrants with a purple card, do not let them off the boat. These immigrants are not allowed to enter the country”.

-Reveal group identities to the class.

-Students will view photos of new immigrants.

-Prompt students to analyze why this group immigrated to America, and potential hardships based on the picture.

IV. Closing (5-10mins)

- Complete an exit slip. Which group of people had the easiest time immigrating to the United States? Support you answer with at least two reasons.

Evaluation: Students will be able to identify a group of immigrants before leaving the class. (exit slip)

Students will be able to infer meaning from photos and add to class discussion. (class participation/photo analysis)

Accommodations: If time runs out, each student will be assigned a page number in the book that has photos of a group of immigrants. For homework, students should analyze the picture and make an educated guess about where the people immigrated from, whether their immigration was difficult, and possible contributions to the American economy.

1st period students can divide into groups and analyze photos of their particular group instead of the index card activity. After, each group can present their immigrant’s journey to the class.

In Retrospect / In Reflection: Students should be able to connect the process of immigration to their personal experiences. The next day, students will complete a journal writing activity. Students will have 3-5minutes to answer the following “Think about any of your experiences moving. This can be a residential move, moving to a different school, moving with a new relative or stranger. How does your experience compare to the emotions and feelings immigrants experienced moving to the United States?”

The Daily Lesson Plans

Pryscilla Lee, The Age of Industry, (ECI 430), Day #7

The Cattle Kingdom

Context: After the Civil War, Americans moved west in greater numbers. Miners, ranchers, and farmers settled on the Great Plains, changing the region forever. Native Americans struggled to keep western lands and their homelands.

Plan Number: 7 in a series of 15

*Primary Instructional Objective and Common Core State Standard for MG ELA: Gather relevant information from multiple print sources.

Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

Distinguish among fact, opinion, and reasoned judgment in a text.

Specific Learning Objectives: [Cog] SO

1.1 Infer meaning

1.2 Analyze photos

1.3 Infer how people lived

[Aff]

1.1 Make inferences within small groups

1.2 Respect peer’s opinions

[Perf]

1.1 Write daily journal entry

*Materials/Technology: 1. Smartboard

2. PBS Interactive site

3. Guided Notes

4. Analysis Worksheet

5. Power Point Presentation

6. Paper

7. Pen/Pencil

Time: 55 minutes

I. Introduction (2-3 minutes)

-Students should start KWL chart about their knowledge of the west.

II. Good News (2-5mins)

-Students should identify one western state? What do you think about when you hear about western states? List any myths about the old west?

III. Partner Activity (15-20mins)

-Students find a partner

-PBS interactive map will be displayed on the smartboard

-Students will complete analysis worksheet based on the map.

-Each pair should turn in one worksheet.

IV. Guided Notes (10-15mins)

-students complete guided notes on cattle kingdom

V. Guided Notes Check (5mins)

-students can share notes from the week with a partner

-teacher will check notes from the week for completion

Evaluation: Students turn in analysis worksheet. Students will be graded on guided notes check.

Accommodations: If time runs out, students will complete guided notes as homework.

In Retrospect / In Reflection: Students should be able to identify happenings in the western states. Students should be able to identify myths about the cattle kingdom.

The Daily Lesson Plans

Pryscilla Lee, Industry and Urban Growth, (ECI 430), Day #9

Education and Culture

Context: Following establishment of tax-supported schools in the north, the expansion of public education was linked to other changes in American culture. A new generation of American writers tried to describe real life. Education contributed to a rapid growth of American newspapers.

Plan Number: 9 in a series of 15

*Primary Instructional Objective and Common Core State Standard for MG ELA: Use knowledge of language and its conventions when writing, speaking, reading, and listening.

Engage effectively in a range of collaborative discussions.

Use technology.

Specific Learning Objectives:

[Aff]

2. Develop community in the classroom

2.1 Share ideas and insights with classmates

2.2 Respond to ideas and responses of others in class

2.3 Listen quietly to others’ responses.

[Perf]

2. Complete individual assignments

2.1 Contribute written responses daily

3.2 Orally present materials

*Materials/Technology: 1. Huckleberry Finn e-reader

2. Laptops

Time: 55 minutes

I. Introduction (2-3mins)

-write as learning log response; Why is education important to you? What is the benefit of having education vs. no education?

II. Good News (5-7 mins)

-students share response a loud to learning log.

III. Read Aloud of Mark Twain (10-15mins)

-Students are divided into pairs

-on laptops, students complete paired readings

-each group has a different passage.

-one person should read out loud for two minutes, and take one minute to summarize what was read.

-Next, the 2nd partner reads for two minutes, and takes one minute to summarize what they read.

-each group member reads and summarizes twice.

-students return to individual desks.

IV. Closing (10-15mins)

-Students will journal about what they read with a partner. Students connect their reading to the theme, freedom.

Evaluation: Students will complete journal entry before leaving the computer lab.

Accommodations: If students display bad behavior in the computer lab, they should read silently by themselves.

In Retrospect / In Reflection: Students should be able to connect freedom with the setting in Mark Twain’s novel. Students should bring up the issue of slavery. Students should acknowledge importance of having an education.

Pryscilla Lee, World War I, Day # 12

The Road to War

Context: During the Industrialization Period, the United States was involved in several disputes. These include the Spanish-American war, building of the Panama Canal, and entering World War I. Students will review the causes, effects, and technologies used in the war. Students should identify the different perspectives and people involved on both sides of the world war.

Plan Number: 12 in a series of 15

*Primary Instructional Objective and Common Core State Standard for MG ELA: Produce clear and coherent writing in which the development, organization, and style are appropriate to task.

Interpret information presented in diverse media and format.

Specific Learning Objectives: [Cog] SO

Describe how a texts presents information.

2. Analysis primary source pictures

2.1 Interpret how people lived from the pictures

[Aff] SO

2. Develop community in the classroom

2.1 Share ideas and insights with classmates

3. Value own opinion

3.1 Share personal experiences with class

3.2 Share opinions on texts with class

[Perf] SO

Complete individual assignments

2.1 Contribute written responses daily

*Materials/Technology Resources Required: 1. Guided Notes

2. Pen/Pencil

3. WWI video,

4. WWI photos

5. Analysis worksheet

6. Smart board

Time: 55 mins

Instructional Procedures/Steps:

I. Introduction (5mins) Students answer questions: Does anyone have family in the military? Have these family and friends shared any war stories?

II. Watch Video Clip (5-8mins) Summary of the cause of WWI and some effects

III. Complete Guides Notes (10-15mins) Students watch presentation and complete guided notes

IV. Group Activity (20mins)

-Students will be divided into their learning teams.

-each group has 5 students

-each group will be given a photo of WWI servicemen to analysis

-each group will complete analysis worksheet

-learning teams will swap photos with another group

-each group will complete second analysis worksheet on a different photo

-students turn in both worksheets

V. Closing (5mins): Students will complete an exit slip.

-Exit Slip-Would you consider entering the military as a career? What are the benefits and disadvantages of life in the military?

-complete “L” section of KWL chart

Evaluation: Students will complete a KWL chart on World War I causes, effects, and people. Students will turn in two analysis worksheets. Students will complete exit slip.

Accommodations: Students can complete analysis photographs in smaller groups, or individually.

In Retrospect / In Reflection: Students will consider the dedication and sacrifice of military personal. Students will reflect on life during war. The next day students will create a visual of someone affected by World War I.

Appendix of Materials Needed: See “Materials Required” above.

Part III

Unit Evaluation

a) Brief Evaluation Philosophy:

I believe evaluation should be a way to discover what events, people, and topics students may need to have retaught. I will use informal methods to check for student understanding such as journals, and exit slips. By using these methods to check for student learning, the class will have a better chance of easily bridging into the next topic. I believe students learn at varying paces and as a teacher I am willingly to reteach and tutor.

As a teacher, I am also responsible for preparing students to be locally and globally competitive. I will use more formal testing methods to prepare students for tests like EOCs, SATs, and various standardized tests. From their grades, students will get a sense of how competitive they are academically. Tests and quizzes will play a minor role in my overall evaluation process.

However, participation will play a major role in my overall evaluation process. Through student participation, I can see the extent of their understanding. Student participation prepares students to develop speaking skills that give them confidence to ask questions, offer information, and find solutions within a group.

In general, I want great emphasis on informal evaluation, participation-working within a group. By focusing on student feedback, along with formal assessments I will more accurately grade individual student success.

b) Methods of evaluation

Informal: 1. Learning Logs [Milner & Milner, 379-81]

-students will complete daily opener responses and journal entries

2. Exit Slips

3. Good News [Crystal Simmons]

- two to three students will respond aloud daily. Different students will be encouraged to share each day. Participation will be recorded.

4. Guided Notes [Crystal Simmons]

-guided notes will be checked two times a week for completion, students will be given the opportunity the day before the check to share notes with peers

5. Group Assignments

-students will present analysis of immigration photographs

6. Individual Assignments

-students will complete analysis of immigration photographs worksheet

-students will read aloud or record reading of minority poem

7. Classroom Materials

-students should bring books, worksheets, assignments daily

8. Student Behavior

-students will transition quickly into and out of groups

-students will listen and offer different perspectives within groups

-students will use best behavior and low voices in the library/computer lab

Formal: 1. Unit Test [summative]

2. Quizzes

-students will take a formative quiz weekly, written or verbal quiz

3. Poetry Project Rubric

4. Self-Evaluation

5. Peer Evaluation

6. Teacher Evaluation

Part IV

Internal References & Works Cited List and Reflective Addendum

a) Internal References & Works Cited List

1. Bambrick-Santoyo, P. (2010). Driven by data: A practical guide to improve instruction. San Francisco, CA: Jossey-Bass.

2. Beers, G. K. (2003). When kids can't read, what teachers can do, a guide for teachers, 6-12. (1st ed.). Portsmouth: Boynton/Cook.

3. COWBOY - VAQUERO. N.d. Photograph. Truth and Pride. Samuel Delgado, 2007. Web. 07 Dec. 2012.

4. Davidson, J. W., & Stoff, M. B. (2007). America, history of our nation, survey edition. Boston, Massachusetts: Pearson Prentice Hall.

5. Erb, T. O. (2007). This we believe in action, implementing successful middle level schools. National Middle School Assn.

6. Law Library of Congress, Immigration. Retrieved from pictures/search/?q=immigrants&sg=true.

7. Mastropieri, M. A., & Scruggs, T. E. (2010). The inclusive classroom: Strategies for effective instruction (My education lab version, 4th ed.). Upper Saddle River, NJ: Pearson.

8. Powell, W. (2003). North Carolina; a proud state inour nation. Evanston: McDougal Littell.

9. Shermis, M. D., & Di Vesta, F. J. (2011). Classroom assessment in action. Rowman & Littlefield Publishers: Lanham, MD.

10. Sindelar, N. (2011). Assessment powered teaching. USA: Corwin.

11. Strahan, D., L, M., & Van Hoose, J. (2009). Promoting harmony. (3rd ed.). Westerville, OH: National Middle School Association.

12. Vaughn, S., Bos, C. S., & Schumm, J. S. (2007). Developing independence in learning: Teaching self-advocacy, study skills, and strategies. In Teaching students who are exceptional, diverse, and at-risk in the general education classroom. Boston: Pearson.

b) Reflective Addendum

Dear Reader,

I wanted my unit to reflect current issues that students would relate to. I begin by looking over my unit in the “America” textbook. My cooperating teacher uses this book most often in her class. After skimming the contents of the unit, I wrote down the following as themes; hope, immigration, and capitalism. Next, I followed the unit map. I searched for poems, pictures, novels, and short stories that relate to the period. After I had a pool of resources, I organized the materials under smaller sections such as inventions, people, and immigration. The best aspect of my unit is that it includes primary sources. The prominent use of primary sources is the strongest piece of my unit. By using primary sources, I can take on the role of a classroom facilitator. I also like the music and poetry included in my unit. I think that music and poetry would interest the students. I also like how easily music and poetry are to remember. Using catchy songs and poetry make it easy for students to recall the facts.

I am most concerned about how I structured time in my unit. I want to cover as much material as possible with my students, but I don’t want students to feel overwhelmed and shut down. If I had more time, I would create a list of possible scenarios that may affect time during each lesson. I would also include more detailed “just in case” plans into each lesson. Throughout the creation of my unit, I had support from professors both current and formal, my cooperating teacher, and former student teachers. One limitation I have faced is getting easy access to different types of primary sources. However, once I begin teaching full time my pool of resources will increase. If I was teaching this unit in my own classroom, students would use technology on a daily basis.

I will play close attention to making sure students complete the guided notes and additional worksheets in class. I want to give students time to study notes with class members. For example, I will leave five minutes at the end of each class for students to share guided notes with a friend or ask for clarification.

Overall I would rate the quality of my unit a 4. I thoughtfully planned my lessons, incorporating different sources used in my education courses. My unit has been edited by peers, professors, and feedback from middle school students at West Millbrook Middle School. Any improvements that I could make to my lesson will be a result of real classroom experience.

Finally, to future students I would describe the process as an opportunity to make an ideal unit plan for a specific subject and grade level. I would advise future students to make a giant pool of resources to pull from before planning. The artwork, music, and novels will offer the inspiration needed for planning lessons. One idea that worked well was having time in class to collaborate with my peers. During this class time, my peers edited parts of my unit and contributed feedback to my lesson plan ideas. In the future, I would suggest having student teachers make a unit for the entire five week period.

Part V

Process

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download