UNIT TOPIC: Asian Philosophers
1. UNIT CONTEXT
Subject/Content Area: Social Science
Course: World History 9 Honors
Grade Level: 9
Length of Unit:11/5/12-11/9/12
Monday Periods 1-6 (45 minutes each)
Tuesday periods 2, 4, 6 (2hours each)
Wednesday Periods 1, 3, 5 (2 hours each)
Thursday periods 1-6 (45 minutes each)
Friday period 1-6 (45 minutes each)
2. FACTS ABOUT THE LEARNERS
Whole Class Information
·
Number of students in class
·
Demographic Information: 40% Hispanic, 40%
White, 20% Black, Pacific Islander and “other.” 60% female 40% male. There
are 10% of my students on Free and reduced lunch. 7 ELL students, 10 Bilingual,
1 IEP, 0 504, 3 Gifted
·
Developmental Needs:
Readiness levels: 4 and 5. Most students are reclassified as proficient.
Interests students have: school sports, school clubs, and after school
activities. Learning Profiles: most students like to learn with interactive
material such as projects and in class activities. Affective-Management
Strategies & Classroom Learning Environment: The classroom is shapes with
student’s desks in rows in the center of the room facing the whiteboard.
Students respond well to teacher prompts to stay on task and perform well with
these reminders.
Individual Student Information and Differentiation Strategies
Provide the following information
for 5 specific students
·
2 English Language Learners: Elena and Jonathan
·
2 Students with Special Education Needs: Alex and Charles
·
1 student: David.
Address the following for each
student:
·
What is the students’ name? Jonathan and Elena
·
What is the level of your English Learner? Jonathan is at the
advanced level and Elena is at the Early
Intermediate level
Or
·
What category does the student qualify for special education
services?
Alex: Specific Learning
Disability: Difficulty with Sound/Symbol relationship and word identification
Charles: Attention Deficit Hyperactivity Disorder
·
Describe student’s grade level: Both Alex and Charles are in 10th
grade, culture: Alex and Charles are both self-isolating and often times avoid
social situations, language: Both students are fluent in English. Family:
Charles lives with his father, Alex lives with his parents
·
What are the student’s individual ed. goals? Reading: Alex’s goal is to use graphic
organizers to help with word identification. Charles’s goal is when given
content area reading passages he will define, restate, and correctly provide examples
which show his understanding of specialized vocabulary words with 75% accuracy
in 4/5 trials. writing: Alex’s writing goal is to be able to write a paragraph
with words he has identified as important. Charles writing goal is to write a
three paragraph essay with an intro, body, and conclusion with clear topic
sentences and supporting detail sentences with 80% accuracy. Subject levels:
Alex and Charles are currently at a 7th grade reading level.
·
Describe developmental needs (readiness, interest, & learning
profile) for each student.
·
What can you do to differentiate each student’s
o
Content (curriculum materials)
§ Highlighting
important text for reading, Graphic organizers for reading, Think, Pair, Shares
for reading.
o
Process (student activities)
§ Project
based learning, group work.
o
Product (assessment)
§ Peer
review, gallery walk.
o
Affect (proactive management strategies - student activities,
feedback strategies…)
§ Provide
constant supervision and redirection for these students, to make sure they are
staying on task and are actively participating in the group activities and to
ensure they are not being left out of the assignment or activity.
o
Learning Environment (classroom space, seating, grouping …)
§ Students
will be grouped in pairs of 4; the students will be working on the floor and at
their desks.
Based on their developmental needs (readiness, interests and
learning profile)?
·
What
progress monitoring assessment would you choose to obtain evidence of the
student’s progress toward a learning goal/objective?
o
Highlight
of text during the readings, use of graphic organizer during gallery walk,
poster activity that includes active student participation and contribution
·
What
would be your next steps to facilitate this student’s learning? Consider the
student’s facts - identity/demographics and developmental needs (readiness,
interests, learning profile).
o
Students
will highlight 10 things they found interesting from the reading, students will
also complete a character chart on the different dynasties and write an AXES
paragraph at the end. Students needs will be met by having students use graphic
organizers to understand material and use them to refer back to for the AXES
paragraph
2. Unit Rationale: Enduring Understandings & Essential Questions
What is important about unit? So
that students understand the major points of Chinese philosophy and how it has
created social structure why does unit matter? This unit matters because it
shows that human development and knowledge equates to the growth of society How
does unit fit into the overall scheme of your course and your “big picture”
goals for the students? Students will continue to learn about philosophy,
religion, and their equation to the building of social structure
Enduring Understandings (EU)
What do you want students to be
left with at the end of the unit? Students will be left with an understanding
that as humanity grows and knowledge is gained, that human culture grows. What
do you want students to know and be able to do? By the end of this unit
students will be able to show that they can articulate how human culture has
grown over the globe.
“Students will understand that human development and knowledge equals growth.”
“Students will understand that human development and knowledge equals growth.”
Essential Questions
What questions will frame the
teaching and learning, point students toward key issues and ideas, and suggest
meaningful and provocative inquiry into the content? Remember these guides
about Essential Questions:
Why do belief systems build social
structure?
Reason for the Instructional
Strategies & Student Activities
3. STANDARDS
Content Standards
California Common Core Standards:
Reading standards for History/Social Science Grade 9-10
Ideas and Details #2:
“Determine the central ideas or information of primary or
secondary sources; provide an accurate summary of how key events or ideas
develop over the course of the text.”
ELD Standards
Participate in Social
Conversations Cluster 5: Advanced
“Negotiate and initiate social
conversations by questioning, restating, soliciting information, and paraphrasing
the communication of others”
4. UNIT OBJECTIVES
o
Students will be able to understand the various types of Asian
philosophy and how those philosophies have shaped social culture.
·
Using the standard/framework you chose, write an objective(s) that
directly addresses your standard or framework. What skills and knowledge does
the lesson/unit address?
o
Students will be able to identify key ideas in text, as well as
display learned material in multi-media fashion.
·
Condition: Under what conditions will the students meet objective?
o
Students will discuss the concepts of the activity as well as be
provided background on the historical setting for what they are studying such
as the dynastic cycle, The warring states period and sghintoism
·
Verb: What will the student do?
o
Students will complete a character chart on the different
dynasties, Complete a visual representation of the three philosophies in a
group setting, Students will participate in a gallery walk and fill in a
graphic organizer for each belief system, students will use their applied
knowledge of the three philosophies and compare it to the central themes within
the video, and students will complete an AXES paragraph on the major points of
Chinese philosophy
·
Criteria: How will you evaluate the student performance?
o
Students will be assessed based upon their ability to complete the
AXES paragraph (formal)
·
Type: Identify if the objective(s) are cognitive (content),
affective (emotional/perspective, writing), psychomotor (skills based activity)
or language (Speaking).
o
Cognitive objectives: background packet, graphic organizer, AXES
paragraph
o
Affective objectives: working in groups to complete poster.
·
Standard: Cross-reference with the standards - Example: Objective,
Type & Standard #
o
Objective: Students will
be able to understand the various types of Asian philosophy and how those
philosophies have shaped social culture
o
Standard: Reading
standards for History/Social Science Grade 9-10
Ideas and Details
#2:
“Determine the central ideas or
information of primary or secondary sources; provide an accurate summary of how
key events or ideas develop over the course of the text.”
5. ASSESSMENT PLAN
Have an assessment for every objective and standard in unit.
Cross-reference the objective and standard for each assessment. Example: Assessment (Objective/Standard #)
o
graphic organizer (formal), highlighting of text (informal),
create a poster (informal), Complete an AXES paragraph (formal)
Include the following information about each assessment:
·
Name of Assessment: AXES Paragraph
·
Formality: formal
·
Type: summative
·
Purpose: assess concepts
·
Implementation Method: written
·
Communication of Expectations: supports
·
Evaluation Criteria: Provide one rubric for the unit.
o
Feedback
Strategies: Students will receive comments from the teacher on their rubrics
for the AXES paragraphs
·
Student Self-Assessments: Peer review.
6. STEPS OF INSTRUCTION
Provide the into, through and
closure/beyond for the unit as well as the lesson designs for each
day with all needed materials (ppts, graphic organizers, rubrics…).
Into: Students will be able to read the background information on
Buddhism, Confucianism, and Taoism
Purpose: Students will gain
background knowledge from the readings and be able to recall that information
for the poster activity and AXES paragraphs.
Student Activity
·
Describe overview of “Into” lesson for the unit. Include in the
following format:
·
Hook: Ask students if they know anything about Dr. King, and use
sample poster of Dr. King to illustrate how students will be able to make
connections between Dr. Kings beliefs and the beliefs of Buddhism,
Confucianism, and Taoism.
·
What will you do to draw on previous experience, motivating
students to want to learn what’s in this unit? How will you access prior
knowledge? What activities will you use to tap into prior learning and
knowledge and engage ALL students?
o
Students will use pervious experience by relying on their groups
collective knowledge to recall information.
o
Students motivation will be addressed by having students
participate in a social activity as well as participate in a writing activity.
o
Students prior knowledge will be assessed based upon the questions
on Dr. King as a reference to these beliefs, students will also have a chance
to build up their own background knowledge during the background readings.
·
What are the steps to begin the activity?
Who knows something about…?
·
Buddhism?
·
Confucianism?
·
Daoism?
If students don’t know, tell them they are going to learn
today.
Dr King Model (5 Minutes)
Does anyone know what a character collogue is?
Does anyone know anything about Dr. King?
Display Dr. King model on Document Camera.
·
Review key items for Poster:
·
5 key words
·
5 visuals
·
3 quotes
Break into Groups
·
Number students 1-7
·
Find out Who:
·
Draws Best – Illustrator
·
Organizes the best – Graphic Designer
·
Reads well – Researcher
·
Takes notes the best – Paraphraser
Background
information
Hand out background packets
“Each person in your group is to read this and give 10
examples
Pass out head and body pages to all group illustrators.
Hand out butcher paper and sharpies to illustrators
Walk around and check for understanding
Think, Pair, Share (2 Minutes)
Share your examples to the others in your group
o Give
students 2 minutes to share their examples to the group
·
How will you handle the room arrangement?
o
Students will move desks when they break into groups.
·
How will you handle student grouping?
o
By numbering students from 1-7
·
How will you handle transitions and misbehavior?
o
Transitions will be handled with teachers indication.
o
Misbehavior will be handled with prompts from the teacher as well
as the schools discipline policy.
·
What questions will you ask to prompt learning?
·
Who knows something about…?
o Buddhism?
o Confucianism?
o Daoism?
o Does
anyone know what a character collogue is?
o Does
anyone know anything about Dr. King?
·
Unit Preview - What will you preview of the whole unit?
o
The Qin, Han, Sui, and Tang Dynasties.
·
How will you connect the different activities? Transitions?
o
Activities
will be transitioned by having students move to various locations around the
classroom, such as: Background information at their grouped desks, Students
will share out their information, and then transition to the floor to complete
their jobs on the poster. After the poster is completed the students will
display their posters on the wall and students will then return to their seats
for the gallery walk. Students will stay in their groups for the gallery walk
as they complete their character chart. Teacher will then talk about each
posters unique characteristics as the students take notes. Students will
complete an AXES paragraph for the remainder of time and at home
·
Assessment:
o
Completion
of the elements of their character chart (formal), 5 elements on their poster
activity (formal), Students ability to work together to complete a project
(informal), completed graphic organizer (informal), ability to make distinctions
between the video and their own prior knowledge (formal), assessed on their
responses to the AXES essay (summative)
Through: Unit Calendar
·
Daily Objectives:
o
Day 1: Students
will be able to distinguish between the different Chinese civilizations during the
Qin, Han, Sui, and Tang Dynasties
o
Day
2: After reading background information, Students will be able work in teams to
assemble a graphic representation of the three philosophies of: Buddhism,
Confucianism, and Daoism.
o
Day
3: After completing a summative activity students will be able to organize the
main points of the three philosophies of: Buddhism, Confucianism, and Daoism.
In a Graphic Organizer
o
Day
4: After completing notes on the video: Chinas Philosophers students
will be able to provide the differences between the video and text information
o
Day 5: After
completing the assessment students will be able to understand major points of
the three philosophies of Buddhism, Confucianism, and Daoism in a formal
written response
·
Standards (Content):
Day 1
|
Day 2
|
Day 3
|
Day 4
|
Day 5
|
California
Common Core Standard:
Reading
standards for History/Social Science Grade 9-10
Ideas and
Details #1:
“Cite specific
textual evidence to support analysis of primary
and secondary
sources, attending to such features as the date
and
origin of the information”
|
California
Common Core Standard:
Reading
standards for History/Social Science Grade 9-10
Ideas
and Details #2: “Determine the central ideas or information of a
primary or secondary source; provide an accurate summary of how key events or
ideas develop over the course of the text.”
|
California
Common Core Standard:
Reading
standards for History/Social Science Grade 9-10
Craft and
Structure #6:
“Compare the
point of view of two or more authors for how
they treat the
same or similar topics, including which details
they
include and emphasize in their respective accounts.”
|
California
Common Core Standard:
Reading
standards for History/Social Science Grade
9-10
Craft
and Structure #9
“Compare
and contrast treatments of the same topic in several primary and secondary
sources.”
|
California
Common Core Standard:
Reading
standards for History/Social Science Grade
9-10
Range
of Reading and Level of Text Complexity #10 “by the end of grade 10, read and
comprehend history/social studies texts in the grades 9-10 text complexity
band independently and proficiently.”
|
Standards
(ELD):
Day 1
|
Day 2
|
Day 3
|
Day 4
|
Day 5
|
Cluster
3: Reading Comprehension: Synthesize ideas: Level A
“Apply
knowledge of language to achieve comprehension of informational materials,
literary text, and text in content areas.”
|
Cluster 3:
Synthesize ideas: Reading
Comprehension: Level A:
“Prepare a brief research or synthesizing paper in a
content area and analyze ideas from several sources to present a coherent
argument or conclusion arranged in the proper format including a
bibliography.”
|
Cluster 5: Listening & Speaking: Participate in Social
Conversations: Level A: “ Negotiate the initiate social conversations by
questioning restating, soliciting information, and paraphrasing the
communication of others.”
|
Cluster 1 ES: Writing Strategies & Applications Level
A: “Produce writing by using various elements of discourse (e.g., purpose,
speaker, audience, form) in narrative, expository, persuasive, and/or
descriptive writing.”
|
Cluster 2: Reading Fluency & Systematic Vocabulary
Development: Use social and academic vocabulary: Level A: “Apply knowledge of
academic and social vocabulary to achieve independent reading.”
|
·
Student Activities
o
Day 1: Character Chart
o
Day 2: Graphic Representation
o
Day 3: Gallery Walk
o
Day 4: Video: China’s Philosophers
o
Day 5: AXES Paragraph.
·
Assessment
(formality, purpose, implementation method, & criteria)
o
Completion of the elements of their
character chart (formal), 5 elements on their poster activity (formal),
Students ability to work together to complete a project (informal), completed
graphic organizer (informal), ability to make distinctions between the video and
their own prior knowledge (formal), assessed on their responses to the AXES
essay (summative)
Closure/Beyond: Label Unit Closure and Unit Transition Activities
In addition to the calendar
information Obj., Stand, Activity, Assess.) address the following:
·
Closure: How will you have students summarize and make meaning of
their learning?
o
Students will answer the prompt: “How did Chinese Philosophy build
culture?” with the AXES paragraph design sheet as their guide (See green paper)
·
Closure: What kind of “product” will students produce as a
culminating demonstration of their learning?
o
Students will have a completed AXES paragraph, as well as a group
poster, and an individual Graphic Organizer
·
Beyond: How will you structure opportunities for students to continue
practice and transfer learning from this unit?
o
Students will be assessed on their unit text for recall of
information, as well as connect to the next unit on Religions originating from
the Middle East, Asia, and India.
·
Beyond: How will you prepare students for the next unit?
o
Students will make connections with the next unit by having a
basic understanding of how religion has shaped culture and how that idea will
shape the religions and cultures of t he middle east, and India.
·
Write up: Objective of the closure, Standard, Student Activity,
Assessment
o
After completing the assessment students will be able to
understand major points of the three philosophies of Buddhism, Confucianism,
and Daoism in the formal written response. Furthermore students will be able to
apply their knowledge to the next unit on religions in the Middle East and
India.
8. REFLECTION
·
In what ways have you differentiated instruction to meet the
varying needs of your students including your high achievers?
o
Students were allowed to work in groups as well as provide
individual contributions to a project.
·
What strengths and possible limitations do you see in your plan?
o
Some of the strengths are that it builds social interaction among
the groups, and that it allows students to utilize students various learning
strategies.
·
What forms of data/evidence might you collect from this unit to
measure its effectiveness - gauged by actual student learning?
o
AXES paragraphs will be graded on rubrics, Students will turn in
their graphic organizers from the gallery walk, and students will display their
5 elements of their assigned philosophy on their poster activities. Some of the
limitations of this project are the confines of the project, such as giving a
limited view of the philosophy and may offend some students views of that
philosophy or religion. Students may miss the overall objective because of
other students lack of comprehension on their assigned religion.
·
What have you learned about yourself, students, your unit plan
topic, and/or planning in general as a result of designing this unit plan?
o
Unit planning is difficult, but achievable. Unit planning gives
the teacher a sense of direction with lesson plans, as well as provides a way
for you to pace out where you are going. I feel that unit planning is important
so that you can prepare for what is next, as well as keep a current knowledge
of where your classes are in the pace of the content area. You can also know
were your students are in relation to other teachers classrooms as well as where
you are in relation to district and school expectations.
·
What do you know now that you didn’t know at the start of this
unit or program?
How to plan out activities for an entire unit as well
as plan out activities for a weeks time. Unit planning can be useful to
teachers as it provides a sense of what you want to accomplish for a particular
unit. It also helps you break down your content standards and provides a road
map for you to utilize during instruction.
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