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Unit Topic
State Standards Addressed
(written format)
Average Lesson Time
Why did was this unit topic
selected?
How does this unit address
state curriculum standards?
Why is this unit appropriate at
this time?
Unit Objectives
TSWBAT relate the ideas expressed by enlightenment philosophers had an effect in reshaping the
structure of western society
TSWBAT recognize how the scientific method and other advancements created science as we know
it today
Level(s)
(e.g. Blooms
Taxonomy)
4 analyze
3 apply
Connect the ideas covered to present day society especially with regard to the recent election
2 understand
TSWBAT list the 4 scientists and their ideas covered during this unit
1 remember
TSWBAT appraise the experiences of common people and the elites in order to see how the
enlightenment changed western society
5 evaluate
Etc.
Preassessment:
Interest survey
Explain
rationale for
choosing this
assessment
I chose this
assessment
because I think
tailoring
curriculum to
student interests
represents the
best way to
motivate their
full participation
Student A: was
absent that day but
the main modification
I would have given
her is provide a piece
of technology for her
to use to research
Which objectives
does this
assessment
address?
Describe specific
student results and
how those results
will impact the unit
plan
Lesson
Date
10/19
10/24
10/25
10/26
V
T
R
I
C*
I
CI
RC
IRC
Lesson
Objective(s)
Instructional Activities/
Strategies
Formative Assessment
(formal/informal)
Differentiate
between
inductive and
deductive
reasoning
connect at least
two of the
effects of the
scientific
revolution too
one of the
things they
learned in
science class
Bell ringer
Review Kahoot
Begin PowerPoint
Reasoning activities
Assess whether
Galileos
teaching of
Heliocentrism
was heretical
Bell ringer
Galileo PowerPoint
Reading of first two
documents
Answer questions as table
group or partners
Whole class discussion
Final judgment on heresy
Recognize the
different uses of
rhetorical
strategies
depending on
goal.
Bell ringer
Noun game/ Green Glass
PowerPoint lecture
Lunch
Finish PowerPoint
Clip from Caesar movie
Bell ringer
Lecture Notes
Feedback
Describe Specific
Adaptations/
Differentiation
Distinguish
between the
experiences of
women during
this time based
on social class
Identify two
reasons that
caused the
English civil war
Annotations of excerpt
Feedback
Bell ringer
Lecture on women
Reading of documents and
filling out Venn diagram
Group discussion
Feedback sheets
Dangers of Addiction video
Class discussion
Note taking lecture
Feedback sheets
CI
Solve the
problems
created by the
lack of
civilization from
the Socratic
seminar
Bell ringer
English Civil War/ intro to
enlightenment notes
Lunch
Socratic seminar explanation
Run seminar
Finish sheets
VTI
C
TSWBAT
connect 3
checks and
balances in our
government to
the appropriate
branches.
Bell ringer
Finish enlightenment
PowerPoint
Power on computers
Play game
Answer questions
Feedback
10/28
11/1
11/2
11/4
11/7
TRC
Compare an
enlightenment
philosopher
with a
presidential
candidate
Bell ringer
Power on computers
Take who do I side with quiz
Group discussion on which
candidate and philosopher to
do
Begin researching each
person
10
11/8
TRC
Bell ringer
Grab computers
Finish research
Create posters
11
11/9
TRC
Election discussion
Watching Obamas speech
Finish discussion
Lunch
Finish posters
Pass out terms for exam
12
11/11
RI
Examine the
effects of
climate change
between
different areas
of the globe.
Bell ringer
Crash course video lecture
Allow students to select their
sources
Silent reading
Group discussion
Create poster depicting a
source
marginalized
13
11/15
IRT
All objectives
14
11/16
RI
All objectives
Finalize notecard
Allow students to ask about
specific terms
Noun game for review
Lunch
Test
Summative
Assessment:
*V-Lessons (must identify two) to be video recorded and observed; T- Lesson integrates technology; R- Lesson uses reading strategies; I- Lesson
demonstrates integration of content across and within content fields; C- Lesson utilizes community resources
Provide a copy of pre-assessment document and the corresponding scoring key/rubric in Appendix A.
The objectives are appropriate because they target higher levels of thinking which
depend on the mastery of the lower levels of thinking that are targeted by state
assessment and standards.
I started with the scientific revolution because the standardization of science through
the scientific method was a major influence of the more philosophical and societal
ideas that were created by the enlightenment philosophers. In addition, it was
important that we covered the basic framework of the enlightenment before the 2nd of
November because this was the week before the election, which was important to
cover both as a social studies teacher, and also because the specific beliefs of
enlightenment philosophers were the main influence of American style democracy.
Something that I wanted to do overall for this unit was tie in the content with other
subjects since many students are more interested in classes other than social
studies. I prioritized student needs over content acquisition which is why I felt it was
more important to cover effective note taking rather than the scheduled lesson.
Overall activates centered around the development of skills since these will be
utilized by students long after their time in the classroom. One example of this is
understanding the use of rhetoric both for analyzing new information, along with
crafting their own arguments.
The fact that skill development was the foundation for more of the activities than
content is because I tried to target the higher levels of understanding since this
requires mastery instead of mere acquisition. This is represented by the objectives
that target the higher levels of thinking.
I tried to center the highest levels of thinking skills around the activities since these
required a lot more active and expressive participation by the students. For the tip of
blooms pyramid or the creating level, I had the students create character portraits
that required them to research specific information about a modern politician and a
writer from the unit in order to relate the unit to current events. For the middle level
of thinking on analysis, students were required to compare and contrast an excerpt
from Olympia DeGouges and Mary Wellstonecraft through a vend diagram. Finally
while I tried to limit the more basic levels of thinking to the lecture, students
expressed the 2nd level of understanding through their identification of rhetorical
strategies through annotating the Shakespeare monologue.
Based on my time in both the schools and the classroom, I think that generally the
most effective strategies in helping develop literacy are based around alternative
How does the unit demonstrate both teachercentered and student-centered instructional
strategies?
forms of media and collaboration to understand complex texts. For alternative forms
of media, I was originally going to have the students read an excerpt from
Montesquieus on the spirit of laws and compare it to the constitution. However, in
my teaching literacy class I found a computer game that required student interaction
in a way that synthesized these two documents which I thought was more effective
at targeting higher thinking levels. In addition, I showed a clip of the film version of
Julius Caesar since there is automatically going to be visual elements to the text that
are impossible to access through reading alone. For the group work, I had the
DeGouges comparison work as a think pair share with the students silently reading,
discussing as a table group before each group shared with the class one example.
This allowed all students the opportunity to fully understand the text regardless of
reading ability.
The resources I am using within the unit include a projector, my laptop, laptops from
the laptop cart, art supplies, videos and finally both notebook and poster paper.
The technology I primarily used was my own laptop which I connected to the
projector for PowerPoint lectures and videos. Student usage of technology in
regards to the physical unit was through their phones for the formative assessment
Kahoot along with looking up information they had questions about. They also had
access to a checked out laptop cart for the game on the separation of powers game
and also researching the candidates and philosophers for their character portraits. In
addition, I allowed students to listen to music during individual activities so long as
they only put one headphone in for me to get their attention. This is because I
personally find listening to music helpful for preventing distractions while reading.
Integrating content across multiple subjects was something I tried to emphasize
when planning this unit. This included incorporating the styles of reasoning from
philosophy courses, learning rhetorical strategies through Julius Caesar which was
something I did in my own high school English course and finally drawing ties to
science for nearly all of the scientific revolution activities. As far as Intra-social
studies connections, the entire election centered mini unit I did incorporated large
amounts of content from senior government courses such as separation of powers,
checks and balances and John Lockes writings on government.
Since the class expressed a preference to lessons that had lecture and activities
instead of alternating days, I tried to use the daily lecture as the time for teacher
centered strategies while the activities were student centered. This is because
lecture was the primary way of acquiring the content information, which involved
simpler levels of thinking. In addition, I tried to be as responsive to their needs
Lesson Plan 1
Day 1
Prior to this lesson I expect the students to
know what the scientific method is from
their science classes. In addition, they
should know some of the cultural factors
that influence such as the printing press
and the rediscovery of ancient texts that
they learned during the renaissance unit.
I chose the worksheet on reasoning
because the students engage well with
worksheets and by having them focus on
specific problems in their lives It would be
something relevant to them
I allowed the students the opportunity to do
the Kahoot with a partner at their table in
case they did not have a phone to
Lesson Plan 2
Day 9-11
I expect the students to be able to identify the
enlightenment philosophers and their beliefs.
In addition, they should know that their
writings influenced our current structure of
government.
I chose the character portrait activity since It
was an effective visualization of both the the
enlightenment thinkers along with one of the
most impactful current events.
Since this week had many students absent
which disadvantaged them to their
classmates, I lessened the overall
LESSON PLAN 2
STUDENT A
STUDENT B
STUDENT A
STUDENT B
There were no
specific adaptations
that I had for this
lesson with student b.
This was because
there were inherent
flaws in what I
provided them to
express themselves.
However if I used a
more efficient
worksheet, I would
require him to take
further steps in
I allowed focus
student A to work in
the SPED room since
she was dealing with
her trauma this week.
In addition, since she
said she was going to
be absent for part of
the week I modified
the requirements for
her into two different
options and gave her
the ability to choose.
These were effective
Student B was
allowed to do his
project on people not
related to the unit but
who were personally
interesting to him. He
chose Obama and
Nietzsche and his
poster turned out
excellent. I would say
his was the most in
depth of any of the
posters.
problem solving
since my recognition
of her needs
encouraged her best
effort on the project.
Bell
ringers
Explain rationale
for choosing this
assessment
I utilized bell
ringers since I
liked its
effectiveness both
as a formative
assessment tool
in check their
knowledge from
prior lessons or to
preview the main
idea of the lesson.
In addition, it is an
effective
classroom
management tool
Which
objectives does
this
assessment
address?
Since this was a
daily activity all
the objectives
were covered.
Describe how
specific student
results will
impact the unit
plan
I used the bell
ringers as a way
of checking their
understanding
and discovering
their prior
knowledge. In
addition, I utilized
one of the bell
ringers as a free
response
question on the
unit exam.
Formative
Assessment
- Formal
Galileo
documents
worksheet
I chose this
assessment
because it
required reading
strategies and
was also one of
the activities that
were oriented
towards content
instead of the
others which used
skills.
assignments with
minimal effort so
whenever I called on
him to share with the
class, I would press him
to elaborate further
which benefited both his
thinking while also
giving his peers
exposure to deeper
analysis.
Focus Student A was
absent this day but the
lesson adaptations I
planned were would
annotations of complex
terms with definitions
since she missed the
previous day
Student B was had to fill
out the section of the
worksheet for
documents C&D while
other students did not
progress far enough to
require this.
Objectives 2 and
4
This assessment
was scored on
the usage of
specific evidence
from the text. If
the students
answered but did
not cite, they
only received
partial credit
Summative
Assessment
What is the
minimum level of
performance
expected of all
students to
achieve on the
summative
assessment?
Are any
differences in
performance
expected
between the
Unit Exam
with 28
multiple
choice
questions
and a free
response
portion
that had
students
utilize the
note taking
skills and
then
describing
separation
of powers
While the
students had a
project grade the
week prior to the
test, a traditional
unit exam is the
most effective
way of measuring
the students
general content
knowledge
This addressed
all unit objectives
The final class average on the exam was an 83%, with the majority of the students receiving above an 80. However,
there were a few outliers that skewed the overall average. However, I expected that the students would score higher on
the questions centered around the skill based objectives which I was satisfied that was the case. However some of the
more content and rote memorization based concepts should have been addressed more.
I am concerned with the performance of the subgroup primarily because attendance is a major issue for several of
these students, and so they are not even getting the same amount of instructional time where I could provide supports
to help them. However, I encourage students to utilize their peers as resources in order to receive the notes they took
which they can take pictures of or hand copy. In addition, students sometimes email me asking for the PowerPoint
slides which I email to those students. In the future for working with this subgroup, I would print out copies to give them
subgroup
described in Task
1 and the
remainder of the
class? Explain.
in case internet access is not consistent for them. While this is an equitable strategy, I am still worried that this will not
be enough because numerous studies have proven that theres an achievement gap between low SES students and
there more affluent peers.