Unit Plan

2. Unit Plan

3. Unit Plans • A unit = plans for a chunk of time, at least a week; doesn’t have to be the same official “unit” • Format = what works for you • Peer and instructor feedback • Post unit plan and feedback on a wiki page at least five days prior to when you teach • Anny needs 5 days notice to give advance feedback – Send an email when you’ve posted. • Share your plans with your mentor and FI!

4. Required Components • What the unit is about (theme, chapter, pages to be “covered”) and when will the unit be taught (dates) • Language and content objectives for the time period (does not have to broken down by days) • List of MI standards that apply • Describe major assessment ideas (how will you know if the students can do what you want them to do?) – What “product” are students working towards? • List goals for the week – steps/competencies to get prepared for the assessment • Connect these goals with possible learning activities • Questions/Concerns: What would you like feedback on?

5. Sample Unit Plan • What the unit is about (theme, chapter, pages to be “covered”), when will it be taught • Medical Emergencies, Chapter 4, pp. 123-140 • November 17-26 • Language Objectives • Students will be able to describe how they feel and symptoms of illness • Students will be able to ask someone else how they feel • Content Objectives • Students will compare the health care system in the United States with the system in Germany • Students will learn about public health concerns discussed in German media

6. Sample Plan, cont. • List of MI standards that apply • 1.1.N.SL.f – Ask questions about health of friends, family, classmates and answer using a list of traits • 1.1.N.SL.k – Share opinions and preferences in the target language with their classmates • 1.2.N.R.b – Understand main idea of simple accessible written materials in the TL • 2.1.M.E.b – Compare the economic system in a TL country with another country (as it relate to health care) • 4.1.N.b – Identify basic differences and similarities in grammatical structures between one’s own language and the TL • 5.2.N.b – Use authentic TL print materials and electronic media to explore topics of personal interest

7. Sample Plan, continued • Describe assessment ideas • Students will prepare and perform a skit about being sick • Students will make a list of pros/cons of the U.S. and German health system and write their personal opinion • Chapter test • Vocabulary quizzes • List goals for the week – steps/competencies to get prepared for the assessment • Learn how to say, “I feel ______” (fine, queasy, sick, etc.)’ • Learn how to say that something hurts, “My ______hurts.” • Learn the names of common symptoms and diseases • Review comprehension strategies (to prepare for text on the German health system) • Review how to express an opinion, “In my opinion, x because x.”

8. Sample Plan, cont. • Connect these goals with possible learning activities • Charades – to learn vocab for symptoms and diseases • Listening exercise from textbook (mother asking her son if he is sick) • Workbook pages 50-53 (students practice correct grammatical structure for describing physical symptoms) • Watch youtube video about cancer prevention in Germany • Read article about the German health care system • Time to prepare skit • Questions/Concerns: What would you like feedback on? • Ideas for how to structure the skit project • Do you think I’m trying to do too much? • Should the discussion about health care systems be in the TL?

9. Videotape Assignment

10. Videotape Assignment • Videotape yourself teaching for an entire class period. Check with your mentor to make sure you are following appropriate protocol. • Watch the video and take notes, use the template on the assignment sheet or your own system • Submit a hard copy • Due anytime before December 5th

11. Inquiry Project

12. Inquiry Project • Find possible answers/insights to a REAL issue you’re facing in your internship. This can dovetail with your case study assignment for 801 if you want. • Can work with a partner • Write 1 page explanation of the issue, your concerns, what you’ve tried/thought so far, etc. Also include at least 5 possible explanations, points of view that are relevant to this issue – Upload to ANGEL by Nov 14

13. Inquiry Project, cont. • Find and compile helpful resources • One scholarly, research article – include the citation, one paragraph summary, and a bulleted list of ideas that seemed most useful to you • Three online sites – include url, title, sponsoring organization, one paragraph summary and one paragraph evaluation for each site • Consult with a practicing teacher outside your school (can be through a discussion board) – print and/or copy/paste the exchange

14. Inquiry Project • Consult with your mentor – conversation notes • Consult with another teacher at your school – conversation notes • Consult with an administrator or another expert at your school (e.g. counselor, special ed teacher) – conversation notes • Consult with another intern – conversation notes

15. Inquiry Project • Show what you learned by creating a chart or some other representation • Write a 2 page response to your original issue – What did you learn? What do you plan to do? What questions remain? • Prepare a brief presentation to share your findings with the class

16. Inquiry project – 10 hours in 6 weeks • Identify problem and find partner • Write 1 page introduction – 30 min • Find resources • Research article – find, read, summarize – 2 hours • Three online resources – find, read, summarize – 2 hours • One consultation with teachers outside of your school (can be online) – 15 min • Four conversations – take notes – 1 hour • Show what you learned • Create visual representation – 1 hour • Write 2 page response – 1 hour • Prepare presentation – 1-2 hours • Due December 12