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Guidelines for your Thematic Units

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

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Guidelines for your Thematic Units

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  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. This element is not required, but it shows your ability to do long-term planning for 2-3 weeks Suggested format for each week: Unit Calendar (optional)

  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/ • 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

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