Thematic, Integrated Unit Plan 5
Introduction 5
Stage 1: Introduction 10
Stage 2: Acceptable Evidence 22
Stage 3: Learning Experiences and Instruction 28
Resources and Materials 32
UWB TPA Lesson Plan for Language Arts 35
Context 35
Content Big Idea and Learning Targets 38
Assessment of Student Learning 40
Instruction and Engagement to Support Student Learning 43
Introduction 43
Direct Instruction 44
Instruction 45
Assessment 48
Appendices 49
Appendix A: Handouts and Worksheets 49
Appendix B: Rubric (s) 50
UWB TPA Lesson Plan for Social Studies 52
Context 52
Content Big Idea and Learning Targets 55
Assessment of Student Learning 58
Performance Task: (Looking at …) 59
Instruction and Engagement to Support Student Learning 61
Introduction 61
Direct Instruction 63
Instruction 64
Assessment 67
Appendices 68
Appendix A: Handouts and Worksheets 68
Appendix B: Rubric (s) 69
UWB TPA Lesson Plan for Science 72
Context 72
Content Big Idea and Learning Targets 75
Assessment of Student Learning 78
Other Evidence 79
Instruction and Engagement to Support Student Learning 81
Introduction 81
Inquiry Lesson 84
Instruction 85
Appendices 90
Appendix A: Handouts and Worksheets 90
Appendix B: Rubric (s) 92
Appendix C: Exit Tickets and Quiz 94
UWB TPA Lesson Plan for Health & Fitness 98
Context 98
Content Big Idea and Learning Targets 102
Assessment of Student Learning 105
Performance Task: (Looking at …) 106
Instruction and Engagement to Support Student Learning 108
Introduction 108
Direct Instruction 109
Instruction 110
Assessment 112
Appendices 113
Appendix A: Handouts and Worksheets 113
Appendix B: Rubric (s) 116
Appendix: A (All) 117
Appendix A: Handouts and Worksheets Inverted Pyramid 117
Appendix A: Handouts and Worksheets – Presidential Election & Electoral College 119
Appendix A: Handouts and Worksheets – Soda & Candy Geyser 123
Appendix A: Handouts and Worksheets – Character Traits 125
Appendix B: All Rubrics 128
Appendix B: Rubric News Article 128
Appendix B: Presidential Election & Electoral College 129
Appendix B: Rubric Soda & Candy Geyser 131
Appendix B: Rubric Character Traits 133
Appendix C: Exit Tickets and Quizzes 134
Lesson Quiz: Language Arts and the 5+1 134
World's Youngest CEO Is Eight-Years Old 135
Exit Tickets (Planning an Investigation) 136
Exit Tickets (Conducting & Conclusions) 137
Lesson Quiz: Scientific Investigations 138
Appendix D: Student Voice – Reflection on Learning & Teaching 140
Appendix E: (Culminating Project Rubrics) 141
Works Cited 152
Unit Title: The Phantom Tollbooth
Subjects: Language Arts, Science, Social Studies, Health & Fitness
Grade Level (s): 4th Grade Challenge
Designer: Deb Caldwell
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Web Showing Integration (See page 4)
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Description of Student Population (Context)
This lesson will be taught in a fourth grade gifted and talented program. The population contains 31 students consisting of 18 boys and 13 girls. Seven of the students are new to the school and School District. The students MSP scores at the completion of the 2010-2011 school year (third grade) found the majority of the students exceeded their grade level for both Reading (86%) and Mathematics (90%). A survey of the students was conducted the first day of the 2011-2012 school year to collect information about subjects they enjoy, those that worry them, and those they find challenging and why.
One of the difficult problems for gifted and talented children is boredom, reflected in their inability to either attend to tasks or stop obsessing over a task. The skills required must be taught constantly and consistently to reinforce necessary social life skills and ensure a productive classroom environment. Without these skills being incorporated into the classroom culture, students often are unable to control their impulsivity, transition smoothly between lessons, or create healthy social relationships with their peers and mentors.
We consistently have the students write daily goals in the morning about proactively working to control impulsivity, take responsibility for their behavior, and for many keeping distractions to their learning out of site. At the end of each day, the students reflect upon how they did meeting their stated goals they set for themselves by writing in their reflection journal.
Equity Pedagogy
As a teacher, “Self-understanding and knowledge of the histories, modal characteristics, and intragroup differences of ethnic groups are important competencies required for teachers to implement equity pedagogy. They provide a foundation for teachers to identify, create, and implement teaching strategies that enhance the academic achievement of students from both gender groups and from diverse racial, ethnic, and cultural groups. Equity pedagogy is not embodied in specific strategies. It is a process that locates the student at the center of schooling. When effectively implemented, equity pedagogy enriches the lives of both teachers and students and enables them to envision and to help create a more humane and caring society.”
We do not currently have the actual ethnic diversity of our classroom though we have a diverse population of students. We do know the English language is not the primary language for all our students. We are just beginning to assess some of these students literacy, especially those who were just at or below standard. We are currently working with the school resource educator to have these children appropriately assessed so we can begin to help them improve their literacy skills for fluency and comprehension.
Areas Where Students May Struggle
When analyzing information, students with little experience or practice with this higher-order skill may find the process challenging.
Pre-teach skill lessons on strategizes used for analyzing data
Unless students have experience or practice in analyzing primary documents, they may find this process challenging, as answers are not always evident. Students must gather evidence, make assumptions, and reach conclusions.
Pre-teach skill lesson on strategies used for an inquiry process: analyzing data, collecting evidence, synthesizing data, and reaching conclusions
Students are required to read and summarize information. Struggling readers and ELL students may be challenged by this requirement.
Minimize reading material, locate and present the same information at a lower reading level, assign helpful student partners, explain information and scaffold students with oral directions, provide tape-recorded information, and/or allow students to study the reading material at home before the lesson.
The vocabulary for struggling ELL students will being challenging for these lessons. They may be challenged by new vocabulary affecting their reading fluency and comprehension, especially within the context of specific subjects. This problem could also cause wasted class time while students try to keep them straight.
Provide an alphabetical list of names, their pronunciations, and individuals’ roles in the context of the lesson. Allow students to use this list before the lesson to familiarize themselves with the characters and during the lesson as a resource. Clarify individuals’ roles for students.
Two of my current students were former ELL students and only tested out on the Washington Proficiency Exam last year. Even so, these students did not pass the third grade MSP exam. They are both in the Gifted & Talented Program this year, making their reading gap essentially two years behind because the majority of our books are for fifth grade. In the state of Washington, to have accommodations as an English Language Learner, you must still qualify at the beginning of the school year to receive these services and accommodations.
“ ELL Only: Accommodations for English Language Learners
An Assessment Accommodations Plan should be written at the beginning of the school year by the teachers of each student qualified for and receiving ELL services. The accommodations will vary according to each student‘s English language proficiency level, as determined by the WELPA Placement test or the WELPA Annual test and the specific needs of each student.
In selecting the most appropriate assessment for a student who is an English Language Learner, teachers must determine what, if any, accommodations are needed for the student to access the selected assessment. The accommodations provided to a student on any state assessment must be ones with which the student is familiar and already uses in the classroom. While students may not be using the exact accommodations in the classroom, as on the state assessment, students should be utilizing a comparable accommodation on a regular basis. For example, translated mathematics and science CDs would be a logical accommodation for a student who uses electronic translator’s human translators, or language dictionaries within the classroom setting.
Eligible students for ELL testing accommodations on the MSP, HSPE, and EOC are English Language Learners who have qualified for English language support services by scoring at Levels 1, 2, or 3 (Beginning/Advanced Beginning, Intermediate or Advanced) on the WLPT-II/WELPA placement test or WELPA annual test.
Non-eligible students are English Language Learners who have scored Level 4 (Transitional) on the WLPT-II/ WELPA placement test or the WELPA annual test and no longer qualify for English language support services. Students who are being monitored for academic success, but no longer qualify to receive English language support services, are not eligible for ELL accommodations.
ELL accommodations should be provided to allow students to overcome barriers caused by an inability to communicate in English. Since the WELPA is designed to identify the level of a student’s English language proficiency, it is imperative that no ELL specific accommodations be used on the WELPA. The use of ELL accommodations could result in students not receiving language services that they are eligible for, or even result in an invalidation of the test. Concerning the WELPA test, accommodations for eligible ELLs can only be used if the student has a disability with an IEP or 504 plan that specifically addresses the student’s need for that accommodation. There is currently no online testing engine for the WELPA. All testing accommodations must be implemented for the paper and pencil format of the assessment.
The following should be consider for all three of my ELL students as part of these, or any other lessons during the school year.” http://www.k12.wa.us/assessment/AlternativeAssessment/pubdocs/AccommodationManual.pdf
To help these students be successful, despite not qualifying for ELL, my Master Teacher and I have being providing accommodations. The following are how these students are being accommodated currently. In addition, we are also working to teach these students reading skills that help them to read for meaning and comprehension.
Differentiating Instruction
Reading: Consider accommodating special need students when creating the reading list. Try to create a subset of the main reading list that will still provide these students with an understanding of the time period.
Grouping: Grouping could provide a venue for accommodation by pairing stronger students with special needs students for reading, analyzing documents, discussion assumptions, and drawing conclusions.
Comprehension: Might try orally explaining the background information and instructions to special needs students, or students could take the information home to read/study a day or two before the lesson is taught.
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