Planning for Instruction Unit Planning Chapter 9

I.Factors influencing topic selection A.School District Curriculum A.School District Curriculum B.National and State Standards B.National and State Standards C. Student needs and interests C. Student needs and interests

II.Formulating goals and objectives A.Goals- broad general statements of intended educational outcomes A.Goals- broad general statements of intended educational outcomes B.Objectives- specific learning outcomes B.Objectives- specific learning outcomes C.Goals and objectives guide selection of materials and activities C.Goals and objectives guide selection of materials and activities D.Objectives and professional standards connection D.Objectives and professional standards connection

III.Organizing the Content A.Factstorming (Brainstorm potential content) A.Factstorming (Brainstorm potential content) Web of what is known about a topic Web of what is known about a topic B.Expanding the Content (Organize concepts and facts) B.Expanding the Content (Organize concepts and facts) Extensive content research conducted by teacher Extensive content research conducted by teacher

History of Wilmington Early Settlement Geography Settlers Economics and commerce Competition with Brunswick Town Early names Colonial Times Largest City in NC Royal government Resistance to Stamp Act Events during American Revolution Colonial Architecture Religious and cultural groups Early 1880s and Civil War Times Importance of Port Cotton Economy- Plantations Fort Fisher- Blockade Runners Civil War leaders Yellow Fever Epidemic Key People Early 20 th century Growth and change Railroads Racial Issues World War I Depression Role in WWI - shipyards Wilmington in Modern Times Key Events and People Economy, Industry, Business Tourist Attractions UNCW Key People Cultural Diversity

IV.Selecting the learning experiences A.Four Factors A.Four Factors 1.Teacher 1.Teacher 2.Students 2.Students 3.Goals and Objectives 3.Goals and Objectives 4.Physical Environment 4.Physical Environment

IV.Selecting the learning experiences B.Phases of planning learning experiences B.Phases of planning learning experiences 1.Introductory activities (Motivation) 2.Developmental Experiences (Building Knowledge, Comprehension) 3.Culminating Activities (Knowledge is extended and applied through review, summarization, closure) summarization, closure)

IV.Selecting the learning experiences C.Thematic Blueprints – brief descriptions of all daily activities for unit C.Thematic Blueprints – brief descriptions of all daily activities for unit D.Daily Lesson Plans- details how daily activities will be implemented D.Daily Lesson Plans- details how daily activities will be implemented

V.Assessing Instruction and Learning A. Formative assessment (Ongoing throughout the instruction) A. Formative assessment (Ongoing throughout the instruction) 1.Students demonstrate learning 1.Students demonstrate learning requires that student apply information requires that student apply information students complete clearly specified tasks students complete clearly specified tasks task or product must be observed and rated in accordance with specific criteria task or product must be observed and rated in accordance with specific criteria 2.Helps determine students' strengths and needs for improvement 2.Helps determine students' strengths and needs for improvement 3.Tools for aiding classroom observations and evaluating student work (check lists, rubrics, anecdotal records) 3.Tools for aiding classroom observations and evaluating student work (check lists, rubrics, anecdotal records)

V.Assessing Instruction and Learning B.Summative assessment (At the end of the unit) B.Summative assessment (At the end of the unit) 1.Standardized tests 1.Standardized tests Pros and Cons Pros and Cons 2.Teacher-made tests (Criterion referenced— results describe individual performance), tests should relate to objectives (multiple choice, matching, completion, true/false, completion, essay) 2.Teacher-made tests (Criterion referenced— results describe individual performance), tests should relate to objectives (multiple choice, matching, completion, true/false, completion, essay) 3.Portfolios (Purposeful collection of student work that exhibits students’ efforts, progress, and achievements) 3.Portfolios (Purposeful collection of student work that exhibits students’ efforts, progress, and achievements) 4. Other authentic/performance assessments of students’ knowledge, skills, understandings 4. Other authentic/performance assessments of students’ knowledge, skills, understandings

V.Assessing Instruction and Learning Student-Led Parent Conferences Provide students opportunity to talk about what has been learned Provide students opportunity to talk about what has been learned Combination of student work collected over time and students’ own explanations of what they did and why Combination of student work collected over time and students’ own explanations of what they did and why Provides students opportunity to begin assessing their own progress Provides students opportunity to begin assessing their own progress Held several times a year with families using portfolio work Held several times a year with families using portfolio work