Steppingstone Ch7: unit lesson plan (p167-p

Focus on a particular theme. (p169)

An integral unit id potion of a course or program that has a clear thematic focus and that: has
internal unity, has external consistency, includes pertinent and meaningful aspects of reality that
are related to, and may even go beyond, the main discipline focus of the unite.
Benefits of unit lesson plan: (p171)
a. Contains a key idea and concepts, the value, and the dispositions that you want to foster in
the unit.
b. Attained the overall aim of the school, and goal of the subject of discipline, well-defined of
curriculum.
c. includes significant, natural interrelationship.
d. Provide carefully designed activities for students with diverse learning style, different
aptitudes. engaging a spectrum of modes of knowing.
Step:
1. Consider the suitability of a proposed topic (p171)
a. decided by both school and teachers (how can the topic advance understanding
needed for responsible and responsive discipline; how is the topic relevant for your
students; can the topic meet students learning needs?)
b. teachers sometimes choose topics that ae interesting and accessible but superficial.
c. A topic should be suitable to particular grade level

2. Brainstorm ideas possible using a planning chart or web diagram (p173)

a. Generate
b. Make a web of a diagram of the concepts and subtopics of the theme.
c. Work out your worldview for the topic
d. Consider which aspects of reality are part of the topic and issues

3. Formulate your unit focus thematic statement, guiding questions, and intended learning
outcomes; or Egans narrative structure with opposites or transcendent values (p180)
a. Thematic statement: a thematic statement describes the overall approach that will
frame your units teaching and learning. It describes your overall goals.
-sometimes teachers first state some general themes that reflect their schools
vision.
-Some curriculum planners write a rationale for a unit rather than thematic
statement
b. Guiding questions: some teachers discuss these questions with their students at
beginning of the unit in order to draw them into the unit and help them see the units
central points.
c. Intended learning outcomes
-specify and extend your thematic statement
 -listing the values, you want your students to learn and outline an overall approach is all
you need to do to choose appropriate and well-focused content and skill.
-content outcomes, ability outcomes, value and disposition outcomes, expressive-creative
outcomes

4. Design, balance and sequence leaning activities. Include a motivational introductory

activity and a culminating summative one. (p 183)
a. Steps four through eight for designing a unit are best done at the same time
b. Students assessment be planned alongside the design of all key learning activities and
not left to the end.
c. Rhythm of learning and the learning needs of individual students.
d. Units ends with one or two concluding activities:
- Consider a final overview of the units main themes
- Give a thoughtful personal response to the units themes and guiding questions.

5. Review linkages with state or provincial standard and /or curriculum guides, adding or
revising learning activities accordingly p192
- Incorporate government standards

6. Plan a schedule (p192)

- Plan a schedule for your unit (decide how much time)
- Examine yearly overview to diced how many weeks you can spend on the unit

7. Select your resources (192)

- Major book series for a school and to choosing text and media resources for
particular.

8. Plan student assessment. Throughout the unit, consider what evidence will show that you
have met your intents (193)
- Make assessment of students learning an integral of your unit design
- Emphasize formative assessment feedback
- As much as possible, align learning outcomes, learning activities, student
products, and assessment strategies
- Use varied assessment strategies
- Use state standardized tests as only one of a broad array of assessment strategies
- Remember that not all intended learning outcomes can be assessed immediately.
Also, learning activities may have outcomes tat unintended.

9. Review the effectiveness of your unit (p195)

- Informal and honest reflection
- Photocopied sheet