Troy The American Revolution A Unit Plan for Grade 5 to 12 History Presentation

You are to produce a unit of instruction. This unit will contain elements as listed below, but must be presented in Microsoft PowerPoint or an equivalent. There is to be a maximum of 20 slides. The intent is for you, the candidate, to see the big picture for instructional design with regard to a specific topic.

Instructions

The following elements must be present in the Unit Portfolio:

• Title page with your name, course and section number, date of submission, and title of unit.
• Subsequent slides include the following:
  • Section 1
    • The subject of the overall unit
    • Grade/topic
    • State and national standards addressed by the unit
    • A listing of the general goals
  • Section 2
    • The specific character principles (and where these principles will be focused on)
  • Section 3
    • A review of the specific learning objectives covered by the entire unit
    • A listing of the key critical concepts being addressed in the unit
  • Section 4
    • The unit map showing the main unit theme and the lessons related to the central theme and to each other.
    • The unit schedule: A description of the Unit Duration (not actual dates but rather a schedule of days)
    • The course map: The context of that unit (a course map of all units for that grade/ subject combination and a demonstration of where that unit is) as related to the overall course.
  • Section 5
    • An overview of the learning activities to be included in the unit (including the lessons that have been detailed).
    • A list of all resources and materials to be used (and which lessons these resources will be used for).
  • Section 6
    • A description of the classroom diversity and differentiation (can be identical to the lesson plans) and how these are being considered. This must include both cultural and learning diversification.
  • Section 7
    • The diagnostic assessment tool employed at the beginning of the unit.
    • The formative assessments interspersed appropriately among the lessons.
  • Section 8
    • A description of the diagnostic, formative and summative assessments.
  • Section 9
    • A description of how this unit considers curricular connections.

Terms and Expectations Explained

The following elements are some guiding notes to help clarify the above sections:

Subject: The subject of this unit will be chosen by the candidate.

Key Critical Concepts: The concepts should arise and permeate throughout the unit (like democracy, freedom, and environmental influence). These should be explored through the unit and instruction.

Launching Activity: This should be an attention-grabbing activity. The best of these are those that help to see the real-life relevancy of the lesson/ unit.

Assessments: The unit should have a diagnostic assessment (for the beginning of the unit), formative assessments (formal or informal) and a summative assessment. These do not have to be classical paper-pencil but can be. Be creative AND appropriate.

Course Map and Unit Map: The maps both demonstrate context (where the unit lies in a course and where the lessons lie in the unit). This forces collaborators to know where you are going and what is necessary before exploring particular topics.

Unit Schedule: This schedule should give day counts, not a specific schedule (i.e. not attached to dates). It is best to show this in a table with topics of instruction, unique activities, and assessments.

Resource Expectations: You should use a mixture of resources, including: technology where appropriate and possible, texts and hands-on activities.

Lessons: The lessons should be connected by the unit and should build towards the accomplishment of the actual unit.

EXAMPLE ATTACHED!!!!!!!!!!