1. Author: Brenda Stephenson The University of Tennessee Date submitted to deafed.net – Date submitted to deafed.net – March 6, 2006 March 6, 2006 To contact the author for permission to use this PowerPoint, please e-mail: bsimmon1@utk.edu To contact the author for permission to use this PowerPoint, please e-mail: bsimmon1@utk.edu bsimmon1@utk.edu To use this PowerPoint presentation in its entirety, please give credit to the author. To use this PowerPoint presentation in its entirety, please give credit to the author.

2. Unit Planning and Lesson Plans Contributed by: Brenda Stephenson The University of Tennessee

3. Four Themes for Planning Creating authentic experiences Creating authentic experiences Integrating vocabulary development Integrating vocabulary development Creating opportunities for self- expression Creating opportunities for self- expression Providing deaf role models Providing deaf role models

4. Authentic experiences Language and knowledge will be acquired when the context in which they are presented is meaningful to deaf children Language and knowledge will be acquired when the context in which they are presented is meaningful to deaf children Make connections to real-world experiences Make connections to real-world experiences The experience is the same wherever it occurs The experience is the same wherever it occurs Examples? Scripts and schemas…not day of the week Examples? Scripts and schemas…not day of the week

5. Integrating vocabulary development Words are parts of related concepts Words are parts of related concepts Occur in bunches or collections Occur in bunches or collections Words are presented in contexts Words are presented in contexts Do not appear in isolation Do not appear in isolation Contexts define and refine meaning Contexts define and refine meaning Words are everywhere Words are everywhere Examples? Examples?

6. Creating opportunities for self- expression An opportunity to practice elaborate verbal skills An opportunity to practice elaborate verbal skills An opportunity for definition and refinement of ideas An opportunity for definition and refinement of ideas Important in testing Important in testing Reveals the depth of understanding Reveals the depth of understanding Examples? Examples?

7. Providing Deaf role models Provides a positive image of adult behavior Provides a positive image of adult behavior Shows the means for success Shows the means for success Examples? Examples?

8. Constructivist approach to learning Learning is the product of social interactions between groups of learners Learning is the product of social interactions between groups of learners How do you establish this in a classroom? How do you establish this in a classroom?

9. Six Elements of a Unit Plan 1. Preparing the unit or lesson 1. Preparing the unit or lesson 2. Designing the lessons 2. Designing the lessons 3. Introducing the students to the language of the topic 3. Introducing the students to the language of the topic 4. Engaging students in self- expression 4. Engaging students in self- expression 5. Planning authentic experiences 5. Planning authentic experiences 6. Creating a reading center 6. Creating a reading center 7. Assessment 7. Assessment

10. Three Elements for Unit Planning 1. What do you want students to know, understand and be able to do? (Concept mapping) 2. What evidence will you collect that will document that the desired learning has been achieved? 3. What enabling knowledge and skills are needed?

11. The Unit Organizer Helps contextualize the unit by relating unit content to previous and future units and to bigger course ideas. Helps contextualize the unit by relating unit content to previous and future units and to bigger course ideas. Helps students understand the units main ideas through a map. Helps students understand the units main ideas through a map. Is a tool that allows teachers to plan by determining essential questions that can guide student learning. Is a tool that allows teachers to plan by determining essential questions that can guide student learning. Provides a structure for students to track assignments. Provides a structure for students to track assignments.

12. How to Construct a Concept Map 1. Identify the idea or ideas you want to map. 2. Arrange concepts in a pattern that best represents the information 3. Use a shape such as a rectangle, circle, an oval or a triangle to enclose each term or concept 4. Use straight lines to link related terms. Each line should link only two concepts. 5. Label each line to identify the relationship between two connected ideas. 6. Rework the map until it depicts the clearest and most accurate picture of relationships between key ideas.

13. Unit Questions Questions can frame the most important and meaningful outcomes of the unit. Questions can frame the most important and meaningful outcomes of the unit. They are a way to organize and focus a unit They are a way to organize and focus a unit They are a way to stay true and relevant to the discipline under study They are a way to stay true and relevant to the discipline under study They are a natural means of monitoring progress and structurin learning They are a natural means of monitoring progress and structurin learning

14. Using the Unit Organizer Introduce the unit Introduce the unit Review with the organizer Review with the organizer

15. Assessment Continuum Informal interactions Informal interactions Observing students and engaging in dialogues Observing students and engaging in dialogues Tests and quizzes Tests and quizzes Performance tasks and projects Performance tasks and projects