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Unit Organizers 101*

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.

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Unit Organizers 101*

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  1. 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

  2. Use Graphic Organizers As… • a springboard for lesson plans. • a roadmap for students. • a tool for launching, constructing and reviewing curricula.

  3. 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)

  4. Resources • Curriculum/Pacing Guides • Power Standards • Textbooks • Class readings • CFA’s, DWTA’s

  5. Planning and Development • Line labels should read as complete sentences, thoughts. • 1-3 Pull from Curriculum Guide • Bigger Picture (Big Ideas) connect back to why students are learning the skills and or content. • Unit Map should reflect learner outcomes. • Unit Relationships should reflect unit objectives.

  6. Planning and Development • Unit Self Test (Essential) Questions should answer Bigger Picture; should address topics of Unit Map. • Unit Schedule may include CFA’s, group assignments, quizzes, activities, projects, reviews, rough and final drafts. • Expanded Unit Map summarizes information for each concept and draws connections through out the unit. • New Unit Self-Test Questions are questions that surface as the unit is examined.

  7. 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.

  8. 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.

  9. 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).

  10. 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

  11. NAME The Unit Organizer 4 BIGGER PICTURE DATE NEXT UNIT /Experience LAST UNIT /Experience 2 3 CURRENT UNIT CURRENT UNIT 1 8 UNIT SCHEDULE UNIT MAP is about... 5 The causes and course of World War I 6 UNIT SELF-TEST QUESTIONS RELATIONSHIPS UNIT 7 1920’s – Significant Social & Foreign Events Unit 2, Pt. 2, WORLD WAR I Unit 2, Pt. 1, IMPERIALISM Results Causes War in the Trenches Causes War in the Trenches US Entry Ending the War US Entry Homefront Homefront End of the War • Unit Objectives: • Analyze primary and secondary sources • Explain the causes and assess the strengths of both sides • Justify US neutrality at the start of World War I • Justify US entry into World War I • Explain the impact of the war on American society • Analyze Wilson’s 14 points and the Treaty of Versailles Results Process and Analyze • 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? • How did the Treaty of Versailles sow the seeds for the next war? Problem/Solution Cause/Effect Assessment

  12. NAME The Unit Organizer 4 BIGGER PICTURE DATE NEXT UNIT /Experience LAST UNIT /Experience 2 3 CURRENT UNIT CURRENT UNIT 1 8 UNIT SCHEDULE UNIT MAP is about... 5 The causes and course of World War I 6 UNIT SELF-TEST QUESTIONS RELATIONSHIPS UNIT 7 1920’s – Significant Social & Foreign Events Unit 2, Pt. 1, IMPERIALISM Unit 2, Pt. 2, WORLD WAR I As motivated by the underlying … Causes The positive and negative results of … Causes Peaceful Negotiations and the Treaty of Versailles Trench Warfare Intensified by… Trench Warfare US Entry Provoked by hostile actions/threats from Germany… Homefront Contributing events to… Supported by American patriotism on the… End of the War Ending the War US Entry Homefront Results Process and Analyze • 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? • How did the Treaty of Versailles sow the seeds for the next war? Problem/Solution Cause/Effect Assessment

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