Transcript Unit Organizers 101 - Connecticut Technical High School

Unit Organizers 101*
A Brief Overview of the Purpose,
Development and Implementation
*Based on Unit/Cycle Organizer Summer Institute,
Presented by John Murphy
August 2010
Mary S. Coughlin
November 2010
Use Graphic Organizers As…
• a springboard for lesson plans.
• a roadmap for students.
• a tool for launching, constructing and
reviewing curricula.
Purpose
• Create a Context for Learning (#’s 1-4)
• Recognize Content Structure (#’s 5-9)
• Acknowledge Unit Relationships (#6)
• Frame Unit Questions (#’s 7-10)
• Tie Content to Tasks (#8)
Resources
•
•
•
•
•
Curriculum/Pacing Guides
Power Standards
Textbooks
Class readings
CFA’s, DWTA’s
Planning and Development
• Line labels should read as complete
sentences, thoughts.
• 1-3 Pull from Curriculum Guide
4. Bigger Picture (Big Ideas) connect back to
why students are learning the skills and or
content.
5. Unit Map should reflect learner outcomes.
6. Unit Relationships should reflect unit
objectives.
Planning and Development
7. Unit Self Test (Essential) Questions should
answer Bigger Picture; should address topics of
Unit Map.
8. Unit Schedule may include CFA’s, group
assignments, quizzes, activities, projects, reviews,
rough and final drafts.
9. Expanded Unit Map summarizes information
for each concept and draws connections through
out the unit.
10.New Unit Self-Test Questions are questions
that surface as the unit is examined.
Helpful Hints
• Unit Organizers should be used when content
expands more then two days.
• Unit schedule does not need to include dates
for each task to allow for flexibility.
• Use page #’s from text, resources if content
does not fit into expanded map.
• Bubbles should be limited to 4 to 5 per Unit
Map.
• Refer to page 53 Appendix B for explanations
of unit relationships.
Implementation
• Cue-Do-Review
– Cue
• Students that the routine will be used.
– Use Unit Map (Page 1) as an introduction to the unit.
– Do
• The routine
– Co-construct Unit Self-Test Questions (leading students to
essential questions).
– Fill in Expanded Map (Page 2) as learning occurs.
– Review
• The information and process
– Refer to Unit Map and Expanded Unit Map when reviewing
concepts.
– Have students answer Unit Self-Test Questions to check for
understanding.
Helpful Hints
• Explain the purpose, tasks, organization and
components of unit organizer.
• Build into Class Notebook or Binder.
• Color coding helps students to make
connections, organize information easier.
• Display Unit Self-Test Questions in the
classroom.
• Post Unit Organizers to show progression
and connections throughout curriculum
(Word Walls).
Teacher Concerns
• Can this replace my lesson plan? NO
• How do you know what information to include? Curriculum
Guide
• Why do you need 2nd sheet? Routine/Review
• There is not enough room to fit everything…Use electronic
version, page numbers
• Can I make my own graphic organizer? No, lose routine piece
• What are unit-relationships identified for? Skills
• Why do you need line labels? Help students to process
• Do organizers have to look exactly the same? No, but should have
similarities
• What programs can I create Unit Organizers in? Excel, PP, or
Word
The Unit Organizer
4
LAST UNIT/Experience
2
CURRENT
CURRENT
UNIT UNIT
1
Unit 2, Pt. 2, WORLD WAR I
Unit 2, Pt. 1, IMPERIALISM
8
UNIT SCHEDULE
Causes
War in the
Trenches
US Entry
Homefront
End of
the War
3
& Foreign Events
UNIT MAP
Causes
War in the
Trenches
The causes
and course
of World
War I
US Entry
Homefront
Results
Ending
the War
Unit Objectives:
1. Analyze primary and secondary sources
2. Explain the causes and assess the strengths of both sides
3. Justify US neutrality at the start of World War I
4. Justify US entry into World War I
5. Explain the impact of the war on American society
6. Analyze Wilson’s 14 points and the Treaty of Versailles
What were the main causes of World War I?
Why did the US enter World War I?
How did World War I affect American society?
What was war like for the soldiers in the trenches?
Why didn’t the US become a member of the League of Nations and why did the US fail
to sign the Versailles treaty?
6. How did the Treaty of Versailles sow the seeds for the next war?
8/17/2010
NEXT UNIT/Experience
1920’s – Significant Social
Process and Analyze
Problem/Solution
Cause/Effect
Assessment
6
UNIT
7
1.
2.
3.
4.
5.
NAME
DATE
RELATIONSHIPS
UNIT SELF-TEST
QUESTIONS
Results
5
BIGGER PICTURE
The Unit Organizer
2
4
LAST UNIT/Experience
Unit 2, Pt. 1, IMPERIALISM
8
UNIT SCHEDULE
Causes
5
BIGGER PICTURE
CURRENT
CURRENT
UNIT UNIT
1
Unit 2, Pt. 2, WORLD WAR I
UNIT MAP
As motivated
by the underlying …
Causes
The causes
and course
of World
War I
Trench Warfare
Intensified by…
US Entry
Homefront
Trench
Warfare
Events
The positive and negative
results of …
Peaceful
Negotiations
and the
Treaty of
Versailles
Contributing
events to…
Homefront
What were the main causes of World War I?
Why did the US enter World War I?
How did World War I affect American society?
What was war like for the soldiers in the trenches?
Why didn’t the US become a member of the League of Nations and why did the US fail
to sign the Versailles treaty?
6. How did the Treaty of Versailles sow the seeds for the next war?
10/1/2010
Ending
the War
Process and Analyze
Problem/Solution
Cause/Effect
Assessment
6
UNIT
7
1.
2.
3.
4.
5.
US
Entry
NEXT UNIT/Experience
RELATIONSHIPS
UNIT SELF-TEST
QUESTIONS
Results
3
1920’s – Significant Social & Foreign
Provoked by hostile
actions/threats
from Germany…
Supported by
American patriotism
on the…
End of the War
NAME
DATE