UNIT TOPIC: Industrial Revolution Unit
1. UNIT CONTEXT
Subject/Content Area- Industrial
Revolution
Course – World History
Grade Level – 10th Grade
Length of Unit: The unit will be covered
in 8 classes in 3 weeks. We are on a block schedule so I we will see the
students every other day for 2 hours.
2. FACTS ABOUT THE LEARNERS
Whole Class Information
·
I have 35 students in my class
·
Demographic
Information:
·
24 White students, 6 Latino students, 2
Asian students, 1 African-American student, and 2 Middle Eastern students
·
19 females & 16 males
·
8 of my students have free or reduced
lunch
·
8 bilingual students and two of them are
ELL
·
4 students have an IEP
·
Developmental Needs
·
Readiness: Many of
my students read and write below grade level.
·
Interest: This is a social group of students
who are interested in sports, music, hanging out with friends. I have 4 students
that are football players and 2 cheerleaders. One of my students plays an
instrument for the school band. Many students have IPods and enjoy listening to
music.
·
Learning Profiles: Many
of the my students are either kinesthetic or visual learners and some auditory learners. The students
like to work in groups because they love to socialize. I need to place the instructions
on the smart board and I need to explicitly explain everything. Students need
to be reminded to stay on task and they to know how much time they have to do
assignments.
Individual Student Information and Differentiation Strategies
Elena
is a 15 year-old 10th grader and an English learner. She is from Mexico and
both of her parents are professionals. Her extended family includes aunts,
uncles, and cousins. Her grandparents live in Mexico and she and her family
visit them in the summer. She has been in the United States for one and a half
years. She is literate in Spanish and often reads Spanish literature. Her
report cards from her school in Mexico indicate above average grades. Elena is
somewhat shy socially but is well liked and works well in small groups. She is
seldom absent from school. The CELDT results indicate overall score in the
Early Intermediate range, and she has been identified as an English learner.
Developmental Needs
Readiness- Elena’s
results indicate she is in the Early Intermediate level English learner. Elena
needs to improve her reading, writing, speaking skills.
Interest- Elena likes
visiting her grandparents in Mexico and spending time with her family. She also
enjoys performing in her dance class.
Learning Profile- Elena
is a shy student but works well in small groups. She is most likely a
kinesthetic learner that will learn best by hands on activities. She is also a
visual learner that will understand best when visuals are presented.
Differentiation Strategies
Content- Elena will
benefit from all of the graphic organizers that we use in our lessons. She will
also benefit from the visual presentations.
Process- Elena will
work in small groups so that she is not shy and improves her English skills.
Product- Elena will
have many different forms of assessments to show her understanding
Affect- Throughout the
unit I will use proactive management strategies by giving her feedback during
class activities.
Learning Environment- I
will place Elena with a group of students that will help her improve her English
skills. She will be with some native English speakers and a bilingual student
that can help her understand the assignments.
I will use several different
progress monitoring assessments to obtain evidence of progress towards the
learning objectives. I will use many graphic organizers, group participation, a
drawing, quizzes, and a test. The assessments before the quizzes and test will
help me assess whether Elena is understanding the material or if I need to go
over certain parts of the lesson again. In order to help facilitate the
students learning I would recommend some books she could read in Spanish so
that she can activate some background knowledge on what we are learning.
Eduardo is a 16-year-old 10th
grade student and he is an English learner. His CELDT scores indicate that he
is an Intermediate English learner. Eduardo was born In Oaxaca, Mexico and came
to the U.S when he was 5 years old. His first language is a dialect that he has
since forgotten but his primary language at home is Spanish. He lives with both
of his parents that don’t have very much school education. He also has two
brothers. Eduardo’s goals are to graduate high school and go to community
college. He is not sure if he wants to go to a university of enroll in a trade
school. Eduardo needs to improve his reading comprehension and be able to write
a complete 5-paragraph essay.
Developmental Needs
Readiness- Eduardo’s
results indicate he is in the Intermediate level English learner. Eduardo needs
to improve his reading, writing, speaking skills.
Interest- Eduardo
likes to play basketball and soccer after school. He also enjoys watching the
Chargers. He also enjoys drawing.
Learning Profile- Eduardo
is a shy student but works well in small groups. He is most likely a
kinesthetic learner that will learn best by hands on activities. He is also a
visual learner that will understand best when visuals are presented.
Differentiation Strategies
Content- Eduardo will
benefit from all of the graphic organizers that we use in our lessons. He will
also benefit from the visual presentations.
Process- Eduardo will
work in small groups so that he is not shy and improves his English skills.
Product- Eduardo will
have many different forms of assessments to show his understanding.
Affect- Throughout the
unit I will use proactive management strategies by giving him feedback during
class activities.
Learning Environment- I
will place Eduardo with a group of students that will help him improve his
English skills. He will be with some native English speakers and a bilingual
student that can help him understand the assignments.
I will use several different
progress monitoring assessments to obtain evidence of progress towards the
learning objectives. I will use many graphic organizers, group participation, a
drawing, quizzes, and a test. The assessments before the quizzes and test will
help me assess whether Eduardo is understanding the material or if I need to go
over certain parts of the lesson again. In order to help facilitate the
students learning I would recommend we continue to do small group activities
and small writing assignments to help him improve his writing skills.
Alex
is a 15-year-old boy in the 10th grade. He had difficulty with the development
of his early literacy skills, including the acquisition of sound/symbol
relationships and word identification, demonstrated in both his reading and
writing. In the second grade, Alex was identified as a student with specific
learning disabilities. Since then, Alex has received special education support
primarily in a resource room for language arts, while he is included in the
general education curriculum. He is able to independently read text at a 7th
grade level and continues to struggle with decoding words. Alex also has asthma
for which he takes daily medication and occasionally needs to use an inhaler.
He is a self-isolating person who does not readily join into whole-class conversations
or contribute to group learning situations. His tendency is to sit alone at
lunch and to be by himself during transitional time. There is no in-class
support for this student.
Developmental Needs
Readiness- Alex can read at a 7th
grade level. He needs help with decoding words and reading comprehension. He
needs to work on his communication skills in order to participate to class
discussions.
Interest- Alex likes to be alone, and lacks the
confidence to participate in-group conversations. Alex doesn’t communicate his
interests, and keeps to himself during class and throughout the school day.
Learning Profile- He is a self-isolating person who does not
readily join into whole-class conversations or contribute to group learning
situations. He does not like to present in front of the class.
Differentiation Strategies
Content- Alex will
benefit from all of the graphic organizers that we use in our lessons. He will
also benefit from the visual presentations.
Process- Alex will
work in small groups so that he is not shy and improves his social skills.
Product- Alex will
have many different forms of assessments to show his understanding
Affect- Throughout the
unit I will use proactive management strategies by giving him feedback during
class activities.
Learning Environment- I
will place Alex with a group of students that will help him improve his social
skills and get him to contribute to class activities. When possible we will
avoid too much interaction with other students.
I will use several different
progress monitoring assessments to obtain evidence of progress towards the
learning objectives. I will use many graphic organizers, group participation, a
drawing, quizzes, and a test. The assessments before the quizzes and test will
help me assess whether Alex is understanding the material or if I need to go
over certain parts of the lesson again. In order to help facilitate the
students learning I would recommend some group activities but not too many
because he might get uncomfortable.
Olivia is a 16 years old and is in
the 10th grade. Olivia has an IEP that states she is at the Basic
level of reading and struggles with writing but she is improving. She also
works slowly. Her CA standard tests show that she scored below basic in
English, history, and math. Olivia spends one period in a directed studies
class where they help her with her schoolwork. Olivia wants to graduate high
school and go to community college. Olivia is a white student that lives with
her father and step mom.
Developmental Needs
Readiness- Olivia loves to read but reads below
her grade level. She needs extra time to work on assignments. Olivia needs to
work on improving her writing skills.
Interest- Olivia likes to cook and read. She
enjoys being part of the color guard team. She is considering going to culinary
school.
Learning Profile- Olivia is kinesthetic and visual learner. She
likes to learn by doing and dislikes lectures without visuals.
Differentiation Strategies
Content- Olivia will
benefit from all of the graphic organizers that we use in our lessons. She will
also benefit from the visual presentations.
Process- Olivia will
be given extra time to work on assignments and we will talk to her resource
teacher so that we can work together to assist Olivia.
Product- Olivia will
have many different forms of assessments to show her understanding
Affect- Throughout the
unit I will use proactive management strategies by giving her feedback during
class activities.
Learning Environment- I
will place Olivia near my desk so that I can closely monitor her during class
activities so that I can help her stay on task.
I will use several different
progress monitoring assessments to obtain evidence of progress towards the
learning objectives. I will use many graphic organizers, group participation, a
drawing, quizzes, and a test. The assessments before the quizzes and test will
help me assess whether Olivia is understanding the material or if I need to go
over certain parts of the lesson again. In order to help facilitate the
students learning I would recommend giving her extra time to work on
assignments and small writing assignments to help her improve her writing
skills.
Antonio is 15 years old and is in
10th grade. He is a Latino bilingual student. He is a very smart
student that needs to be challenged. Antonio lives with his parents and his
little brother. He wants to graduate high school and go to a university. Antonio
reads and writes at grade level.
Developmental Needs
Readiness- Antonio reads and writes at grade
level. He is more advanced than most kids in my class.
Interest- Antonio likes to play and watch soccer.
He is interested in going to a university after high school.
Learning Profile- Antonio is an auditory learner that also enjoys
kinesthetic learning.
Differentiation Strategies
Content- Antonio will
benefit from all of the graphic organizers that we use in our lessons. He will
also benefit from the visual presentations.
Process- Antonio will
be allowed to work ahead so that he does not get bored in our class. He can
learn the content with more depth.
Product- Antonio will
have many different forms of assessments to show his understanding and he
excels on written and multiple-choice tests.
Affect- Throughout the
unit I will use proactive management strategies monitoring him to make sure he
has enough work and keeping busy.
Learning Environment- I
will place Antonio near other students that are also advanced so that they can
work on projects together.
I will use several different
progress monitoring assessments to obtain evidence of progress towards the
learning objectives. I will use many graphic organizers, group participation, a
drawing, quizzes, and a test. The assessments before the quizzes and test will
help me assess whether Antonio is being challenged enough by the material or if
I need to find more challenging work.
2. Unit Rationale: Enduring Understandings & Essential Questions
This unit is important because
students should know how the industrial world we all live in first started. It
is important that students understand how the industrial world developed and
how it still applies to there lives today. The industrial revolution matters
because it is still happening today in many parts of the world where many
people including children are being exploited. Students need to understand the
Industrial Revolution because the next unit is Imperialism and they need to
make connections on how the Industrial Revolution lead to Imperialism.
Enduring Understandings (EU)
Students will understand that the emergence of capitalism came from
the Industrial Revolution. At the end of the unit students will understand how
different social classes were created and how that caused different social
movements. Students will know that the Industrial Revolution was the emergence
of super powers and they will be able to relate how what happened back then
still applies to their lives today.
Essential Questions
Why did we see shifts from agricultural to industrial
societies and what effects did it have on different cultures? (explanation)
Why were children being exploited then and why are
child laborers exploited today? Is there a correlation? (application)
What were the positive and negative effects of
Industrialization and how do people justify the exploitation of other people?
(perspective)
Reason for the Instructional Strategies & Student
Activities
3. STANDARDS
Content Standards
10.3 Students analyze the effects
of the Industrial Revolution in Europe and the United States.
10.3.1 Recognize how new
technical, scientific, and agricultural innovations brought about specific
social, economic, and cultural changes within the society’s of Europe and the
United States.
ELD Standards
Listening & Speaking Cluster 8
Summarize Main Idea – Identify the main idea and some supporting details of
oral presentations, familiar literature, and key concepts of subject matter
content.
Listening & Speaking Cluster 9
Deliver Oral Presentations – Prepare and deliver short presentations on ideas,
premises, or images obtained from various common sources.
Reading Comprehension Cluster 3
Synthesize Ideas – Read text and use detailed sentences to identify orally the
main ideas and use them to make predictions about informational text, literary
text, and text in content areas.
4. UNIT OBJECTIVES (according to the day)
1. (Condition) After watching the London 2012 Olympics
opening ceremony, (verb) students will take notes from a handout on a power point
presentation, and complete 2 worksheets. Students will be able to (criteria) do
2 quick writes explaining how the agricultural revolution played a key
role in the Industrial Revolution. (Type) Cognitive, affective, &
psychomotor which address Standard 10.3.2 Recognize how new technical,
scientific, and agricultural innovations brought about specific social,
economic, and cultural changes within the society’s of Europe and the United
States.
2. (Condition) After reviewing the
last class by doing a quick write and discussion, (verb) students will take
notes from a handout on a power point presentation and complete a worksheet. Students
will then be able to do an (criteria) industrial city drawing where they depict
key terms from the unit. (Type) Cognitive. Standard10.3.1 and 2: Recognize how new technical,
scientific, and agricultural innovations brought about specific social,
economic, and cultural changes within the society’s of Europe and the United
States.
3.(Condition) After reviewing the last class
by doing a quick write and discussion, (verb) students will take notes from a
handout on a PowerPoint presentation on inventions. Students will then be able
to (criteria) fill in an inventions chart graphic organizer in groups and with
the help of an information sheet and laptops. (Type) Cognitive and Psychomotor
which addresses Standard 10.3.1 and 2: Recognize how new technical, scientific,
and agricultural innovations brought about specific social, economic, and
cultural changes within the society’s of Europe and the United States.
4. (Condition) After reviewing what we have covered in the
unit and doing a quick write followed
by a discussion, (verb) students will take a quiz. Students will then do a tea party activity. Students will
then be able to go to the library to (criteria) work on a child labor Internet
project. (Type) Cognitive, affective, & psychomotor, which address
Standard 10.3.3: Recognize how the development of cities led to problems with
the factory system and labor systems.
5. (Condition) After doing a quick
write and discussion students will (verb) take notes with a handout for the
power point presentation on different art movements. Students will then be able
to complete a (criteria) worksheet and art chart graphic organizer on the
different art movements. (Type) Cognitive, which addresses Standard 10.3.5: Recognize and
appreciate the various art movements that were born during the time of the
Industrial Revolution and learn about their impact on society.
6. (Condition) After doing a quick
write and discussion students will do an art matching activity that will
prepare them for the art quiz. Students will them take the art quiz. Students
will then take notes on the handout from a PowerPoint presentation on social movements.
Students will then do a (verb) jigsaw activity where they learn about the
different social movements. Students will then be able to fill out a (criteria)
graphic organizer on 5 different social movements. (Type) Cognitive, affective,
& psychomotor, which address Standard 10.3.6: Recognize and appreciate the
various social movements that were born during the time of the Industrial
Revolution and learn about their impact on society.
7. (Condition)
After doing a quick write and discussion students will have some time to review
for the quiz. (Verb) Students will then take a quiz. (Criteria) After the quiz
I will have the students grade there own quiz and we will review the material.
We will use the remainder of the period to recap on the Industrial Revolution
to prepare for the exam the following class. (Type) Cognitive which address
Standard 10.3.2 Recognize how new technical, scientific, and agricultural
innovations brought about specific social, economic, and cultural changes
within the society’s of Europe and the United States.
5. ASSESSMENT PLAN (according to the day)
1. Name of Assessment: 2 quick
writes and 2 graphic organizer worksheets
Formality: informal
·
Type: quick
writes followed by discussion are diagnostic & 2 graphic organizer worksheets
are formative
·
Purpose: the quick
writes assess knowledge they have before the lesson and the 2 graphic
organizers help them organize new knowledge gained from the lesson
·
Implementation
Method: the quick writes and the graphic organizer worksheets will
be written followed by verbal discussions with class and partner
·
Communication
of Expectations: students will have support two answer quick writes
from the video and the information on the whiteboard
·
Feedback
Strategies: students will receive feedback during discussion and while
teacher walks around class while they work on graphic organizers
2. Name of Assessment: quick
write followed by discussion, graphic organizer worksheet, and industrial city
drawing
Formality: informal
·
Type: quick
writes followed by discussion are diagnostic & graphic organizer worksheet
and industrial city drawing are formative
·
Purpose: the quick
write assess knowledge they have from the prior lesson and the graphic
organizer help them organize new knowledge gained from the lesson, the
industrial city drawing shows me that they know the terms from the unit
·
Implementation
Method: the quick write and the graphic organizer worksheet will be
written followed by verbal discussions with class and the city drawing is an
artistic depiction of the vocabulary terms
·
Communication
of Expectations: students will have support answer quick write from
the a class discussion and example of a city drawing will be provided
·
Feedback
Strategies: students will receive feedback during discussion and while
teacher walks around class while they work on city drawing
3. Name of Assessment: quick
write followed by discussion and invention chart graphic organizer
Formality: informal
·
Type: quick
writes followed by discussion are diagnostic & invention chart graphic
organizer is formative
·
Purpose: the quick
write and discussion assess knowledge they have from the prior lesson and the
graphic organizer helps them organize new knowledge gained from the lesson
·
Implementation
Method: the quick write and the invention charts graphic organizer
worksheet will be written followed by verbal discussions with class
·
Communication
of Expectations: students will have support to answer quick write
from the a class discussion and example of a complete invention chart will be
provided will be provided
·
Feedback
Strategies: students will receive feedback during discussion and while
teacher walks around class while they work on invention chart
Evaluation
Criteria (see study guide essay questions for rubric)
4. Name of Assessment: quick
write followed by discussion, quiz, and child labor Internet project
Formality: informal
and formal (quiz)
·
Type: quick
writes followed by discussion are diagnostic & quiz and child labor project
are formative
·
Purpose: the quick
write and discussion assess knowledge they have from the prior lesson and the quiz
informs teacher what they learned so far in unit, the labor project helps
students understand concept of inequalities caused by industrialization
·
Implementation
Method: the quick write is written, discussion is verbal, quiz is
multiple choice, and child labor project is written.
·
Communication
of Expectations: students will have support to answer quick write
from the a class discussion and an example of complete internet project will be
provided along with guidance on how to do it correctly
·
Feedback
Strategies: students will receive feedback during discussion and while
teacher walks around library while they work on internet project
5. Name
of Assessment: quick write followed by discussion and worksheet followed by
art
chart graphic organizer
Formality:
informal
·
Type: quick
writes followed by discussion are diagnostic & invention chart graphic
organizer is formative
·
Purpose: the quick
write and discussion assess knowledge they have from the prior lesson and the
graphic organizer helps them organize new knowledge gained from the lesson
·
Implementation
Method: the quick write and the invention charts graphic organizer
worksheet will be written followed by verbal discussions with class
·
Communication
of Expectations: students will have support to answer quick write
from the a class discussion and example of a complete invention chart will be
provided will be provided
·
Feedback
Strategies: students will receive feedback during discussion and while
teacher walks around class while they work on invention chart
6. Name
of Assessment: quick write followed by discussion, then students will take
a quiz,
then they will do
a jigsaw activity to fill out graphic organizer on social movements
Formality:
informal and formal
Type:
quick writes followed by discussion are diagnostic & social movements chart
and quiz
are formative.
·
Purpose: the quick
write, discussion, and quiz assess knowledge they have from the prior lesson
and the graphic organizer helps them organize new knowledge gained from the
lesson
·
Implementation
Method: the quick write and the social movements graphic organizer
worksheet will be written and
verbal followed by verbal discussions with class
·
Communication
of Expectations: students will have support to answer quick write
from the a class discussion and example of a complete social movement chart
will be provided
·
Feedback
Strategies: students will receive feedback during discussion and while
teacher walks around class while they work on social movement chart
7. Name of
Assessment: quick write followed by discussion and then a quiz
Formality:
informal and formal
·
Type: quick
writes followed by discussion are diagnostic & quiz is formative
·
Purpose: the quick
write and discussion assess knowledge they have from the prior lesson and the quiz
helps them assess what they know and need for the test
·
Implementation
Method: the quick write was written and the quiz was multiple
choice, the review for the test is written and verbal.
·
Communication
of Expectations: students will have support to answer quick write
from the a class discussion and students will be given a study guide to prepare
for test.
·
Feedback
Strategies: students will receive feedback during discussion and after
the quiz is graded.
6. STEPS OF INSTRUCTION
Into: After watching
the London 2012 Olympics opening ceremony students will be able to do a quick
writes explaining what shift they saw and how that shift introduces unit
2 the Industrial Revolution. We will also watch a you tube clip of foxconn so
they can see how it is still happening today with many of the products they use
in there daily lives.
Objectives/Standards
Students will be able to explain
how the Agricultural Revolution led to the Industrial Revolution - Standard
10.3.2 Recognize how new technical, scientific, and agricultural innovations
brought about specific social, economic, and cultural changes within the
society’s of Europe and the United States
Student Activity
· Hook - How will you create a hook? How will
you motivate and focus students?
Student will be shocked to see the conditions people work in
to build their Apple products. I will motivate and focus students by relating
the material to there daily lives.
· What will you do to draw on previous experience, motivating
students to want to learn what’s in this unit? How will you access prior knowledge? What activities will you use
to tap into prior learning and knowledge and engage ALL students?
I will draw on prior experience
by talking to them about how the industrial revolution is relevant in their
lives today. I will access prior knowledge by having them do a quick write. I
will engage all students by teaching the material in different methods.
· What are the steps to begin the
activity?
The steps to begin the activity
are to discuss the new unit to activate prior knowledge and then watch a couple
of videos. We will then do two quick writes.
· How will you handle the room arrangement?
The seating arrangement will be a new one for every unit
including this one. I will keep students that need more attention close to my
desk.
· How will you handle student grouping?
Students are grouped randomly usually but on occasion they
will be grouped by ability.
· How will you handle transitions and misbehavior?
I will get all students attention to give instructions on
transition. Misbehavior will not be an issue because students will be kept
engaged.
· What questions will you ask to prompt learning?
There will be different questions every day in the form of
quick writes.
· Unit Preview - What will you preview of the
whole unit?
I will explain the unit to the
students and give them a unit agenda so they know what to expect every day.
· How will you connect the different activities? Transitions?
The different activities will be
connected by addressing what we learned the prior class and connecting it two
what we are learning in the class that day.
Assessment –To assess students learning from
the “into” we will do a couple quick writes and have a class discussion. It
will be a diagnostic informal assessment that what allow me to see what the
students understand about the new unit.
Through: Unit Calendar
(see attachment)
Closure/Beyond:
Closure: How will you have
students summarize and make meaning of their learning?
Students will summarize there
learning by doing an exam study guide. They will make
meaning of their learning because I will constantly remind them how it
is relevant to their lives.
Closure: What kind of “product” will students produce as a
culminating demonstration of their learning? Students will do take an exam with
multiple-choice questions and 2 essays.
Beyond: How will you structure opportunities for students to
continue practice and transfer learning from this unit? We will tie information
from this unit to the next unit of Imperialism.
Beyond: How will you prepare students for the next unit? I will
prepare students for the next unit
by doing a game that introduces them to Imperialism.
7. MATERIALS/RESOURCES
Identify all tangible resources
you will need to teach unit: Reading Materials, Videos, Websites, Provide a
copy of all the materials you will need for students:Graphic Organizers, PPTS,
Rubrics
(see attachments)
8. REFLECTION
·
In what ways have you differentiated
instruction to meet the varying needs of your students including your high
achievers? I have differentiated instruction to meet the different needs of my
students by incorporating visual, auditory, and kinesthetic learning in my
class activities. For the students that are high achievers they will have the
opportunity to get ahead and get more in depth with the unit information.
·
What strengths and possible limitations
do you see in your plan? The strengths of my plan are that there is lots of
differentiation and many different forms of assessment. The limitations are
that I need to cover everything that is on the test so we don’t have time to
cover other things that are very interesting and relevant.
·
What forms of data/evidence might you
collect from this unit to measure its effectiveness - gauged by actual student
learning? The students will have several quizzes and tests that will be helpful
in measuring learning. We also have many other assessments throughout the unit
that will help me assess there learning before the formal assessments.
·
What have you learned about yourself,
students, your unit plan topic, and/or planning in general as a result of
designing this unit plan? I have learned that I need to work on my organization
in order top be a more effective teacher. I have learned so much about my students
in regards to their academics and personal lives. I am learning a lot from
teaching not only this unit but also the entire semester. Every day I am
learning something new with my students. Organizing this unit plan has helped
me appreciate all of the hard work that goes into lesson planning.
·
What do you know now that you didn’t know
at the start of this unit or program? There is so many things I know now that I
didn’t know before. I think one of the most important is knowing how explicit I
need to be with my expectations.
9. RUBRIC WITH SELF-ASSESSMENT
(see attachment)
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