Purpose: The purpose of this assignment is for each student to:
- demonstrate knowledge of a thematic approach to curriculum design
- demonstrate the ability to use knowledge of learning styles, and multiple intelligence theory in designing learning experiences for students who vary in ethnicity, race, language, culture and ability
- demonstrate the ability to adapt instruction to meet the instructional needs of individuals within a classroom
- demonstrate the ability to assess student learning using a variety of strategies
General description of the assignment: You are ENCOURAGED TO WORK IN GROUPS OF TWO OR THREE to develop your unit. When working with partners, you will turn in one copy of Phases I, II, and III (curriculum development process), however, you will undoubtedly find that each partner must make adaptations for the unique setting of his or her placement and group of students. These adaptations should be reflected in your Assessment Portfolio (Phase IV) where you detail the adaptations you made to accommodate the instructional needs of individuals within a classroom. In a group developed unit, each student will submit an individual Assessment Portfolio (Phase IV).
You are planning a TWO week thematic unit of study. The unit must involve a minimum of 10 teaching days allocating at least 30 - 45 minutes per day for the unit. The topic and theme must be selected with input from cooperating teachers and fall within the expected curriculum for your grade level and school site, including Sunshine State Standards. If you have any difficulty negotiating with your cooperating teacher about topic, theme, or allocation of instructional time for the unit, please see your instructor immediately. Your unit should be taught at a time when all class members have the opportunity to participate.
Structure of the design process: The unit design process is organized into phases to help you plan and provide you with feedback along the way. Here (in this internet site) you will find a brief overview of the phases. Each phase is explained in detail in your course packet. This overview will be a useful checklist to make sure you include all necessary components of each phase.
Note: Heading for every submission should include your name, topic of your unit, and grade level
Phase I (Feedback provided; ungraded)
1. Description of class and rationale for selection of topic
a) Brief classroom description
b) Statement of thematic topic
c) Completed theme criteria checklist
d) Rationale statement
e) Copy of relevant state/district/grade level standards
2. Background knowledge
a) Content outline
b) Bibliography
Phase II (Feedback provided; ungraded) This section includes:
a) Concept/generalization statement
b)Supporting objectives
c) One to two page description of your plan for the lesson
d) Materials/resources--reference resources where appropriate
e)Assessment plan
Phase III (Feedback provided; Graded)
1. Copy of revised components of Phase One
3. Unit Concepts or Generalizations and Objectives:
4. Lesson Plans (one to two pages each): Each lesson plan must include the following components:
Phase Four: Assessment Portfolio (GRADED)
PLEASE SUBMIT EVERYTHING IN ONE NOTEBOOK
1. Copy of concepts, performance indicators and lesson plans from your unit. Make sure you indicate grade level.2. Summary of changes you made in your unit.
3. Assessment narrative for each lesson with all component parts:
a) Lesson number and title
b) Objectives
c) Explanation of adaptations
d) Brief explanation of student artifact
e) Brief analysis of student learning
f) Copies of artifacts4. Performance Indicator Narrative for each Indicator
a) Performance Indicator
b) Brief explanation of student artifact
c) Analysis of learning outcome
d) Copies of artifacts5. Reflection Narrative
6. Teacher’s Evaluation of Unit (See internship handbook).