kellough & carjuzaa teaching in the middle and secondary schools, 9e copyright ©2009 by pearson...

Kellough & CarjuzaaTeaching in the Middle and Secondary Schools, 9e

Copyright ©2009 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.

Module 5: Instructional Unit Module 5: Instructional Unit

Key Concepts/Terms/PlayersKey Concepts/Terms/Players



Types of Instructional Units (page Types of Instructional Units (page 158)158)

Conventional Unit: also known as Conventional Unit: also known as standard unit, mostly within same standard unit, mostly within same departmentdepartment

Integrated Unit:Integrated Unit: Thematic Unit: When conventional unit is Thematic Unit: When conventional unit is

centered on themecentered on theme Integrated (Interdisciplinary) Thematic unit: Integrated (Interdisciplinary) Thematic unit:

When thematic unit covers different When thematic unit covers different disciplinesdisciplines

Self-instructional Unit: also known as Self-instructional Unit: also known as modular unitmodular unit

Contract Unit: student agrees to carry Contract Unit: student agrees to carry out certain activitiesout certain activities


7 Basic Steps for Planning and 7 Basic Steps for Planning and DevelopingDeveloping

Most Instructional Units (pages 158-Most Instructional Units (pages 158-159) 159)

1.1. Select a suitable theme, topic, issue, or Select a suitable theme, topic, issue, or problemproblem

2.2. Select the goals of the unit and prepare the Select the goals of the unit and prepare the overviewoverview

3.3. Select suitable instructional objectivesSelect suitable instructional objectives4.4. Detail the instructional proceduresDetail the instructional procedures5.5. Make lesson plan modifications to meet the Make lesson plan modifications to meet the

needs of all students (consider English needs of all students (consider English Learners)Learners)

6.6. Plan for pre-assessment and assessment of Plan for pre-assessment and assessment of student learningstudent learning

7.7. Provide for the materials and tools of Provide for the materials and tools of instructioninstruction




Unit Format, Inclusive Elements, Unit Format, Inclusive Elements, and and

Time DurationTime Duration Minimal Inclusions:Minimal Inclusions:

Identification of grade level, subject, topic, and Identification of grade level, subject, topic, and time duration of the unittime duration of the unit

Statement of rationale and general goals for the Statement of rationale and general goals for the unitunit

Major objectives of the unitMajor objectives of the unit Materials and resources neededMaterials and resources needed Lesson plansLesson plans Assessment strategiesAssessment strategies Accommodations for students with special needsAccommodations for students with special needs


Five Levels of Curriculum Five Levels of Curriculum IntegrationIntegration

(see Figure 5.3 on page 161) (see Figure 5.3 on page 161) Level 1 Level 2 Level 3 Level 4 Level 5

•Least Integrated•Subject-specific topic outline•No student collaboration in planning•Teacher solo


Level 1: The traditional organization of curriculum Level 1: The traditional organization of curriculum and classroom instruction, where teachers plan and classroom instruction, where teachers plan and arrange the subject-specific scope and and arrange the subject-specific scope and sequence in the sequence in the format of topic outlinesformat of topic outlines..





•Subject Specific•Minimal student input•Solo or teams


Level 2: Themes for one discipline are not necessarily planned and coordinated to correspond to or integrate with themes of another or to be taught simultaneously.






•Multidisciplinary•Some student input•Solo or teams


Level 3: This type of integration occurs when the same students are learning two or more of their core subjects around a common theme from one or more teachers.







•Interdisciplinary thematic•Considerable student input in selecting themes and in planning•Solo or teams


Level 4: Teachers and students collaborate on a common theme and its content, and discipline boundaries begin to disappear as teachers teach about this common theme.







•Interdisciplinary thematic•Considerable student input in selecting themes and in planning•Solo or teams

•Most integrated•Maximum student and teacher collaboration•Solo or teams


Level 5: Teachers and their students have collaborated on a common theme and its content; discipline boundaries are blurred as teachers of several grade levels and/or of various subjects teach on various aspects of the common theme.



10 Basic Steps for Planning and 10 Basic Steps for Planning and Developing an Interdisciplinary Developing an Interdisciplinary Thematic Unit (pages 162-163)Thematic Unit (pages 162-163)

Steps 1-5 to developing an Steps 1-5 to developing an interdisciplinary unitinterdisciplinary unit

1.1. Agree on the nature or source of the unitAgree on the nature or source of the unit

2.2. Discuss subject-specific frameworks, goals, Discuss subject-specific frameworks, goals, and objectives; curriculum guidelines; and objectives; curriculum guidelines; textbooks and supplemental materials; and textbooks and supplemental materials; and units already in place for the school yearunits already in place for the school year

3.3. Choose a topic and develop a timelineChoose a topic and develop a timeline

4.4. Establish two timelinesEstablish two timelines

5.5. Develop the scope and sequence for content Develop the scope and sequence for content and instructionand instruction



10 Basic Steps for Planning and 10 Basic Steps for Planning and Developing an Interdisciplinary Developing an Interdisciplinary Thematic Unit (pages 162-163) Thematic Unit (pages 162-163)

Steps 6-10 to developing an Steps 6-10 to developing an interdisciplinary unitinterdisciplinary unit

6.6. Share goals and objectivesShare goals and objectives

7.7. Give the unit a nameGive the unit a name

8.8. Share subject-specific units, lesson plans, Share subject-specific units, lesson plans, and materialsand materials

9.9. Field test the unitField test the unit

10.10. Evaluate, adjust, and revise the unitEvaluate, adjust, and revise the unit


In class AssignmentIn class Assignment

Work with one to three students who share Work with one to three students who share the same subject matter as you. When we the same subject matter as you. When we debrief, please be ready to report to me debrief, please be ready to report to me with the following:with the following:

Explain what Level of Curriculum Explain what Level of Curriculum Integration (pages 162-163) that your unit Integration (pages 162-163) that your unit will cover.will cover.

Describe one subject-matter standard that Describe one subject-matter standard that this unit will fulfill.this unit will fulfill.


kellough & carjuzaa teaching in the middle and secondary schools, 9e copyright ©2009 by pearson...

Documents

unit materials

modular unit contract

standard unit

unit format

theme thematic unit

instructional unit module

department integrated

department conventional