1. Unit Organizers 101* A Brief Overview of the Purpose, Development and Implementation *Based on Unit/Cycle Organizer Summer Institute, Presented by John Murphy August 2010 Mary S. Coughlin November 2010

2. Use Graphic Organizers As… a springboard for lesson plans. a roadmap for students. a tool for launching, constructing and reviewing curricula.

3. Purpose C reate a Context for Learning (#’s 1-4) R ecognize Content Structure (#’s 5-9) A cknowledge Unit Relationships (#6) F rame Unit Questions (#’s 7-10) T ie Content to Tasks (#8)

4. Resources Curriculum/Pacing Guides Power Standards Textbooks Class readings CFA’s, DWTA’s

5. Planning and Development Line labels should read as complete sentences, thoughts. 1-3 Pull from Curriculum Guide 4.Bigger Picture (Big Ideas) connect back to why students are learning the skills and or content. 5.Unit Map should reflect learner outcomes. 6.Unit Relationships should reflect unit objectives.

6. Planning and Development 7.Unit Self Test (Essential) Questions should answer Bigger Picture; should address topics of Unit Map. 8.Unit Schedule may include CFA’s, group assignments, quizzes, activities, projects, reviews, rough and final drafts. 9.Expanded Unit Map summarizes information for each concept and draws connections through out the unit. 10.New Unit Self-Test Questions are questions that surface as the unit is examined.

7. Helpful Hints Unit Organizers should be used when content expands more then two days. Unit schedule does not need to include dates for each task to allow for flexibility. Use page #’s from text, resources if content does not fit into expanded map. Bubbles should be limited to 4 to 5 per Unit Map. Refer to page 53 Appendix B for explanations of unit relationships.

8. Implementation Cue-Do-Review – Cue Students that the routine will be used. – Use Unit Map (Page 1) as an introduction to the unit. – Do The routine – Co-construct Unit Self-Test Questions (leading students to essential questions). – Fill in Expanded Map (Page 2) as learning occurs. – Review The information and process – Refer to Unit Map and Expanded Unit Map when reviewing concepts. – Have students answer Unit Self-Test Questions to check for understanding.

9. Helpful Hints Explain the purpose, tasks, organization and components of unit organizer. Build into Class Notebook or Binder. Color coding helps students to make connections, organize information easier. Display Unit Self-Test Questions in the classroom. Post Unit Organizers to show progression and connections throughout curriculum (Word Walls).

10. Teacher Concerns Can this replace my lesson plan? NO How do you know what information to include? Curriculum Guide Why do you need 2 nd sheet? Routine/Review There is not enough room to fit everything…Use electronic version, page numbers Can I make my own graphic organizer? No, lose routine piece What are unit-relationships identified for? Skills Why do you need line labels? Help students to process Do organizers have to look exactly the same? No, but should have similarities What programs can I create Unit Organizers in? Excel, PP, or Word

11. The causes and course of World War I NAME DATE The Unit Organizer BIGGER PICTURE LAST UNIT/Experience CURRENT UNIT NEXT UNIT/Experience UNIT SELF-TEST QUESTIONS is about... UNIT RELATIONSHIPS UNIT SCHEDULEUNIT MAP CURRENT UNIT 1 32 4 5 6 7 8 Unit 2, Pt. 1, IMPERIALISM Unit 2, Pt. 2, WORLD WAR I 1920’s – Significant Social & Foreign Events US Entry Causes War in the Trenches 1.What were the main causes of World War I? 2.Why did the US enter World War I? 3.How did World War I affect American society? 4.What was war like for the soldiers in the trenches? 5.Why didn’t the US become a member of the League of Nations and why did the US fail to sign the Versailles treaty? 6.How did the Treaty of Versailles sow the seeds for the next war? Process and Analyze Problem/Solution Cause/Effect Causes War in the Trenches Homefront Ending the War Results Assessment Unit Objectives: 1.Analyze primary and secondary sources 2.Explain the causes and assess the strengths of both sides 3.Justify US neutrality at the start of World War I 4.Justify US entry into World War I 5.Explain the impact of the war on American society 6.Analyze Wilson’s 14 points and the Treaty of Versailles US Entry 8/17/2010 Homefront End of the War Results

12. The causes and course of World War I NAME DATE The Unit Organizer BIGGER PICTURE LAST UNIT/Experience CURRENT UNIT NEXT UNIT/Experience UNIT SELF-TEST QUESTIONS is about... UNIT RELATIONSHIPS UNIT SCHEDULEUNIT MAP CURRENT UNIT 1 32 4 5 6 7 8 Unit 2, Pt. 1, IMPERIALISM Unit 2, Pt. 2, WORLD WAR I 1920’s – Significant Social & Foreign Events US Entry Causes Trench Warfare 1.What were the main causes of World War I? 2.Why did the US enter World War I? 3.How did World War I affect American society? 4.What was war like for the soldiers in the trenches? 5.Why didn’t the US become a member of the League of Nations and why did the US fail to sign the Versailles treaty? 6.How did the Treaty of Versailles sow the seeds for the next war? Process and Analyze Problem/Solution Cause/Effect Causes Homefront Ending the War Peaceful Negotiations and the Treaty of Versailles Assessment US Entry 10/1/2010 Trench Warfare Homefront End of the War Results As motivated by the underlying … Intensified by… Provoked by hostile actions/threats from Germany… Supported by American patriotism on the… Contributing events to… The positive and negative results of …