ConwayUnitPlanPlusSelfEvaluation

__**For my revisions:**__ Lesson #6: - I changed the activity from having the students draw their ideal farm to having them draw something that represents each character in the novel and then then are going to write a couple of sentences describing what they drew and why. Then as a class we are going to compare each picture and talk about what the picture means to the relationships between these characters as well. - For my Differentiated learning activities (DLA), I added more detail. I am going to ask them who their favorite character is in the book, then help them write down their thoughts onto paper. - For my assessment section, I added what I am looking for while I am asking them questions. I added that I will be looking to see if the picture is relevant, if it aligns with the book/plot, and it it makes sense. Lesson #7: - I added more detail to my activity. I added that the students should pick a quote from each section of the book, if the event or quote only involved one person, then the students will write down why the character is alone, if the event or quote is about multiple people from the book then the students will write about the friendship(s) between the characters involved. - For my DLA I added how I would help the students who are having trouble comprehending the information. I would help them by reading parts of the book that they don't understand one paragraph at a time and then asking the students key questions that will connect everything together in their mind. - For my assessment section I added more detail on what I am looking for to see if the quote is good or not. I am going to do this by looking to see if the quote makes sense, if the quote is relevant to the book, and if the quote aligns with what I am asking for. Lesson #8: - I added more detail to having them studying for the test. I added that they should review the pictures that they have drawn and the quotes that are on their paper. I also told them to look at the worksheet they have that has the event and quote from each section on it. - For my Assessment section, Again I added more detail. I added that I am looking to see if the event they are adding to their timeline is relevant, if it makes sense, and to see if the event they added is an event that is crucial or important to the book's plot. __**What has our work on the collaborative unit taught me about my Unit Plan?**__ - It has taught me not to get into a rhythm while I teach, it has taught me to mix it up and try to constantly make the lesson fun. Our collaborative unit has taught me that the integration of technology can be a great thing to do but it can also be risky if something goes wrong, so it has taught me to have a backup plan. I have learned that there are many ways to present a lesson and that I should try to not get into a habit of lecture, lecture, lecture, instead I have learned that I can do small group discussion, large group discussion, I can use Twitter, Tumblr, Viddler, etc. Most importantly it has taught me to just have fun and enjoy being a teacher. __**How does my Unit Plan address the criteria from our** **rubric?**__ - __For Diversity:__ In every lesson I have a section where I would make accommodations for students who are ESL/ELL. I have at least two things I can do to help them under this section, and I included things that could make it easier for those students who struggle while reading and writing. I also included various accommodations that will help students who are cognitively slower. An example would be for my ELL/ESL students, to provide them an opportunity to work with a partner, even if it is just to check and compare answers with that other person. - __For Relevance:__ In my unit plan, the activities we do relates back to the book that we are reading. Pretty much everything that is in my lesson relates back to the book, so one idea or activity in my lesson can connect to another and the students will be able to see why we are doing a certain activity. An example would be that I want them to create a timeline with ten events on it, then later on the test, most of the events that they chose will be on the test. - __For Alignment:__ For the most part, the standards and goals that I chose for each lesson forecasted what activities I assigned to my students and the assessments that I used because based off of what I wanted them to learn during the lesson then influenced the activity I chose and how I chose to grade them. An example would be that my one standard was to determine and analyze the relationship between two or more central ideas of a text, including the development and interaction of the central ideas. So for my activity I had them pick out a main event and a quote that would go along with that event and then have them compare the events and explain it to the class. - __For Scaffolding:__ I tried very hard to scaffold all of my lessons together, but not just that I wanted to make sure one thing flowed right into another without any hiccups or complications. An example would be that I started out with the students just reading the book then I had them do activities, for homework I have them read a section of the book for HW. This would then prepare them for the test. - __For Conventions:__ My structure, format, and language that I used throughout my Unit Plan didn't change from lesson to lesson, it remained throughout the entire Unit.