1. Guidelines for your Thematic Units TLPI—Secondary Math/Science April 2, 2007

2. Purpose of this PowerPoint  To give you a clear idea of what is required to be in your thematic unit  To provide guidelines and expectations for each element in the unit  To allow you to progress independently on your unit... which is due on 4/30 (no late units will be accepted)

3. Required Elements  Cover Page  Introduction/Background  Unit Goals  Unit Calendar (optional)  3 x 5-step lesson plans  3 x Into, Through, Beyond lesson plans Important Notes:  1) Three of these lessons must have cross-curricular integration  2) One of these lessons must incorporate a children’s book from the Stone Library—FUN!  3) One of either type can be replaced with a 5E lesson plan  Culminating Project/Assessment  Culminating Project or Unit Rubric  Unit Vocabulary/Glossary

4. Cover Page  Can be as simple or complex as you choose  With and without graphics  Must include unit title, your name, course name, date

5. Introduction/Background  Give the rationale for the unit Discuss the essential question and its relevance to the curriculum  Give the context for the unit Provide the math or science background needed to understand why this unit is meaningful  Describe the students to whom the unit is being taught (grade, course, etc.)  List and discuss standards addressed Math, Science, English, History, Art, etc. Give the number and word description of each standard  Craft as 1 – 1½ page narrative

6. Unit Goals  State the goals for the unit as measurable performance objectives:  “The student develops a...”  “The student demonstrates...”  “The student builds... “  “The student can state...”  “The student identifies...”  “The student utilizes...”  “The student researches...”  This is essentially a list of each day’s objectives

7. Unit Calendar (optional)  This element is not required, but it shows your ability to do long-term planning for 2-3 weeks  Suggested format for each week: Monday, 4/2Give a brief summary of Tuesday, 4/3the lesson for each day Wednesday, 4/4and list the standards Thursday, 4/5addressed in each Friday, 4/6lesson

8. 3 x 5-Step Lesson Plans  Create 3 x 5-step plans  Should demonstrate your best lesson planning skills  Should be consistent in format (i.e., bold or underline headings, number and write out TPEs and standards)  Remember, some lessons may extend over a couple of days  Include any handouts, worksheets, data tables needed for each lesson/homework

9. 3 x Into, Through, Beyond Lesson Plans  Use the template on p. 53 in the class reader Same format as 5-step through the materials section, then use the following headings and answer the questions on pp.53-54 in bulleted narrative form, describing what you will do: Into  Introduces  Stimulates interest  Activates prior knowledge Through  Teaching  Modeling  Guided and independent practice Beyond  Closure  Extension

10. 1 x 5E Lesson Plan (optional)  You may substitute either a 5-step lesson plan or an Into, Through, Beyond lesson plan with a 5E lesson plan  Remember the 5E lesson plan is a constructivist strategy, not a direct instructional strategy  Use the 5E template emailed to you

11. Culminating Project/Assessment  Can be an individual or group project (create rubric accordingly)  Can be a test, lab exercise, poster, PP, oral presentation, portfolio, etc.  Should have its own rubric or be part of a unit rubric

12. Culminating Project or Unit Rubric  Culminating project rubric Should give the performance categories, levels of achievement, and criteria for each aspect of the final project/assessment OR  Unit rubric should include all assessment pieces for the unit If you have homework, activities, quizzes, as well as the culminating assessment, count toward the unit grade, they should all appear and be described on the unit rubric

13. Unit Vocabulary/Glossary  Why is this important? Correct mathematical and scientific vocabulary helps students move beyond their misconceptions and/or naïve conceptions Helpful to ELL (and all) students Can create either vocabulary list or glossary

14. Accordingly to the rubric for the thematic units on p. 69 in the class reader...  Theme and essential question must be well developed  Activities in the lessons must correspond to the California Content Standards Available: http://www.cde.ca.gov/be/st/http://www.cde.ca.gov/be/st/  Lesson objectives must be clearly stated and written in appropriate language/form  Assessments must be linked to objectives  There must be continuity within the frame of the unit and the lessons—it hangs together well

15. Due for next week, 4/9...  A good draft of your introduction/background Word processed, double spaced To be critiqued by peers  1 x 5-step lesson plan  1 x Into, Through, Beyond lesson plan Both word-processed drafts To be critiqued by peers  A strong enough idea for your culminating assessment or an in-unit assessment to allow you to craft a rubric draft in class Come prepared so class time will be productive for you