Differentiating the Curriculum:
Using an Integrated, Interdisciplinary, Thematic Approach
During this five day workshop you will author a curriculum unit that will become a part of Curriculum Design On-Line, an internet-based reference library of curriculum units. Curriculum Design On-Line makes curriculum units accessible to teaching professionals throughout the world.
How will your curriculum unit be catalogued on the database? Teaching professionals are able to search the database by subject, grade level, or title. It is important to have the following information so that your unit can be categorized correctly.
Our curriculum unit is written for grade levels
Please list 5 keywords that would help identify your unit during the search process.
1.
2.
3.
4.
5.
Please list 5 thematic concepts that would help identify your unit during the search process.
1.
2.
3.
4.
5.
This template is to be downloaded from www.rogertaylor.com. It is a Word document to allow for editing. Unit Title
Cultural Literacy / Contemporary Scope & Sequence
Academic Thematic Subtitle
An Integrated, Interdisciplinary, Thematic, Standards-based Unit on
Grade Level(s)_________
Curriculum Writing Team: Assignments (please list Name, Address, & Phone Number)
1. Team Leader / Task Master:
2. Cultural Literacy:
3. Products and Examples:
4. Standards alignment / Portfolio assessment:
5. Film, Dance, Art (front cover & “AHA” cube):
6. Resource Management / Bibliography:
7. Multiple Intelligences / Differentiation:
8. Team Cheerleader / Peer Counselor:
Workshop Location: Date:
AHA!
INTERDISCIPLINARY / INTEGRATED THEMATIC
UNIT WRITING PLAN
©Dr. T. Roger Taylor
Curriculum Design For Excellence, Inc.
P.O. Box 4505 - Oak Brook, IL 60522
Phone: 630-852-8863 - Fax: 630-325-3281
E-mail: mailcenter@rogertaylor.com
Website: www.rogertaylor.com
OVERVIEW
I. CONTENT: (Why is this unit important? What are the essential concepts in this unit?)
II. PROCESS: (How are the thinking skills developed?)
III. PRODUCT: (What will kids do/know as a result of this unit?)
Unit Overview: Alignment with
National / State / District Pupil Performance Standards
Overarching Benchmarks / Standards / Goals for COMPLETE unit of study:
Benchmark 1:
Standard A:
Standard B:
Benchmark 2:
Standard A:
Standard B:
Benchmark 3:
Standard A:
Standard B:
Benchmark 4:
Standard A:
Standard B:
|
I-SEARCH INDEPENDENT RESEARCH PROJECTS
|
|
FOR GIFTED AND TALENTED STUDENTS: PROJECT BASED LEARNING FOR MULTIPLE INTELLIGENCES
State each research project with an investigative focus and a “hands-on”
product to show research outcome.
(If writing curriculum for inclusion, design one I-Search project for Gifted and
Talented learners and a concrete operational project for special learners or
Students on IEPs.)
1. PARADOXES:
Common notion not necessarily true in fact.
Self-contradictory statement or observation.
2. ATTRIBUTES:
Inherent properties.
Conventional symbols or identities.
Ascribing qualities
3. ANALOGIES:
Situations of likeness.
Similarities between things.
Comparing one thing to another.
4. DISCREPANCIES:
Gaps of limitations in knowledge.
Missing links in information.
What is not known.
5. PROVOCATIVE QUESTIONS:
Inquiry to bring forth meaning.
Incite knowledge exploration.
Summons to discovering new knowledge.
6. EXAMPLES OF CHANGE:
Demonstrate the dynamics of things.
Provide opportunities for making alterations, modifications, or
substitutions.
7. EXAMPLES OF HABIT:
Effects of habit-bound thinking.
Building sensitivity against rigidity in ideas and well-tried ways.
|
8. ORGANIZED RANDOM SEARCH:
|
|
Use familiar structure to go at random to build another structure.
An example from which new approaches occur at random.
9. SKILLS OF SEARCH:
Search for ways something has been done before (historical search).
Search for the current status of something (descriptive search).
Set up an experimental situation and search for what happens
(experimental search).
10. TOLERANCE FOR AMBIGUITY:
Provide situations which puzzle, intrigue, or challenge thinking.
Pose open-ended situations which do not force closure.
11. INTUITIVE EXPRESSION:
Feel about things through all the senses.
Skill of expressing emotion.
Be sensitive to inward hunches or nudges.
12. ADJUSTMENT TO DEVELOPMENT:
Learn from mistakes or failures.
Develop from rather than adjust to something.
Develop many options or possibilities.
13. STUDY CREATIVE PEOPLE AND PROCESS:
Analyze traits of eminently creative people.
Study processes which lead to problem solving, invention, incubation,
and insight.
14. EVALUATE SITUATIONS:
Decide upon possibilities by their consequences and implications.
15. CREATIVE READING SKILL:
Develop a mind-set for using information that is read.
Learn the skill of generating ideas by reading.
16. CREATIVE LISTENING SKILL:
Learn the skill of generating ideas by listening.
Listen for information allowing one thing to lead to another.
17. CREATIVE WRITING SKILL:
Learn the skill of communicating ideas in writing.
Learn the skill of generating ideas through writing.
18. VISUALIZATION SKILL:
Express ideas in visual forms.
Illustrate thoughts and feelings.
Describe experiences through illustrations.
ACADEMIC / CRITICAL THINKING SKILLS
ANALYZING HUMAN ACTIVITIES! (AHA!)
©Dr. T. Roger Taylor
STATE STANDARD # STUDENTS WILL BE ABLE TO .
ESSENTIAL QUESTION: How does the Universal Theme of Producing, Exchanging and Distributing create mastery learning of essential concepts in this unit? State the essential concept(s) that this specific lesson will teach.
ESSENTIAL QUESTION:
1. PRODUCING, EXCHANGING, AND DISTRIBUTING [ECONOMICS]
Textbook or Database:
KNOWLEDGE:
Defines, describes, identifies, labels, lists, matches, names, outlines, reproduces, selects, states.
(Include ANCHORING ACTIVITY / ANTICIPATORY SET, at least 2 “for examples”)
Anchoring Activity / Anticipatory Set:
Students will:
Formative Assessment:
COMPREHENSION:
Converts, defends, distinguishes, estimates, explains, extends, generalizes, gives examples, infers, paraphrases, predicts, rewrites, summarizes. (Include “for examples”)
Short-term / Cumulative Assessment:
APPLICATION:
Changes, computes, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses. (Include ANCHORING ACTIVITY / ANTICIPATORY SET, and at least one IN-CLASS TEAM PRODUCT)
Anchoring Activity / Anticipatory Set:
Students will create a (class / team product):
Formative Assessment / Rubric for Product:
Multicultural and/or ESL and/or Bilingual Link:
Mathematics/Science Link and/or Humanities Link:
School-to-Career/Tech Prep Link:
HIGHER ORDER THINKING SKILLS (H.O.T.S.):
Paradoxes, Attributes, Analogies, Discrepancies, Provocative Questions, Examples of Change, Examples of Habit, Organized Random Search, Skills of Search, Tolerance for Ambiguity, Intuitive Expression, Adjustment to Development, Study Creative People and Process, Evaluate Situations, Creative Reading Skill, Creative Listening Skill, Creative Writing Skill, Visualization Skill
(Include ANCHORING ACTIVITY / ANTICIPATORY SET, and at least one IN-CLASS TEAM PRODUCT)
Anchoring Activity / Anticipatory Set:
Students will:
Class/team/individual product:
Summative Assessment:
INDIVIDUAL JOURNAL ASSIGNMENT:
HOMELINK:
STATE STANDARD # STUDENTS WILL BE ABLE TO .
ESSENTIAL QUESTION: How does the Universal Theme of Transportation create mastery learning of essential concepts in this unit? State the essential concept(s) that this specific lesson will teach.
ESSENTIAL QUESTION:
2. TRANSPORTATION
Textbook or Database:
KNOWLEDGE:
Defines, describes, identifies, labels, lists, matches, names, outlines, reproduces, selects, states.
(Include ANCHORING ACTIVITY / ANTICIPATORY SET, at least 2 “for examples”)
Anchoring Activity / Anticipatory Set:
Students will:
Formative Assessment:
COMPREHENSION:
Converts, defends, distinguishes, estimates, explains, extends, generalizes, gives examples, infers, paraphrases, predicts, rewrites, summarizes. (Include “for examples”)
Short-term / Cumulative Assessment:
APPLICATION:
Changes, computes, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses. (Include ANCHORING ACTIVITY / ANTICIPATORY SET, and at least one IN-CLASS TEAM PRODUCT)
Anchoring Activity / Anticipatory Set:
Students will create a (class / team product):
Formative Assessment / Rubric for Product:
Multicultural and/or ESL and/or Bilingual Link:
Mathematics/Science Link and/or Humanities Link:
School-to-Career/Tech Prep Link:
HIGHER ORDER THINKING SKILLS (H.O.T.S.):
Paradoxes, Attributes, Analogies, Discrepancies, Provocative Questions, Examples of Change, Examples of Habit, Organized Random Search, Skills of Search, Tolerance for Ambiguity, Intuitive Expression, Adjustment to Development, Study Creative People and Process, Evaluate Situations, Creative Reading Skill, Creative Listening Skill, Creative Writing Skill, Visualization Skill
(Include ANCHORING ACTIVITY / ANTICIPATORY SET, and at least one IN-CLASS TEAM PRODUCT)
Anchoring Activity / Anticipatory Set:
Students will:
Class/team/individual product:
Summative Assessment:
INDIVIDUAL JOURNAL ASSIGNMENT:
HOMELINK:
STATE STANDARD # STUDENTS WILL BE ABLE TO .
ESSENTIAL QUESTION: How does the Universal Theme of Communications create mastery learning of essential concepts in this unit? State the essential concept(s) that this specific lesson will teach.
ESSENTIAL QUESTION:
3. COMMUNICATIONS
Textbook or Database:
KNOWLEDGE:
Defines, describes, identifies, labels, lists, matches, names, outlines, reproduces, selects, states.
(Include ANCHORING ACTIVITY / ANTICIPATORY SET, at least 2 “for examples”)
Anchoring Activity / Anticipatory Set:
Students will:
Formative Assessment:
COMPREHENSION:
Converts, defends, distinguishes, estimates, explains, extends, generalizes, gives examples, infers, paraphrases, predicts, rewrites, summarizes. (Include “for examples”)
Short-term / Cumulative Assessment:
APPLICATION:
Changes, computes, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses. (Include ANCHORING ACTIVITY / ANTICIPATORY SET, and at least one IN-CLASS TEAM PRODUCT)
Anchoring Activity / Anticipatory Set:
Students will create a (class / team product):
Formative Assessment / Rubric for Product:
Multicultural and/or ESL and/or Bilingual Link:
Mathematics/Science Link and/or Humanities Link:
School-to-Career/Tech Prep Link:
HIGHER ORDER THINKING SKILLS (H.O.T.S.):
Paradoxes, Attributes, Analogies, Discrepancies, Provocative Questions, Examples of Change, Examples of Habit, Organized Random Search, Skills of Search, Tolerance for Ambiguity, Intuitive Expression, Adjustment to Development, Study Creative People and Process, Evaluate Situations, Creative Reading Skill, Creative Listening Skill, Creative Writing Skill, Visualization Skill
(Include ANCHORING ACTIVITY / ANTICIPATORY SET, and at least one IN-CLASS TEAM PRODUCT)
Anchoring Activity / Anticipatory Set:
Students will:
Class/team/individual product:
Summative Assessment:
INDIVIDUAL JOURNAL ASSIGNMENT:
HOMELINK:
STATE STANDARD # STUDENTS WILL BE ABLE TO .
ESSENTIAL QUESTION: How does the Universal Theme of Protecting and Conserving create mastery learning of essential concepts in this unit? State the essential concept(s) that this specific lesson will teach.
ESSENTIAL QUESTION:
4. PROTECTING AND CONSERVING
Textbook or Database:
KNOWLEDGE:
Defines, describes, identifies, labels, lists, matches, names, outlines, reproduces, selects, states.
(Include ANCHORING ACTIVITY / ANTICIPATORY SET, at least 2 “for examples”)
Anchoring Activity / Anticipatory Set:
Students will:
Formative Assessment:
COMPREHENSION:
Converts, defends, distinguishes, estimates, explains, extends, generalizes, gives examples, infers, paraphrases, predicts, rewrites, summarizes. (Include “for examples”)
Short-term / Cumulative Assessment:
APPLICATION:
Changes, computes, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses. (Include ANCHORING ACTIVITY / ANTICIPATORY SET, and at least one IN-CLASS TEAM PRODUCT)
Anchoring Activity / Anticipatory Set:
Students will create a (class / team product):
Formative Assessment / Rubric for Product:
Multicultural and/or ESL and/or Bilingual Link:
Mathematics/Science Link and/or Humanities Link:
School-to-Career/Tech Prep Link:
HIGHER ORDER THINKING SKILLS (H.O.T.S.):
Paradoxes, Attributes, Analogies, Discrepancies, Provocative Questions, Examples of Change, Examples of Habit, Organized Random Search, Skills of Search, Tolerance for Ambiguity, Intuitive Expression, Adjustment to Development, Study Creative People and Process, Evaluate Situations, Creative Reading Skill, Creative Listening Skill, Creative Writing Skill, Visualization Skill
(Include ANCHORING ACTIVITY / ANTICIPATORY SET, and at least one IN-CLASS TEAM PRODUCT)
Anchoring Activity / Anticipatory Set:
Students will:
Class/team/individual product:
Summative Assessment:
INDIVIDUAL JOURNAL ASSIGNMENT:
HOMELINK:
STATE STANDARD # STUDENTS WILL BE ABLE TO .
ESSENTIAL QUESTION: How does the Universal Theme of Providing Education create mastery learning of essential concepts in this unit? State the essential concept(s) that this specific lesson will teach.
ESSENTIAL QUESTION:
5. PROVIDING EDUCATION
Textbook or Database:
KNOWLEDGE:
Defines, describes, identifies, labels, lists, matches, names, outlines, reproduces, selects, states.
(Include ANCHORING ACTIVITY / ANTICIPATORY SET, at least 2 “for examples”)
Anchoring Activity / Anticipatory Set:
Students will:
Formative Assessment:
COMPREHENSION:
Converts, defends, distinguishes, estimates, explains, extends, generalizes, gives examples, infers, paraphrases, predicts, rewrites, summarizes. (Include “for examples”)
Short-term / Cumulative Assessment:
APPLICATION:
Changes, computes, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses. (Include ANCHORING ACTIVITY / ANTICIPATORY SET, and at least one IN-CLASS TEAM PRODUCT)
Anchoring Activity / Anticipatory Set:
Students will create a (class / team product):
Formative Assessment / Rubric for Product:
Multicultural and/or ESL and/or Bilingual Link:
Mathematics/Science Link and/or Humanities Link:
School-to-Career/Tech Prep Link:
HIGHER ORDER THINKING SKILLS (H.O.T.S.):
Paradoxes, Attributes, Analogies, Discrepancies, Provocative Questions, Examples of Change, Examples of Habit, Organized Random Search, Skills of Search, Tolerance for Ambiguity, Intuitive Expression, Adjustment to Development, Study Creative People and Process, Evaluate Situations, Creative Reading Skill, Creative Listening Skill, Creative Writing Skill, Visualization Skill
(Include ANCHORING ACTIVITY / ANTICIPATORY SET, and at least one IN-CLASS TEAM PRODUCT)
Anchoring Activity / Anticipatory Set:
Students will:
Class/team/individual product:
Summative Assessment:
INDIVIDUAL JOURNAL ASSIGNMENT:
HOMELINK:
STATE STANDARD # STUDENTS WILL BE ABLE TO .
ESSENTIAL QUESTION: How does the Universal Theme of Making and Using Tools and/or Technology create mastery learning of essential concepts in this unit? State the essential concept(s) that this specific lesson will teach.
ESSENTIAL QUESTION:
6. MAKING AND USING TOOLS AND/OR TECHNOLOGY
Textbook or Database:
KNOWLEDGE:
Defines, describes, identifies, labels, lists, matches, names, outlines, reproduces, selects, states.
(Include ANCHORING ACTIVITY / ANTICIPATORY SET, at least 2 “for examples”)
Anchoring Activity / Anticipatory Set:
Students will:
Formative Assessment:
COMPREHENSION:
Converts, defends, distinguishes, estimates, explains, extends, generalizes, gives examples, infers, paraphrases, predicts, rewrites, summarizes. (Include “for examples”)
Short-term / Cumulative Assessment:
APPLICATION:
Changes, computes, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses. (Include ANCHORING ACTIVITY / ANTICIPATORY SET, and at least one IN-CLASS TEAM PRODUCT)
Anchoring Activity / Anticipatory Set:
Students will create a (class / team product):
Formative Assessment / Rubric for Product:
Multicultural and/or ESL and/or Bilingual Link:
Mathematics/Science Link and/or Humanities Link:
School-to-Career/Tech Prep Link:
HIGHER ORDER THINKING SKILLS (H.O.T.S.):
Paradoxes, Attributes, Analogies, Discrepancies, Provocative Questions, Examples of Change, Examples of Habit, Organized Random Search, Skills of Search, Tolerance for Ambiguity, Intuitive Expression, Adjustment to Development, Study Creative People and Process, Evaluate Situations, Creative Reading Skill, Creative Listening Skill, Creative Writing Skill, Visualization Skill
(Include ANCHORING ACTIVITY / ANTICIPATORY SET, and at least one IN-CLASS TEAM PRODUCT)
Anchoring Activity / Anticipatory Set:
Students will:
Class/team/individual product:
Summative Assessment:
INDIVIDUAL JOURNAL ASSIGNMENT:
HOMELINK:
STATE STANDARD # STUDENTS WILL BE ABLE TO .
ESSENTIAL QUESTION: How does the Universal Theme of Providing Recreation create mastery learning of essential concepts in this unit? State the essential concept(s) that this specific lesson will teach.
ESSENTIAL QUESTION:
7. PROVIDING RECREATION
Textbook or Database:
KNOWLEDGE:
Defines, describes, identifies, labels, lists, matches, names, outlines, reproduces, selects, states.
(Include ANCHORING ACTIVITY / ANTICIPATORY SET, at least 2 “for examples”)
Anchoring Activity / Anticipatory Set:
Students will:
Formative Assessment:
COMPREHENSION:
Converts, defends, distinguishes, estimates, explains, extends, generalizes, gives examples, infers, paraphrases, predicts, rewrites, summarizes. (Include “for examples”)
Short-term / Cumulative Assessment:
APPLICATION:
Changes, computes, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses. (Include ANCHORING ACTIVITY / ANTICIPATORY SET, and at least one IN-CLASS TEAM PRODUCT)
Anchoring Activity / Anticipatory Set:
Students will create a (class / team product):
Formative Assessment / Rubric for Product:
Multicultural and/or ESL and/or Bilingual Link:
Mathematics/Science Link and/or Humanities Link:
School-to-Career/Tech Prep Link:
HIGHER ORDER THINKING SKILLS (H.O.T.S.):
Paradoxes, Attributes, Analogies, Discrepancies, Provocative Questions, Examples of Change, Examples of Habit, Organized Random Search, Skills of Search, Tolerance for Ambiguity, Intuitive Expression, Adjustment to Development, Study Creative People and Process, Evaluate Situations, Creative Reading Skill, Creative Listening Skill, Creative Writing Skill, Visualization Skill
(Include ANCHORING ACTIVITY / ANTICIPATORY SET, and at least one IN-CLASS TEAM PRODUCT)
Anchoring Activity / Anticipatory Set:
Students will:
Class/team/individual product:
Summative Assessment:
INDIVIDUAL JOURNAL ASSIGNMENT:
HOMELINK:
STATE STANDARD # STUDENTS WILL BE ABLE TO .
ESSENTIAL QUESTION: How does the Universal Theme of Organizing and Governing create mastery learning of essential concepts in this unit? State the essential concept(s) that this specific lesson will teach.
ESSENTIAL QUESTION:
8. ORGANIZING AND GOVERNING
Textbook or Database:
KNOWLEDGE:
Defines, describes, identifies, labels, lists, matches, names, outlines, reproduces, selects, states.
(Include ANCHORING ACTIVITY / ANTICIPATORY SET, at least 2 “for examples”)
Anchoring Activity / Anticipatory Set:
Students will:
Formative Assessment:
COMPREHENSION:
Converts, defends, distinguishes, estimates, explains, extends, generalizes, gives examples, infers, paraphrases, predicts, rewrites, summarizes. (Include “for examples”)
Short-term / Cumulative Assessment:
APPLICATION:
Changes, computes, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses. (Include ANCHORING ACTIVITY / ANTICIPATORY SET, and at least one IN-CLASS TEAM PRODUCT)
Anchoring Activity / Anticipatory Set:
Students will create a (class / team product):
Formative Assessment / Rubric for Product:
Multicultural and/or ESL and/or Bilingual Link:
Mathematics/Science Link and/or Humanities Link:
School-to-Career/Tech Prep Link:
HIGHER ORDER THINKING SKILLS (H.O.T.S.):
Paradoxes, Attributes, Analogies, Discrepancies, Provocative Questions, Examples of Change, Examples of Habit, Organized Random Search, Skills of Search, Tolerance for Ambiguity, Intuitive Expression, Adjustment to Development, Study Creative People and Process, Evaluate Situations, Creative Reading Skill, Creative Listening Skill, Creative Writing Skill, Visualization Skill
(Include ANCHORING ACTIVITY / ANTICIPATORY SET, and at least one IN-CLASS TEAM PRODUCT)
Anchoring Activity / Anticipatory Set:
Students will:
Class/team/individual product:
Summative Assessment:
INDIVIDUAL JOURNAL ASSIGNMENT:
HOMELINK:
STATE STANDARD # STUDENTS WILL BE ABLE TO .
ESSENTIAL QUESTION: How does the Universal Theme of Moral, Ethical and Spiritual Behavior create mastery learning of essential concepts in this unit? State the essential concept(s) that this specific lesson will teach.
ESSENTIAL QUESTION:
9. MORAL, ETHICAL AND SPIRITUAL BEHAVIOR
Textbook or Database:
KNOWLEDGE:
Defines, describes, identifies, labels, lists, matches, names, outlines, reproduces, selects, states.
(Include ANCHORING ACTIVITY / ANTICIPATORY SET, at least 2 “for examples”)
Anchoring Activity / Anticipatory Set:
Students will:
Formative Assessment:
COMPREHENSION:
Converts, defends, distinguishes, estimates, explains, extends, generalizes, gives examples, infers, paraphrases, predicts, rewrites, summarizes. (Include “for examples”)
Short-term / Cumulative Assessment:
APPLICATION:
Changes, computes, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses. (Include ANCHORING ACTIVITY / ANTICIPATORY SET, and at least one IN-CLASS TEAM PRODUCT)
Anchoring Activity / Anticipatory Set:
Students will create a (class / team product):
Formative Assessment / Rubric for Product:
Multicultural and/or ESL and/or Bilingual Link:
Mathematics/Science Link and/or Humanities Link:
School-to-Career/Tech Prep Link:
HIGHER ORDER THINKING SKILLS (H.O.T.S.):
Paradoxes, Attributes, Analogies, Discrepancies, Provocative Questions, Examples of Change, Examples of Habit, Organized Random Search, Skills of Search, Tolerance for Ambiguity, Intuitive Expression, Adjustment to Development, Study Creative People and Process, Evaluate Situations, Creative Reading Skill, Creative Listening Skill, Creative Writing Skill, Visualization Skill
(Include ANCHORING ACTIVITY / ANTICIPATORY SET, and at least one IN-CLASS TEAM PRODUCT)
Anchoring Activity / Anticipatory Set:
Students will:
Class/team/individual product:
Summative Assessment:
INDIVIDUAL JOURNAL ASSIGNMENT:
HOMELINK:
STATE STANDARD # STUDENTS WILL BE ABLE TO .
ESSENTIAL QUESTION: How does the Universal Theme of Aesthetic Needs create mastery learning of essential concepts in this unit? State the essential concept(s) that this specific lesson will teach.
ESSENTIAL QUESTION:
10. AESTHETIC NEEDS
Textbook or Database:
KNOWLEDGE:
Defines, describes, identifies, labels, lists, matches, names, outlines, reproduces, selects, states.
(Include ANCHORING ACTIVITY / ANTICIPATORY SET, at least 2 “for examples”)
Anchoring Activity / Anticipatory Set:
Students will:
Formative Assessment:
COMPREHENSION:
Converts, defends, distinguishes, estimates, explains, extends, generalizes, gives examples, infers, paraphrases, predicts, rewrites, summarizes. (Include “for examples”)
Short-term / Cumulative Assessment:
APPLICATION:
Changes, computes, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses. (Include ANCHORING ACTIVITY / ANTICIPATORY SET, and at least one IN-CLASS TEAM PRODUCT)
Anchoring Activity / Anticipatory Set:
Students will create a (class / team product):
Formative Assessment / Rubric for Product:
Multicultural and/or ESL and/or Bilingual Link:
Mathematics/Science Link and/or Humanities Link:
School-to-Career/Tech Prep Link:
HIGHER ORDER THINKING SKILLS (H.O.T.S.):
Paradoxes, Attributes, Analogies, Discrepancies, Provocative Questions, Examples of Change, Examples of Habit, Organized Random Search, Skills of Search, Tolerance for Ambiguity, Intuitive Expression, Adjustment to Development, Study Creative People and Process, Evaluate Situations, Creative Reading Skill, Creative Listening Skill, Creative Writing Skill, Visualization Skill
(Include ANCHORING ACTIVITY / ANTICIPATORY SET, and at least one IN-CLASS TEAM PRODUCT)
Anchoring Activity / Anticipatory Set:
Students will:
Class/team/individual product:
Summative Assessment:
INDIVIDUAL JOURNAL ASSIGNMENT:
HOMELINK:
STATE STANDARD # STUDENTS WILL BE ABLE TO .
ESSENTIAL QUESTION:
How does the discipline/sub-discipline of relate to mastery learning of ? State the essential concept(s) that this specific lesson will teach.
ESSENTIAL QUESTION:
11.
Textbook or Database:
KNOWLEDGE:
Defines, describes, identifies, labels, lists, matches, names, outlines, reproduces, selects, states.
(Include ANCHORING ACTIVITY / ANTICIPATORY SET, at least 2 “for examples”)
Anchoring Activity / Anticipatory Set:
Students will:
Formative Assessment:
COMPREHENSION:
Converts, defends, distinguishes, estimates, explains, extends, generalizes, gives examples, infers, paraphrases, predicts, rewrites, summarizes. (Include “for examples”)
Short-term / Cumulative Assessment:
APPLICATION:
Changes, computes, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses. (Include ANCHORING ACTIVITY / ANTICIPATORY SET, and at least one IN-CLASS TEAM PRODUCT)
Anchoring Activity / Anticipatory Set:
Students will create a (class / team product):
Formative Assessment / Rubric for Product:
Multicultural and/or ESL and/or Bilingual Link:
Mathematics/Science Link and/or Humanities Link:
School-to-Career/Tech Prep Link:
HIGHER ORDER THINKING SKILLS (H.O.T.S.):
Paradoxes, Attributes, Analogies, Discrepancies, Provocative Questions, Examples of Change, Examples of Habit, Organized Random Search, Skills of Search, Tolerance for Ambiguity, Intuitive Expression, Adjustment to Development, Study Creative People and Process, Evaluate Situations, Creative Reading Skill, Creative Listening Skill, Creative Writing Skill, Visualization Skill
(Include ANCHORING ACTIVITY / ANTICIPATORY SET, and at least one IN-CLASS TEAM PRODUCT)
Anchoring Activity / Anticipatory Set:
Students will:
Class/team/individual product:
Summative Assessment:
INDIVIDUAL JOURNAL ASSIGNMENT:
HOMELINK:
STATE STANDARD # STUDENTS WILL BE ABLE TO .
ESSENTIAL QUESTION:
How does the discipline/sub-discipline of relate to mastery learning of ? State the essential concept(s) that this specific lesson will teach.
ESSENTIAL QUESTION:
12.
Textbook or Database:
KNOWLEDGE:
Defines, describes, identifies, labels, lists, matches, names, outlines, reproduces, selects, states.
(Include ANCHORING ACTIVITY / ANTICIPATORY SET, at least 2 “for examples”)
Anchoring Activity / Anticipatory Set:
Students will:
Formative Assessment:
COMPREHENSION:
Converts, defends, distinguishes, estimates, explains, extends, generalizes, gives examples, infers, paraphrases, predicts, rewrites, summarizes. (Include “for examples”)
Short-term / Cumulative Assessment:
APPLICATION:
Changes, computes, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses. (Include ANCHORING ACTIVITY / ANTICIPATORY SET, and at least one IN-CLASS TEAM PRODUCT)
Anchoring Activity / Anticipatory Set:
Students will create a (class / team product):
Formative Assessment / Rubric for Product:
Multicultural and/or ESL and/or Bilingual Link:
Mathematics/Science Link and/or Humanities Link:
School-to-Career/Tech Prep Link:
HIGHER ORDER THINKING SKILLS (H.O.T.S.):
Paradoxes, Attributes, Analogies, Discrepancies, Provocative Questions, Examples of Change, Examples of Habit, Organized Random Search, Skills of Search, Tolerance for Ambiguity, Intuitive Expression, Adjustment to Development, Study Creative People and Process, Evaluate Situations, Creative Reading Skill, Creative Listening Skill, Creative Writing Skill, Visualization Skill
(Include ANCHORING ACTIVITY / ANTICIPATORY SET, and at least one IN-CLASS TEAM PRODUCT)
Anchoring Activity / Anticipatory Set:
Students will:
Class/team/individual product:
Summative Assessment:
INDIVIDUAL JOURNAL ASSIGNMENT:
HOMELINK:
STATE STANDARD # STUDENTS WILL BE ABLE TO .
ESSENTIAL QUESTION:
How does the discipline/sub-discipline of relate to mastery learning of ? State the essential concept(s) that this specific lesson will teach.
ESSENTIAL QUESTION:
13.
Textbook or Database:
KNOWLEDGE:
Defines, describes, identifies, labels, lists, matches, names, outlines, reproduces, selects, states.
(Include ANCHORING ACTIVITY / ANTICIPATORY SET, at least 2 “for examples”)
Anchoring Activity / Anticipatory Set:
Students will:
Formative Assessment:
COMPREHENSION:
Converts, defends, distinguishes, estimates, explains, extends, generalizes, gives examples, infers, paraphrases, predicts, rewrites, summarizes. (Include “for examples”)
Short-term / Cumulative Assessment:
APPLICATION:
Changes, computes, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses. (Include ANCHORING ACTIVITY / ANTICIPATORY SET, and at least one IN-CLASS TEAM PRODUCT)
Anchoring Activity / Anticipatory Set:
Students will create a (class / team product):
Formative Assessment / Rubric for Product:
Multicultural and/or ESL and/or Bilingual Link:
Mathematics/Science Link and/or Humanities Link:
School-to-Career/Tech Prep Link:
HIGHER ORDER THINKING SKILLS (H.O.T.S.):
Paradoxes, Attributes, Analogies, Discrepancies, Provocative Questions, Examples of Change, Examples of Habit, Organized Random Search, Skills of Search, Tolerance for Ambiguity, Intuitive Expression, Adjustment to Development, Study Creative People and Process, Evaluate Situations, Creative Reading Skill, Creative Listening Skill, Creative Writing Skill, Visualization Skill
(Include ANCHORING ACTIVITY / ANTICIPATORY SET, and at least one IN-CLASS TEAM PRODUCT)
Anchoring Activity / Anticipatory Set:
Students will:
Class/team/individual product:
Summative Assessment:
INDIVIDUAL JOURNAL ASSIGNMENT:
HOMELINK:
STATE STANDARD # STUDENTS WILL BE ABLE TO .
ESSENTIAL QUESTION:
How does the discipline/sub-discipline of relate to mastery learning of ? State the essential concept(s) that this specific lesson will teach.
ESSENTIAL QUESTION:
14.
Textbook or Database:
KNOWLEDGE:
Defines, describes, identifies, labels, lists, matches, names, outlines, reproduces, selects, states.
(Include ANCHORING ACTIVITY / ANTICIPATORY SET, at least 2 “for examples”)
Anchoring Activity / Anticipatory Set:
Students will:
Formative Assessment:
COMPREHENSION:
Converts, defends, distinguishes, estimates, explains, extends, generalizes, gives examples, infers, paraphrases, predicts, rewrites, summarizes. (Include “for examples”)
Short-term / Cumulative Assessment:
APPLICATION:
Changes, computes, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses. (Include ANCHORING ACTIVITY / ANTICIPATORY SET, and at least one IN-CLASS TEAM PRODUCT)
Anchoring Activity / Anticipatory Set:
Students will create a (class / team product):
Formative Assessment / Rubric for Product:
Multicultural and/or ESL and/or Bilingual Link:
Mathematics/Science Link and/or Humanities Link:
School-to-Career/Tech Prep Link:
HIGHER ORDER THINKING SKILLS (H.O.T.S.):
Paradoxes, Attributes, Analogies, Discrepancies, Provocative Questions, Examples of Change, Examples of Habit, Organized Random Search, Skills of Search, Tolerance for Ambiguity, Intuitive Expression, Adjustment to Development, Study Creative People and Process, Evaluate Situations, Creative Reading Skill, Creative Listening Skill, Creative Writing Skill, Visualization Skill
(Include ANCHORING ACTIVITY / ANTICIPATORY SET, and at least one IN-CLASS TEAM PRODUCT)
Anchoring Activity / Anticipatory Set:
Students will:
Class/team/individual product:
Summative Assessment:
INDIVIDUAL JOURNAL ASSIGNMENT:
HOMELINK:
STATE STANDARD # STUDENTS WILL BE ABLE TO .
ESSENTIAL QUESTION:
How does the discipline/sub-discipline of relate to mastery learning of ? State the essential concept(s) that this specific lesson will teach.
ESSENTIAL QUESTION:
15.
Textbook or Database:
KNOWLEDGE:
Defines, describes, identifies, labels, lists, matches, names, outlines, reproduces, selects, states.
(Include ANCHORING ACTIVITY / ANTICIPATORY SET, at least 2 “for examples”)
Anchoring Activity / Anticipatory Set:
Students will:
Formative Assessment:
COMPREHENSION:
Converts, defends, distinguishes, estimates, explains, extends, generalizes, gives examples, infers, paraphrases, predicts, rewrites, summarizes. (Include “for examples”)
Short-term / Cumulative Assessment:
APPLICATION:
Changes, computes, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses. (Include ANCHORING ACTIVITY / ANTICIPATORY SET, and at least one IN-CLASS TEAM PRODUCT)
Anchoring Activity / Anticipatory Set:
Students will create a (class / team product):
Formative Assessment / Rubric for Product:
Multicultural and/or ESL and/or Bilingual Link:
Mathematics/Science Link and/or Humanities Link:
School-to-Career/Tech Prep Link:
HIGHER ORDER THINKING SKILLS (H.O.T.S.):
Paradoxes, Attributes, Analogies, Discrepancies, Provocative Questions, Examples of Change, Examples of Habit, Organized Random Search, Skills of Search, Tolerance for Ambiguity, Intuitive Expression, Adjustment to Development, Study Creative People and Process, Evaluate Situations, Creative Reading Skill, Creative Listening Skill, Creative Writing Skill, Visualization Skill
(Include ANCHORING ACTIVITY / ANTICIPATORY SET, and at least one IN-CLASS TEAM PRODUCT)
Anchoring Activity / Anticipatory Set:
Students will:
Class/team/individual product:
Summative Assessment:
INDIVIDUAL JOURNAL ASSIGNMENT:
HOMELINK:
STATE STANDARD # STUDENTS WILL BE ABLE TO .
ESSENTIAL QUESTION:
How does the discipline/sub-discipline of relate to mastery learning of ? State the essential concept(s) that this specific lesson will teach.
ESSENTIAL QUESTION:
16.
Textbook or Database:
KNOWLEDGE:
Defines, describes, identifies, labels, lists, matches, names, outlines, reproduces, selects, states.
(Include ANCHORING ACTIVITY / ANTICIPATORY SET, at least 2 “for examples”)
Anchoring Activity / Anticipatory Set:
Students will:
Formative Assessment:
COMPREHENSION:
Converts, defends, distinguishes, estimates, explains, extends, generalizes, gives examples, infers, paraphrases, predicts, rewrites, summarizes. (Include “for examples”)
Short-term / Cumulative Assessment:
APPLICATION:
Changes, computes, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses. (Include ANCHORING ACTIVITY / ANTICIPATORY SET, and at least one IN-CLASS TEAM PRODUCT)
Anchoring Activity / Anticipatory Set:
Students will create a (class / team product):
Formative Assessment / Rubric for Product:
Multicultural and/or ESL and/or Bilingual Link:
Mathematics/Science Link and/or Humanities Link:
School-to-Career/Tech Prep Link:
HIGHER ORDER THINKING SKILLS (H.O.T.S.):
Paradoxes, Attributes, Analogies, Discrepancies, Provocative Questions, Examples of Change, Examples of Habit, Organized Random Search, Skills of Search, Tolerance for Ambiguity, Intuitive Expression, Adjustment to Development, Study Creative People and Process, Evaluate Situations, Creative Reading Skill, Creative Listening Skill, Creative Writing Skill, Visualization Skill
(Include ANCHORING ACTIVITY / ANTICIPATORY SET, and at least one IN-CLASS TEAM PRODUCT)
Anchoring Activity / Anticipatory Set:
Students will:
Class/team/individual product:
Summative Assessment:
INDIVIDUAL JOURNAL ASSIGNMENT:
HOMELINK:
STATE STANDARD # STUDENTS WILL BE ABLE TO .
ESSENTIAL QUESTION:
How does the discipline/sub-discipline of relate to mastery learning of ? State the essential concept(s) that this specific lesson will teach.
ESSENTIAL QUESTION:
17.
Textbook or Database:
KNOWLEDGE:
Defines, describes, identifies, labels, lists, matches, names, outlines, reproduces, selects, states.
(Include ANCHORING ACTIVITY / ANTICIPATORY SET, at least 2 “for examples”)
Anchoring Activity / Anticipatory Set:
Students will:
Formative Assessment:
COMPREHENSION:
Converts, defends, distinguishes, estimates, explains, extends, generalizes, gives examples, infers, paraphrases, predicts, rewrites, summarizes. (Include “for examples”)
Short-term / Cumulative Assessment:
APPLICATION:
Changes, computes, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses. (Include ANCHORING ACTIVITY / ANTICIPATORY SET, and at least one IN-CLASS TEAM PRODUCT)
Anchoring Activity / Anticipatory Set:
Students will create a (class / team product):
Formative Assessment / Rubric for Product:
Multicultural and/or ESL and/or Bilingual Link:
Mathematics/Science Link and/or Humanities Link:
School-to-Career/Tech Prep Link:
HIGHER ORDER THINKING SKILLS (H.O.T.S.):
Paradoxes, Attributes, Analogies, Discrepancies, Provocative Questions, Examples of Change, Examples of Habit, Organized Random Search, Skills of Search, Tolerance for Ambiguity, Intuitive Expression, Adjustment to Development, Study Creative People and Process, Evaluate Situations, Creative Reading Skill, Creative Listening Skill, Creative Writing Skill, Visualization Skill
(Include ANCHORING ACTIVITY / ANTICIPATORY SET, and at least one IN-CLASS TEAM PRODUCT)
Anchoring Activity / Anticipatory Set:
Students will:
Class/team/individual product:
Summative Assessment:
INDIVIDUAL JOURNAL ASSIGNMENT:
HOMELINK:
MORAL / ETHICAL / SPIRITUAL
REASONING AND DILEMMAS
FOR CHARACTER EDUCATION
TEN ETHICAL DILEMMAS
(Must be set in context of unit, but must also relate to the lives of today’s students)
STATE STANDARD # .
ESSENTIAL QUESTION: How does the content of this unit reflect character education through Moral and Ethical dilemmas?
1. Producing, Exchanging, and Distributing [Economics]
ESSENTIAL QUESTION: How does the Human Activity of Producing, Exchanging and Distributing create moral/ethical dilemmas?
DILEMMA:
2. Transportation
ESSENTIAL QUESTION: How does the Human Activity of Transportation create moral/ethical dilemmas?
DILEMMA:
3. Communications
ESSENTIAL QUESTION: How does the Human Activity of Communications create moral/ethical dilemmas?
DILEMMA:
4. Protecting and Conserving
ESSENTIAL QUESTION: How does the Human Activity of Protecting and Conserving create moral/ethical dilemmas?
DILEMMA:
5. Providing Education
ESSENTIAL QUESTION: How does the Human Activity of Providing Education create moral/ethical dilemmas?
DILEMMA:
6. Making and Using Tools and/or Technology
ESSENTIAL QUESTION: How does the Human Activity of Making and Using Tools and/or Technology create moral/ethical dilemmas?
DILEMMA:
7. Providing Recreation
ESSENTIAL QUESTION: How does the Human Activity of Providing Recreation create moral/ethical dilemmas?
DILEMMA:
8. Organizing and Governing
ESSENTIAL QUESTION: How does the Human Activity of Organizing and Governing create moral/ethical dilemmas?
DILEMMA:
9. Moral, Ethical and Spiritual Behavior
ESSENTIAL QUESTION: How does the Human Activity of Moral, Ethical and Spiritual Behavior create moral/ethical dilemmas?
DILEMMA:
10. Aesthetic Needs
ESSENTIAL QUESTION: How does the Human Activity of Aesthetic Needs create moral/ethical dilemmas?
DILEMMA:
PRODUCTIVE THINKING SKILLS
DIVERGENT / CREATIVE THINKING
1. BRAINSTORM MODEL
A. BRAINSTORM ALL OF THE .
AHA #1:
AHA #2:
AHA #3:
AHA #4:
AHA #5:
AHA #6:
AHA #7:
B. BRAINSTORM AS MANY AS YOU CAN THINK OF.
AHA #8:
AHA #9:
AHA #10:
AHA #11:
AHA #12:
AHA #13:
AHA #14:
C. HOW MANY WAYS CAN YOU COME UP WITH TO ?
AHA #15:
AHA #16:
AHA #17:
Random Brainstorm:
Random Brainstorm:
Random Brainstorm:
Random Brainstorm:
2. VIEWPOINT MODEL (Human or Animate) USE CULTURAL LITERACY TERMS
A. HOW WOULD LOOK TO A(N) ?
AHA #1:
AHA #2:
AHA #3:
AHA #4:
AHA #5:
AHA #6:
AHA #7:
AHA #8:
B. WHAT WOULD A MEAN FROM THE VIEWPOINT OF A(N) ?
AHA #9:
AHA #10:
AHA #11:
AHA #12:
AHA #13:
AHA #14:
AHA #15:
AHA #16:
AHA #17:
C. HOW WOULD VIEW THIS?
(Use one person from history here)
1:
2:
3:
4:
5:
6:
3. INVOLVEMENT MODEL (Personification / Inanimate object brought to life)
A. HOW WOULD YOU FEEL IF YOU WERE ?
AHA #1:
AHA #2:
AHA #3:
AHA #4:
AHA #5:
AHA #6:
AHA #7:
B. IF YOU WERE A , WHAT WOULD YOU (SEE, TASTE, SMELL, FEEL, etc.)?
AHA #8:
AHA #9:
AHA #10:
AHA #11:
AHA #12:
AHA #13:
AHA #14:
C. YOU ARE A . DESCRIBE HOW IT FEELS.
AHA #15:
AHA #16:
AHA #17:
Random Involvement / Personification:
Random Involvement / Personification:
Random Involvement / Personification:
Random Involvement / Personification:
4. CONSCIOUS SELF-DECEIT MODEL
A. SUPPOSE . WHAT .
AHA #1:
AHA #2:
AHA #3:
AHA #4:
AHA #5:
AHA #6:
AHA #7:
AHA #8:
AHA #9:
B. YOU CAN . WHAT ?
AHA #10:
AHA #11:
AHA #12:
AHA #13:
AHA #14:
AHA #15:
AHA #16:
AHA #17:
Random:
Random:
Random:
Random:
5. FORCED ASSOCIATION MODEL USE CULTURAL LITERACY TERMS HERE
A. HOW IS LIKE ?
AHA #1:
AHA #2:
AHA #3:
AHA #4:
AHA #5:
AHA #6:
AHA #7:
B. GET IDEAS FROM TO IMPROVE .
AHA #8:
AHA #9:
AHA #10:
AHA #11:
AHA #12:
AHA #13:
AHA #14:
C. I ONLY KNOW ABOUT . EXPLAIN TO ME.
AHA #15:
AHA #16:
AHA #17:
Random:
Random:
Random:
Random:
6. REORGANIZATION / SYNECTICS MODEL
A. WHAT WOULD HAPPEN IF ?
AHA #1:
AHA #2:
AHA #3:
AHA #4:
AHA #5:
AHA #6:
AHA #7:
B. SUPPOSE (HAPPENED) WHAT WOULD BE THE CONSEQUENCES?
AHA #8:
AHA #9:
AHA #10:
AHA #11:
AHA #12:
AHA #13:
AHA #14:
C. WHAT WOULD HAPPEN IF THERE WERE NO ?
AHA #15:
AHA #16:
AHA #17:
Random:
Random:
Random:
Random:
CULTURAL LITERACY
Students must meaningfully use these terms to: (1) spell correctly, (2) use correctly in a sentence, and (3) use a metaphor. Use E.D. Hirsch’s, The Core Knowledge Series (i.e. What Your Third Grader Needs to Know), your textbooks and especially Hirsch’s New Dictionary of Cultural Literacy.
1. Dates:
2. Names:
3. Proper Names:
4. Ideas:
5. Phrases
RESOURCES
I. BIBLIOGRAPHY – Teacher / Professional Books and Resources (at least 6)
II. BIBLIOGRAPHY – Student Books on loan from Media Center for classroom use as anticipatory sets, to read in class and / or to be used as I-Search Projects (at least 20)
III. Educational Films / Videos (at least 10)
IV. Commercial Films / Videos (at least 30)
V. Literature / Language Arts (on reserve in Media Center for interest reading)
Fiction (at least 20)
Non-Fiction (at least 20)
VI. Poetry (at least 10)
VII. Drama (Stage Productions) (at least 4)
VIII. Art Works (at least 10)
IX. Music (at least 20)
X. Resource People / Mentors
XI. Field Trips
XII. Other Material (CD-ROM, Laser Disc, Internet sites, etc.) (at least 25)
