Unit+Plan+Rationale


 * Unit Plan: Mega Rationale

Unit Plan Overview and Objectives | Pre Assessment Analysis | Lesson 1 Renovations | Lesson 2 Baltimore Then and Now | Lesson 3 Timelines | Lesson 4 I can make a difference | Lesson 5 Symbols | Unit Analysis | Unit Reflection 

What is this artifact? **

This artifact is a **JPTAAR unit** I taught to a group of twenty four second graders at Waverly Elementary School. The focus of the unit was on how communities change over time. This **unit was adapted** from lessons retrieved from the Howard County Document Repository in order to meet the needs of all my learners. **Maryland State Curriculum** and **Howard County’s Essential Curriculum** objectives guided this social studies unit. The Communities Unit was taught in **five lessons spanning eight days**. The purpose of this unit was to introduce students to aspects of community that, according to the pre-assessment, were unfamiliar. This artifact consists of a unit overview and objectives, pre-assessment analysis, five consecutive JPTAAR lesson plans, unit analysis and reflection of the Communities Unit.


 * Why did you put this artifact in this INTASC principle? **

INTASC 1a focuses on **understanding central concepts of teaching** with regard to the specific discipline. Each of the five lessons in this unit demonstrate that I can **translate objectives and curriculum goals into engaging lessons** that meet the needs of all my learners. Taking sole responsibility for this unit required me to focus on the goals of the curriculum and ensure that my students met the standards set by the county and state. To show my mastery of understanding central concepts, this artifact includes a Unit Overview and a breakdown of the state and county objectives.
 * 1a. ****understand the central concepts of the discipline to be taught **

My personal goals for this unit included strong **differentiation**. This unit was taught to a class which included **two students with IEPs**, as well as **five below grade level readers** and three students with **developing handwriting**. **Each lesson** has **purposeful differentiation** to ensure that the needs of **__every__** student were met. Personally designed worksheets were //adapted// for multiple students. In lesson 2, lesson 3 and in lesson 5, different versions of worksheets were circulated throughout the class, one with //handwriting// lines and another with solid lines. Below grade level writers were supported in lesson 2 with **graphic organizers and check lists** for a writing assignment. Lesson 3 and lesson 5 required **heterogeneous groups**, which I prepared //based on reading level and personality//. In these groups, students were required to read together and then share information with the class as a group. Having strong and developing readers grouped together led to class achievement. Lesson 5 is a prime example of **differentiation based on IEPs and co-planning** with special educators. [Lesson 2 Baltimore Then and Now | Lesson 3 Timelines | Lesson 5 Symbols]
 * 2b. ****designs instruction that meets the developmental needs of ALL learners **

In order to **create instructional opportunities that are differentiated for diverse learners** one must know the students in his or her classroom. There were //four obvious learning styles// present in my classroom, therefore I **created instructional opportunities to meet all four stylistic needs**. The needs of the **//auditory learners//** were met in all five lessons through read alouds, class discussions and direct instruction. In lesson 1, the read aloud of __The Old House__ by Pamela Duncan Edwards provided both auditory and visual learners a clear idea of what it means to renovate. **//Visual learner//** needs were met in lessons 1, 2 and 3 when webs were used to organize thoughts and important information. The use of PowerPoint presentations assisted the visual learners in the class. **//Tactile learners//** benefited from the “technology museum” in lesson 3; students were able to touch (with supervision) technological artifacts, such as a heavy, dated laptop, several GameBoys, and vintage cameras. **//Kinesthetic learners//** had their needs met by using frequent transitions and activities involving movement around the classroom. Using a **variety of strategies and teaching practices** shows that I meet the needs of the diverse learners in my classroom. [Lesson 1 Renovations | Lesson 2 Baltimore Then and Now | Lesson 3 Timelines]
 * 3b. ****creates instructional opportunities that are differentiated for diverse learners **

My ability to diversify the teaching strategies used during the Communities Unit can be seen in lesson 3, lesson 4 and lesson 5. In each of these three lessons, I felt it was //necessary// to incorporate **cooperative learning**. The plethora of strategies positively impacted both the lesson, as well as, the learning experience for my students. In lesson 3: day 2, I was able to **incorporate cooperative learning** in which **heterogeneous groups** researched the advancement of a particular mode of transportation. Groups worked together to read an assigned text then transfer facts from the reading to “timeline bubbles” and added them to the class timeline. In lesson 4, I was able to **modify the Critical Friends Group strategy** (CFG) to stimulate an **“around the room” discussion**. Lesson 5 called for a **traditional jigsaw**. The students in each table group were assigned unique numbers and then split apart to research a given symbol, according to their number. After the “like numbers” had time to research, they returned to their desks and shared their information with the rest of their table-mates. Incorporating multiple teaching strategies clearly contributed to the overall success of the communities unit. [Lesson 3 Timelines | Lesson 4 I can make a difference | Lesson 5 Symbols]
 * 4a. ****understands principles, techniques, advantages, and limitations, associated with various teaching and learning strategies (e.g. cooperative learning, direct instruction, inquiry learning, whole group discussion) **

<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">INTASC 5a focuses on **motivation and behavior**. My ability to keep the learning environment **positive** and **organized** speaks to my behavior management and classroom motivation practices. I created a positive learning environment by setting high expectations for behavior and self-control during cooperative learning. For instance, in lesson 3 periodic reminders of volume and appropriate group behavior were critical to the success of this activity. I also emphasized student centered goals at the beginning of each lesson. All of these classroom management techniques were used to appeal to the developmental needs of my second grade class. By incorporating interactive activities that promote **positive social interactions** students made meaningful content-based connections. Lesson 1 and lesson 3 are two clear examples of having interactive, student centered activities that **promote positive social interaction.** [Lesson 1 Renovations | Lesson 3 Timelines] 6a. ****<span style="color: #00b050; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">integrates instructional technology as appropriate to enrich learning opportunities ** <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Instructional technology was an element in **four out of the five lessons** of the Communities Unit. During lesson 1, while students designed individual buildings for “Walterberg,” an **original PowerPoint** **slideshow** of different buildings, homes, and businesses was displayed to inspire students. In order to **motivate** the students, I included pictures of places I have lived and visited. In Lesson 2, an **original PowerPoint presentation** was created to highlight the differences between Baltimore in early 1900’s compared to now. After a read aloud and the PowerPoint presentation, students used **Kidspiratation** to **create a web** showing changes made to the city and the reasons why they were made. The web provided an **interactive visual** for students to use while completing a writing assignment. Lesson 3, which focused on timelines, had **strong technological components**. Artifacts that highlighted advancements in technology were used to **motivate and enrich** the research process for the class. The class created a timeline which was also turned into a **video** and posted on the class blog for parents. The **document camera** was used in lesson 5 to introduce the jigsaw activity to the students. This piece of **instructional technology** allowed for each student to clearly view the resource card while I described the activity. These four lessons exemplify my ability to **appropriately integrate instructional technology to enrich learning**. [ Lesson 1 Renovations | Lesson 2 Baltimore Then and Now | Lesson 3 Timelines | Lesson 5 Symbols ]
 * <span style="color: #00b050; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">5a. ****<span style="color: #00b050; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">provides an effective learning environment and can organize and manage a classroom that encourages positive social interaction **
 * <span style="color: #00b050; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">

<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">The amount of time and effort that goes into planning must be matched by **flexibility** when teaching. Lesson 3 highlights **my ability to alter a plan** **while teaching** in order to **enhance learning**. Due to time constrains during the lesson on timelines, the original plan was reworked to complete the lesson and **meet the needs of each student**. **Modifying the plan** for posting personal timeline events and sharing with the class meant that students had //little to no// downtime between activities and therefore were **more engaged**. Making these **small but critical adjustments** meant the difference between a lesson in which students were sitting idle and a lesson in which students were involved and learning. It goes without saying that every educator adjusts and adapts lessons during instruction without conscious thought to enhance student learning. [Lesson 3 Timelines]
 * <span style="color: #00b050; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">7b. ****<span style="color: #00b050; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">knows when and how to adjust instruction/plans to meet student needs and enhance learning for ALL students **

<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">In order to exemplify my ability to **analyze data in order to increase achievement** I administered a pre-assessment and post-assessment. These two formal assessments measured the overall success of the Communities Unit. Informal assessment was incorporated into each lesson during the unit. One way I **informally assessed** students was through **observation**. I also monitored each student’s ability to work with others, due to the large amount of cooperative learning during this unit. Using a variety of observation tools, such as presentation rubrics and anecdotal notes, my informal assessments guided future instruction. Students were also **assessed** based on the accurate completion of related worksheets or activities. For example, in lesson 4, students were **informally assessed** based on their //participation in the whole class discussion// and their ability to //work in pairs cooperatively//. Also in lesson 4, students were **formally assessed** based on the //accurate completion// of “public service” posters. Assessment is a critical aspect of each lesson in order to gauge student understanding and effectiveness of teaching. [Unit Analysis]
 * <span style="color: #00b050; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">8b. ****<span style="color: #00b050; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">analyzes the data from a variety of formal and informal assessments to increase the continuous achievement of ALL learners (e.g., modify plans, strategies) **

<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">In order to **understand factors in and out of school that affect my students** I felt it was necessary to incorporate an activity that required **parents and students to work together** outside of school. The nature of the assignment that tied to lesson 3 was //low stress// and focused of //past experiences and personal history.// Prior to beginning the Communities Unit, a worksheet titled My Personal Timeline was sent home with a brightly colored note describing the activity. The note asked parents or guardians to assist their second grader in completing their personal timeline, and then check the 2nd grade blog to see a video slideshow of their students. The students were very proud of //their// timeline events and were even more proud sharing the slideshow with their family members at home. [Lesson 3 Timelines]
 * <span style="color: #00b050; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">10a. understands factors in the students' environment within the school culture and //outside// of school (e.g., parent/family/community issues, health and economic conditions) and utilizes this information to support ALL students' learning and well-being **


 * <span style="color: #00b050; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">In what way(s) do you anticipate this artifact contributing to your positive impact on student learning in your class? **

<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Evidence shows that this JPTAAR unit **impacted my students positively**. The pre-assessment scores show that students scored between a 3.5 and a 13.5 out of a possible 20 points. The average score on the pre-assessment was 8 out of 20. Based on this information I was able to determine that my students had a varying understanding of how communities change. The post-assessment showed much more promising data. The lowest score on the post-assessment was a 13 out of 20, and the highest score was a perfect 20 out of 20, bringing the average up to 16 out of 20. The students were **able to double their average score** after completing the Communities Unit. This evidence of student growth and learning provides clear proof that the unit contributed positively to their learning experience. In the future, I believe that the **experiences children had during this unit**, including cooperative learning opportunities, exposure to technology and high expectations **will benefit their success in the classroom.**


 * <span style="color: #00b050; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Where does this artifact fit within the core cluster of instruction activities: judges prior learning, plans for instruction, teaches, assesses, analyzes, or reflects; and why? **

<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;"> This JPTAAR unit **fits into each of the core instructional activities**. By pre-assessing my students’ knowledge of how communities change I was **judging their prior learning**. In order to **plan for instruction** I first had to review the Maryland State Curriculum and the Howard County Essential Curriculum and become aware of the expected educational goals. While creating **plans for instruction**, I had to balance the needs of my learners, the requirements set by the state and county and my own teaching style in order to create clear and detailed plans that would become the foundation for my teaching. While **teaching**, it was vital that I **assessed** my students, checked for understanding and altered the set plans when necessary. Using the information from both formal and informal assessment I was able to **analyze** the effectiveness of my teaching. Daily reflections and a final summative unit reflection enabled me to evaluate each lesson. Identifying positive and negative aspects of each lesson strengthened the lessons that followed. By investing in each instructional activity I was able to produce and teach a successful unit on communities.

Unit Plan Overview and Objectives | Pre Assessment Analysis | Lesson 1 Renovations | Lesson 2 Baltimore Then and Now | Lesson 3 Timelines | Lesson 4 I can make a difference | Lesson 5 Symbols | Unit Analysis | Unit Reflection