UED 492 & 488 Advanced Teaching Methods

Assignment #5: Instructional Unit (30%)

Due: Week 7 (Sunday)

Description: Design a unit of instruction that includes classifying and sequencing

learning goals and objectives, appropriate evaluation and assessment activities, and
appropriate instructional activities to enhance student achievement. Also, integrate
reading strategies that assist students with activating prior knowledge, making
connections, and increasing comprehension of content subject matter. Evaluate and
explain how this unit will impact student learning.

Checklist:
 Introduction: Title, Grade, Subject, Duration, Rationale: how this unit will impact
student learning
 Essential Question: 1 question that students will focus on and revisit over the
course of the unit.
 Learning Goal(s): 2-3 goals that will determine whether or not students mastered
the unit
 Unit Assessment: 8-10 questions per learning goal. This assessment will indicate
whether or not students mastered their learning goals.
 Unit Assessment: Create a Performance Task for how students can demonstrate
mastery of their learning goals.
 Daily Content Goals and Assessments: For each daily lesson, at least 1 learning
goal should be created. The number of daily lesson plans should equal the duration
of the unit.
 Reading Strategies: Address what reading strategies will be used to help students
interact with or deepen their understanding of new knowledge.
 Engaging Strategies: Develop 2 strategies for engaging students; 1 must be a
technology strategy.
 Differentiating Instruction: Develop a plan to differentiate instruction (content,
process and/or product) to help students with special needs; students that need a
challenge; and support for all learners (learning styles)
 Create a Daily Lesson Plan for Day 1, introducing content.

General Guidelines: Use the Template Provided to complete the Instructional Unit.
I. a. Title of Unit Progressive Era
b. Grade 8th
c. Subject U.S. History 1865 to present
d. Duration of 5 days
Unit
e. Rationale This unit will help students understand the changes that came after
reconstruction
II. Essential Question  In what ways did the United States begin to change during this time
What 1 question or period?
problem focuses the
unit?
III. Learning 2.0 Students will identify the key aspects of the progressive era such
Goals/Objectives as: inventions, expansion, immigration and the challenges that arose
(2-3 using Bloom’s from these.
Taxonomy) 3.0 Students will distinguish the direct causes and effects of new
policies and inventions on the United States by examining important
parts of the progressive era such as immigration, expansion, growth
of industries and changes that were made as a result of the growth.

IV. Unit Lesson assessment, Inventors:

Assessment/Lesson https://quizizz.com/admin/quiz/5bfdf51569e14d001bf814e6
Assessment
8-10 questions per
learning goal
V. Unit Performance Title:
Task Unit Test
How will students
demonstrate mastery?
VI. Daily Goals and See Appendix A
Assessments
VII. Reading Strategies 1. Activating Prior Knowledge/Predicting- give students opportunities
What reading to predict what the impact of new changes, reforms and inventions
strategies will be used will be.
to help students 2. Questioning – give students reading opportunities to answer
interact with or deepen questions about the text
understanding of new
knowledge?
VIII. Engaging 1. Questioning - allow students to ask questions during the lesson to
Strategies clarify what they might not understand
How will you engage
students in the learning 2. Have students do research online and create a small speech or
process? presentation supporting a specific progressive moment cause.
IX. Differentiating 1. Special Needs/Struggling Learners: One on one instruction if
Instruction needed, have different materials available for the lesson based on
reading level and specific needs.
2. Challenging Learners: Provide extra individual and group activities
that promote critical thinking and reflection
3. Supporting all Learners: Repeating instruction, providing hands on
activities and interactive group work
V. Daily Lesson Plan See Appendix B
Day 1

Appendix A
Daily Content Goals and Assessments (for additional days, copy and paste below)

Day 1 Day 2 Day 3

The Rise of Big Reforms and
Lesson Plan Title Inventing the Future Business Corruption

2.0 Students will 2.0 Students will 2.0 Students will

Learning Goal examine make connections
relate prior industrialization and between the push for
knowledge of the rise of big reforms, the impacts
 inventions to new business to see the of the poor
knowledge to effects in everyday regulations on
life and in the United businesses and
determine how they states. political corruption.
are important to the
United States 3.0 Students will 3.0 Students will
analyze the rise of develop an
big business as a understanding of
3.0 Students will result of how reforms came
identify the industrialization and from poor working
connection between determine the conditions and the
new inventions and impact of the power need for regulations.
the way they of the businessmen. They will be able to
changed the United explain the influence
States, especially in 4.0 Students will be of political
regards to industry able to interpret the corruption.
and personal life direct effects of
industrialization on 4.0 Students will
4.0 The students will big business and the draw connections
be able to deduce power this gave between reforms,
how inventions these captains of working conditions
created helped the industries. and big business.
United States to They will understand
develop faster and how people were
provide new often indebted to the
opportunities to big business or could
industries and the not afford to be
everyday person. without their job.

Formative Quiz game Who Stole the Problems and

Assessment People’s Money Reforms worksheet
Worksheet

Day 4 Day 5

Sister Suffragette The temperance

effect

2.0 Students will 2.0 Students will

reference prior recognize the
knowledge about the temperance
suffragette movement, the
movement and will leaders of it and why
be able to there was such a
understand what strong push for it.
these women were
fighting for. 3.0 Students will be
able to formulate
3.0 Students will reasons why the
develop an temperance
understanding of the movement gained
suffragette support, the leaders
movement and the and the legislation
actions that came that came from it.
from these women’s
desire to vote. 4.0 Students will be
able to assess the
4.0 Students will be
able to analyze the reasons for the
effects of the temperance
suffragette movement, the
movement on
American politics and leaders behind it, and
the actions taken by the push for
 them and against legislation. They will
them. also recognize the
continuing impact of
temperance in
modern day.

Suffragette mini Temperance poster

speech

Appendix B
Daily Lesson Plan (Day 1)
(You can use this template or insert the Madeline Hunter template you used for your daily
Teacher Education Lesson Plan Template

Teacher: Isabella Szczur Date: 11/14/18

Title of Lesson: Inventing the Future Cooperating Teacher:

lesson plan).

Core Components
Subject, Content Area, or Topic
US History 1865 to Present
Student Population

8th grade

Learning Objectives
You will be able to analyze how these inventors and their new inventions impacted the
growth of American society

Virginia Essential Knowledge and Skills

d) Explaining the impact of new inventions, the rise of big business, the growth of
industry, and the changes to life on American farms in response to
industrialization:
Essential Skills
j. Investigating and researching to develop products orally and in writing

VDOE Technology Standards

n/a
English Language Proficiency Standards (ELPS)
n/a
Materials/Resources
Inventors Power Point
Projector,
Textbook,
Internet,
Edison reading,
New Inventions worksheet
Crash Course YouTube video: (8:56-10:49)
https://www.youtube.com/watch?v=FCpqN7GmLYk
Assessment: Quiz game on inventors: https://quizizz.com/admin/quiz/5bfdf51569e14d001bf814e6

Safety (if applicable)

Time
(min.) Process Components
5 min. *Anticipatory Set
Turn off the lights when students are sitting. Talk about how this an invention. Assess
what the students know about the industrial revolution by asking them some questions
before hand. The questions asked will be: What do you know about the Industrial
Revolution? What’s something that comes to mind when you think about it? Engage
students with these sorts of questions and discussion before transitioning to lecture.
1 min. *State the Objectives (grade-level terms)
My goal today is to be able to name some of the inventors of the Industrial Revolution and
why these inventions were important to the growth of industry.

10 *Instructional Input or Procedure

min. Use Inventors PowerPoint to discuss the inventions created and how they changed
American society. Point out benefits for the common use, but also for industrial use.
Thomas Edison’s lightbulb allowed for common people to stay up later and not be
dependent on natural lighting. Incorporated for industrial use by allowing managers to
keep workers to stay later, allowing for more profit and productivity.
*Show crash course youtube video*
7 min. *Modeling
The teacher will take a few minutes to work with the students to create visual
representations for each inventor along with two or three key words to help with
remembering what each did.
Ex. The Wright Brothers could have an airplane next to their name with key words being:
kitty hawk, airplane, flight
*Check for Understanding
The teacher will formally assess the students by walking around and engaging with them
during their discussion, listening to what they have to say about the topic.

15 *Guided Practice
min. Reading and highlighting a reading on Thomas Edison. The teacher can read aloud and tell
students where to highlight, or for more interactive approach have students take turns
reading while the teacher tells them where to highlight.
*Thomas Edison reading*
10 *Independent Practice
min. Students will have use the internet and/or textbook to complete a chart of other inventors
of the Industrial Revolution and rank the inventions in order of importance.
*New inventions worksheet*
Assessment
Inventors and inventions quiz game

5 min. *Closure
As an exit ticket, students write down three things they learned and one thing they are still
confused on.
 Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).
Visual (powerpoint, youtube video), auditory (youtube, powerpoint), interpersonal (discussions),
reading/writing (note taking, Edison reading,

Classroom Management Issues (optional)

Interact with students during independent practice, keep discussion on task, and redirect students
when needed. If short on time, independent practice can be limited.

Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

Rubric:
Total Exceeds Mastery Full Mastery Partial Mastery No
Weight (9-10 pts.) (8-8.75 pts.) (1-7.75 pts.) Participation
100% (0 pts.)
Introduction Includes all of the Includes most of Includes some of No Participation
Weight 10% components of the the components of components of the
Introduction (3 out the Introduction Introduction (3 out
of 3): (2 out of 3): of 3):
 Title, Grade,  Title, Grade,  Title, Grade,
Subject, Duration, Subject, Subject, Duration,
Rationale Duration, Rationale
 Essential Question Rationale  Essential Question
 Learning Goals: 2-  Essential  Learning Goals: 2-3
3 using Bloom’s Question using Bloom’s
taxonomy  Learning Goals: taxonomy
2-3 using
Bloom’s
taxonomy

Exceeds Mastery Full Mastery Partial Mastery No

(45-50 pts.) (40-44.75 pts.) (1-39.75 pts.) Participation
(0 pts.)
Assessments Includes all of the Includes most of Includes some of No Participation
and Daily components of the components of the components of .
Goals Appendices A, B, Appendices A, B, Appendices A, B,
Weight and C. (3 out of 3): and C. (2 out of 3): and C. (1 out of 3):
50%  Unit Assessment  Unit Assessment  Unit Assessment
 Unit Performance  Unit  Unit Performance
Task Performance Task
 Daily Goals and Task
 Formative Daily Goals and Daily Goals and
Assessments Formative Formative
Assessments Assessments

Exceeds Mastery Full Mastery Partial Mastery No

(18-20 pts.) (16-18.75 pts.) (1-15.75 pts.) Participation
(0 pts.)
Strategies Includes all of the Includes most of Includes some of the No Participation
to Support components of the components of components of
Students Strategies to Strategies to Strategies to Support
Weight Support Students (3 Support Students Students (1 out of 3):
20% out of 3): (2 out of 3):  Reading Strategies
 Reading Strategies  Reading  Engaging Strategies
 Engaging Strategies Differentiating
Strategies  Engaging Strategies
 Differentiating Strategies
Strategies Differentiating
Strategies

Exceeds Mastery Full Mastery Partial Mastery No

(18-20 pts.) (16-18.75 pts.) (1-15.75 pts.) Participation
(0 pts.)
Daily Includes all of the Includes most of Includes some of the No Participation
Lesson components of the the components of components of the .
Plan Daily Lesson Plan the Daily Lesson Daily Lesson Plan
Weight Template (7 out of Plan Template (5 Template (less than
20% 7): out of 7): 5):
 Introduction  Introduction  Introduction
 Anticipatory Set  Anticipatory Set  Anticipatory Set
 Direct Instruction  Direct Instruction  Direct Instruction
 Guided Practice  Guided Practice  Guided Practice
 Independent  Independent  Independent
Practice Practice Practice
 Formative  Formative  Formative
Assessment Assessment Assessment
 Closure  Closure  Closure