Exhibit 1.3.l.3.b Standards Based Unit of Study Template
Standards Based Unit of Study Template (Methods Pilot Fall 2011)
The Bellarmine University Standards-Based Unit of Study is submitted into LiveText. And includes:
*a completed Bellarmine University Standards-Based Unit of Study Template
* a video-taped lesson plan developed on the Bellarmine Lesson Plan Template
and scored with the Bellarmine University Pre-Professional Semester Observation Form
*two consecutive instructional days are developed on the Bellarmine Lesson Plan Template
Standards Based Unit of Study Template (Methods Pilot Fall 2011)
Task G(1)
Bellarmine Teacher Candidate Name:
Date: 11/21/11
1. Unit Title and Estimated Time for Completion:
Life in the Colonies – 10 days
2. Rational for Unit: We are studying this unit because it highlights life in the English
colonies, and the impact of slavery. This unit teaches students about the importance of
culture and historical perspective.
3. National Curricular Standards

RH.6-8.2. Determine the central ideas or information of a primary or secondary source;
provide an accurate summary of the source distinct from prior knowledge or opinions.

RH.6-8.4. Determine the meaning of words and phrases as they are used in a text,
including vocabulary specific to domains related to history/social studies.

RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or
maps) with other information in print and digital texts.

RH.6-8.9. Analyze the relationship between a primary and secondary source on the same
topic.

NCSS
1. Culture
Social studies programs should include experiences that provide for the study of culture and
cultural diversity
a. explore and describe similarities and differences in the ways groups, societies, and cultures
address similar human needs and concerns;
b. give examples of how experiences may be interpreted differently by people from diverse
cultural perspectives and frames of reference;
1
Exhibit 1.3.l.3.b Standards Based Unit of Study Template
c. describe ways in which language, stories, folktales, music, and artistic creations serve as
expressions of culture and influence behavior of people living in a particular culture;
d. compare ways in which people from different cultures think about and deal with their physical
environment and social conditions;
e. give examples and describe the importance of cultural unity and diversity within and across
groups.
3. People, Places, and Environments
c. use appropriate resources, data sources, and geographic tools such as atlases, data bases, grid
systems, charts, graphs, and maps to generate, manipulate, and interpret information
Combined Curriculum Document
SS-8-GC-U-1
Students will understand that the American political system developed from a colonial base of
representative democracy by the actions of people who envisioned an independent country and
new purposes for the government
SS-08-1.1.2
Students will describe and give examples to support how democratic government in the United
States prior to Reconstruction functioned to preserve and protect the rights (e.g., voting), liberty
and property of their citizens by making, enacting and enforcing appropriate rules and laws (e.g.,
constitutions, laws, statutes).
SS-8-GC-U-2
Students will understand that the United States government was formed to establish order,
provide security and accomplish common goals.
SS-8-GC-U-3
Students will understand that the fundamental values and principles (e.g., liberty, justice,
individual human dignity, the rule of law) of American representative democracy as expressed in
historical documents (e.g., the Declaration of Independence, the Constitution of the United
States) are enduring and remain significant today.
SS-8-CS-U-1
Students will understand that culture is a system of beliefs, knowledge, institutions,
customs/traditions, languages and skills shared by a group of people. Through a society’s culture,
individuals learn the relationships, structures, patterns and processes to be members of the
society.
SS-08-2.1.1
Students will explain how elements of culture (e.g., language, the arts, customs, beliefs,
literature) defined specific groups in the United States prior to Reconstruction and resulted in
unique perspectives.
SS-8-HP-U-2
Students will understand that U.S. History can be analyzed by examining significant eras
(Exploration as it relates to the settlement of America, The Great Convergence, Colonization and
Settlement, Revolution and the New Nation, Expansion and Reform, Civil War) to develop
chronological understanding and recognize cause-and-effect relationships and multiple
causation.
SS-08-5.1.2
Students will explain how history is a series of connected events shaped by multiple cause-andeffect relationships and give examples of those relationships.
2
Exhibit 1.3.l.3.b Standards Based Unit of Study Template
1. Learning Context and Implications: My unit is on life in the colonies. It is focused
on the culture and way of life that was prevalent during the period prior to the
Revolution. Anytime students are studying history it can be difficult for them to make
connections to the material.
Over 80% of the student population is on free/reduced lunch. A quarter of the students
are ESL and the school also serves a large ECE population.
Because of these factors, it will be important to use a variety of teaching techniques and
chunk activities in order to hold student’s interest. It will also be important to
incorporate technology into my lessons, a practice that benefits all students, particularly
low income students.
2. Essential Question Focus (Key Concepts/Big Issues):
How did different groups experience life in the colonies?
3. Statement of Objective for the Unit and Levels for Student Performance
Lesson # and
Title
#1 Introduction
#2 Governing
Colonies
Objective #
DOK Level
Assessment Items
1. I complete a
unit preassessment
focused on targets
for this unit
DOK 1
Students complete
unit preassessment (see
attached)
2. I define
vocabulary for the
unit
DOK 1
Students will
complete
attachment 1A for
homework
Warm-up
questions Lesson 2
3. I describe and
make connections
with one
vocabulary term
for the unit
4. I explain two
ways that English
political traditions
influenced the 13
colonies
DOK 2
Students will
complete
attachment 1B and
present to the class
DOK 2
Exit Slip –
Describe two ways
that English
political traditions
influenced the 13
colonies.
5. I explain 2
ways the
DOK 2
Warm-up
Question Day 3
3
Exhibit 1.3.l.3.b Standards Based Unit of Study Template
Navigation Acts
affected the
colonial economy.
Explain how the
Navigation Acts
affected the
colonies. Include:
1 way the colonists
benefitted from
the Navigation
Acts and 1 reason
the colonists
resented the
Navigation Acts
#3 Governing
Colonies
6. I analyze the
Magna Carta
DOK 4
#4 Colonial
Society
7. I compare the
roles of women
during colonial
society to the roles
of women today.
DOK 3
8. I contrast the
roles of women
during colonial
society to the roles
of women today.
DOK 3
Students will
complete an
assignment that
requires them to
pick a right from
the Magna Carta,
write why they
believe it is the
most important
right, and make a
connection to the
colonial period,
and well as today.
I will question
students and use a
tally sheet to track
answers.
Students will
complete an exit
slip – Compare
and contrast the
roles of women in
colonial society
with the roles of
women today.
I will question
students and use a
tally sheet to track
answers.
Students will
complete an exit
slip – Compare
and contrast the
roles of women in
4
Exhibit 1.3.l.3.b Standards Based Unit of Study Template
#5 Colonial
Society
#6 Colonial
Society/Slavery in
the Colonies
9. I describe the
social classes of
the colonial period
10. I match the
profession with
the appropriate
social class.
11. I describe the
roles of men,
women, and
children during
the colonial
period.
12. I compare the
roles of men,
women, and
children during
the colonial
period.
DOK 2
DOK 2
DOK 2
Tally sheet (5B)
will be used when
students are
answering
questions.
DOK 3
Exit Slip: Use a 3
circle Venn
diagram to
compare and
contrast the roles
of men, women,
and children.
Exit Slip: Use a 3
circle Venn
diagram to
compare and
contrast the roles
of men, women,
and children.
13. I contrast the
DOK 3
roles of men,
women, and
children during
the colonial period
#7 Slavery in the
Colonies
colonial society
with the roles of
women today.
Exit Slip – Briefly
describe each
social class.
Warm-up and Exit
slip
14. I define
triangular trade
DOK 1
Warm-up – Define
Triangular Trade
15. I chart
triangular trade
routes labeling
places and goods
being exchanged
DOK 2
Students complete
graphic organizer
labeling routes,
places and goods
being exchanged
16. I justify the
participation in
the slave trade
based on different
perspectives
during the
DOK 4
Exit Slip: Justify
the existence of the
slave trade from
the perspective of
a colonial New
Englander
5
Exhibit 1.3.l.3.b Standards Based Unit of Study Template
colonial period.
#8 The Middle
Passage
#9 Unit
Assessment
#10 Correctives
and Enrichments
Justify the
existence of the
slave trade from
the perspective of
a West African
King
17. I define
Middle Passage
DOK 1
I will ask
questions and use
a tally sheet (8A)
to keep track of
student progress
18. I describe 3
characteristics of
daily life for
African
Americans
captured as slaves
during the Middle
Passage.
DOK 2
I will ask
questions and use
a tally sheet (8A)
to keep track of
student progress/
journal entry that
will be turned in
19. I compose a
journal entry
from the
perspective of a
slave during the
Middle Passage.
DOK 3
Students will
complete a journal
entry
20. I complete a
unit assessment
focused on targets
from this unit
21. I review my
assessment
results.
DOK 1-3
See attached unit
assessment
22. I complete
corrective
activities to attain
mastery learning
Task G (2)
6
Exhibit 1.3.l.3.b Standards Based Unit of Study Template
Daily Plans
Lesson #1
Introduction
 Warm-Up (4 minutes)
o Students enter classroom and complete flashback warm-up question
o Question is reviewed as a class
 Targets are reviewed and written in agenda (2 minutes)
o I complete a unit pre-assessment focused on targets for this unit (DOK 1)
o I define Vocabulary for the unit - levy, legislature, bill of rights, habeas corpus, freedom
of the press, libel, extended family, apprentice, gentry, middle class, indentured servant,
triangular trade, racism, slave code, revolt, Navigation Acts, mercantilism (DOK 1)
o I describe and make connections with one vocabulary term for the unit (DOK 3)
 Pre-Unit Assessment (20 minutes)
o Students will complete pre-unit assessment
o As students complete this assessment, they will begin to work on defining the
vocabulary for the unit
 Vocabulary (20 minutes)
o Each student will be given a vocabulary list to define (1A).
o Each student will also be given a designated vocabulary word that they will complete a
graphic organizer (1B) for which will be presented in front of the class. The graphic
organizer will require students to give a book definition, describe the term in their own
words, make a connection, and draw a picture to represent the words.
o The words will be differentiated for students giving more advanced students more
advanced vocabulary
Lesson #2
Government in the Colonies
Day 2 Government in the Colonies
 Warm-Up (3 minutes)
o Students enter classroom and complete warm-up question – Fill in the blank:
 ___________________ is the belief that one race is superior or inferior to
another.
 A group of people who have the power to make laws is a(n)
a. gentry
b. merchant
c. legislature
d. bill of rights
 ________________ is someone who learns a trade by working for someone in
that trade for a certain period of time.
a. An indentured servant
b. A merchant
c. An apprentice
d. A domestic
 We will review the answers to the warm-up questions and go over the targets (5 minutes)
o I explain how English political traditions influenced the 13 colonies (DOK 2)
o I explain how the Navigation Acts affected the colonial economy (DOK 2)
 As a class we will go over vocabulary assignment for this section of the unit from the day before.
7
Exhibit 1.3.l.3.b Standards Based Unit of Study Template



These words are: levy, legislature, bill of rights, habeas corpus, freedom of the press, libel,
mercantilism and Navigation Acts (10 minutes)
o Students who completed the graphic organizer on the given word will come to the front
of the class. He or she will give the definition of the word, explain it in their own words,
and use the document camera to display the picture they drew depicting the word.
Students will complete guided notes on this section of the unit(2A) (20 minutes)
o Guided notes will be modified for individual students. They will be given the sheet to fill
out. Each line in the guided notes will have a shape that goes with it.
o Students will have to find the shape located in the room to answer that section of the
guided notes. Shapes will be located throughout the room and students can work in
pairs.
When students have completed their guided notes, they will return to their seats and will go
over it as a class (20 minutes)
o I will have a corresponding power point to go along with the guided notes.
o I will call on different students to answer the questions. Power points will include
pictures to help visually represent the concepts.
o I will use a tally sheet (2B) to document what students answered what questions and
check for understanding.
Students will complete an exit slip
 Describe two ways that English political traditions influenced the colonies.
Lesson #3
Government in the Colonies
 Students will enter classroom and complete warm-up question (7 minutes)
Explain how the Navigation Acts affected the colonies. Include:
 1 way the colonists benefitted from the Navigation Acts
 1 reason the colonists resented the Navigation Acts
 We will review the warm-up question and go over the daily targets (5 minutes)
 I analyze the Magna Carta (DOK 4)
As a class, we will watch a clip from the British Library on the Magna Carta (6 minutes)
http://www.bl.uk/treasures/magnacarta/index.html
 As a class, we will read portions of the Magna Carta (3A) – This will be a primary source with
annotations to help enhance understanding for students. Students will be given a copy of this
that they can highlight and make notes on. (15 minutes)
 On a separate piece of paper, Students will write what they believe is the most important right
guaranteed by the Magna Carta. They must locate it in the text, write why they believe it is the
most important right, and make a connection to the colonial period, and well as today. (10
minutes)
 As students turn in the assignment they will either complete a corrective activity or an
enrichment activity based on the previous day’s exit slip. Students who were proficient on the
exit slip will be able to work on computers from laptop cart. They will use educational websites
such as http://www.history.com/games
 Students who were not proficient on the exit slip will work on a corrective activity where
they will work in pairs to complete a worksheet about English Political traditions, and how
they influenced colonial society. (10 minutes)
8
Exhibit 1.3.l.3.b Standards Based Unit of Study Template
Lesson #4
Colonial Society
 Students will enter classroom and complete warm-up question – What did the Magna Carta do
that had never been done before? (3 minutes)
 We will review the warm-up question and go over the daily targets (6 minutes)
o I compare the roles of women during colonial society to the roles of women today.
(DOK 3)
o I contrast the roles of women during colonial society to the roles of women today.
(DOK 3)
 As a class, we will go over vocabulary assignment for this section of the unit that students
previously completed. We will go over the words extended family, apprentice, gentry, middle
class, and indentured servant. (5 minutes)
 Students who completed the graphic organizer on the given word will come to the front of the
class. He or she will give the definition of the word, explain it in their own words, and use the
document camera to display the picture they drew depicting the word. (5 minutes)
 Students will be placed in groups of two. Groups will be created based on student ability and
personality. These students will work together to fill out a guided notes sheet (4A) and answer
questions about life in colonial society. (15 minutes)
 As a class, we will start to review the guided notes. I will have a presentation to go along with
notes. I will call on different students to answer the questions given. I will use a tally sheet (4B)
to help assess how well student understanding and participation (10 minutes)

tudents will complete an exit slip: Compare and contrast the roles of women in colonial
society with women today. (5 minutes)
Lesson #5
Colonial Society
 Students will complete a warm-up question: (3 minutes)
Match the person with the social class. (Items will be used more than once)
1. Merchant
a. Gentry (upper Class)
2. Indentured Servant
b. Middle Class
3. Wealthy Planter
c. Lower Class
4. Small Planter
5. Artisan
6. Farmhand
 Students will turn in warm-up question, but we will not go over it until the end of class.
 We will go over the targets for the day: (2 minutes)
o I describe the social classes of the colonial period
o I match a profession with the appropriate social class.
 As a class we will finish reviewing the guided notes and the power point presentation (10
minutes)
 Students will be split into 6 groups. Students will be split based on ability and individual needs
 Every student will be given a graphic organizer to complete (5A).
o In each box, the students will be answering 3 questions
a. What did they do?
b. What challenges did they face?
c. One thing that I found interesting about this group was…
9
S
Exhibit 1.3.l.3.b Standards Based Unit of Study Template

The groups will be rotating through 6 stations that have primary and secondary documents as
well as photographs that help to describe life in the colonies for Men, Women, Children,
enslaved people, the gentry, and the middle class. (7 minutes at each station)
 Because of time constraints, students will rotate through 4 of the 6 stations. (28 minutes)
 Students will answer a question similar to the warm-up as an exit slip (all students will have
gone through the majority of the stations focusing on these groups)
Briefly describe each social class.
Match the person with the social class. (Items will be used more than once)
1. Small Planter
a. Gentry (upper Class)
2. Farmhand
b. Middle Class
3. Wealthy Planter
c. Lower Class
4. Artisan
5. Merchant
6. Indentured Servant
 Students will complete and turn in the exit slip and we will go over them as a class (7 minutes)
o I will compare their entrance slip to the exit slip to gauge mastery of this concept
Lesson#6
Colonial Society/Slavery in the Colonies

tudents will enter the classroom and complete a warm-up question: (3 minutes)
How do you think the roles of men, women, and children have changed since the colonial
times? How have they stayed the same?

s a class, we will review the warm-up the targets for the lesson. (3 minutes)
o
describe the roles of men, women, and children during the colonial period.
o
compare the roles of men, women, and children during the colonial period.
o
contrast the roles of men, women, and children during the colonial period.
 Students will then get back into the groups they worked in the day before to complete all of the
stations. (7 minutes at each station, for a total of 14 minutes)
 As a class, we will review the graphic organizers. I will ask questions and use a tally sheet (5B) to
keep track of student progress. (10 minutes)
 As a class, we will go over vocabulary assignment for the next section of the unit that students
previously completed. These words will include triangular trade, racism, slave code, and revolt.
(4 minutes)
 Students who completed the graphic organizer on the given word will come to the front of the
class. He or she will give the definition of the word, explain it in their own words, and use the
document camera to display the picture they drew depicting the word. (5 minutes)
 Students will be given guided notes (6A).
 As a class we will go over the guided notes discussing Slave trade. I will have a presentation with
pictures and maps to help illustrate what we are discussing in the guided notes. I will ask
students questions and keep a tally sheet to help monitor progress (5 minutes).
 Students will complete an exit slip:
Use a 3 circle Venn diagram to compare and contrast the roles of men, women, and children.
10
S
A
I
I
I
Exhibit 1.3.l.3.b Standards Based Unit of Study Template
Lesson #7
Slavery in the Colonies
SEE STTACHED LESSON PLAN #7
Lesson #8
The Middle Passage
SEE ATTACHED LESSON PLAN #8
Lesson #9
End of the Unit Assessment

tudents enter class room and study notes (3 minutes)

tudents complete unit assessment (30 – 40 minutes) (see attachement)

s students complete the assessment they will either work on content related worksheets
or read silently until the class is finished.
S
S
A
Lesson #10
Correctives and Enrichments
 Tests will be returned to students. As a class we will review any questions that were
major problems for students. (5 minutes)
 Students will then be given the opportunity to make corrections for half of the original
points. (15 minutes)
 Each student will be given a test question to become an expert on. Students will be given
questions based on test answers and who needs to master that content.
 As a class we will then go over the entire test having students explain the answers to the
question they became an expert on. (15 minutes)
o
n example of correctives and enrichments can be seen in lesson 8 –
Student Group
Corrective Activity
Enrichment/Extension Activity
Group 1
Students will fill out a graphic
organizer about the Middle
Passage (see attached sheet).
When finished with that
activity, students will work on
making informational posters
about the Middle Passage.
Students will create
Group 2
informational posters about the
middle passage. They will
include a map of the Middle
Passage, a picture depicting the
conditions, and some sort of
graphic depicting the number of
slaves and where they went
(could be a chart, graph, etc.)

Students who had few corrections to make will be partnered with other students to help
11
A
Exhibit 1.3.l.3.b Standards Based Unit of Study Template

them master the content.
When corrections are complete, students will start working on vocabulary for the next
section. (15 minutes)
12
Exhibit 1.3.l.3.b Standards Based Unit of Study Template
Task H
The Pre Assessment Plan: Unit Level Pre Assessment
13
Exhibit 1.3.l.3.b Standards Based Unit of Study Template
1. Pre-Assessment Plan: Unit Level Pre Assessment
Lesson #
Objective #
DOK Pre-Assessment Item(s)
and Title
Level
Accommodations
Students will be provided with
readers, scribes, prompts, and
extended time according to IEP
2. I define
vocabulary
for the unit
DOK 1. ______ Someone
1
who learns a trade by
working for someone
in that trade for a
certain amount of time
DOK 2. ______ A written list
1
of freedoms that a
government promises
to protect
DOK 3. ______ Strict laws
1
that restrict the rights
and activities of slaves
Lesson
#2
2. I define
vocabulary
for the unit
DOK 4. ______ Set of laws
1
that supported
mercantilism
Students will be provided with
readers, scribes, prompts, and
extended time according to IEP
Lesson
#4
2. I define
vocabulary
for the unit
2. I define
vocabulary
for the unit
DOK 5. ______ The main
1
measure of wealth
during colonial times
DOK 6. ______ Principle
1
that says a person
cannot be held in
prison without being
charged with a specific
crime.
DOK 7. ______ Document
1
that limited the power
of the King
Students will be provided with
readers, scribes, prompts, and
extended time according to IEP
Students will be provided with
readers, scribes, prompts, and
extended time according to IEP
Lesson
#5
2. I define
vocabulary
for the unit
Lesson
#2
2. I define
vocabulary
for the unit
Lesson
#6
Lesson
#2
Lesson
#3
2. I define
vocabulary
for the unit
Lesson
#5
10. I match DOK 8. ______ Social Class
profession
1
of a wealthy planter
with the
appropriate
social class.
2. I define
DOK 9. ______ to rebel
vocabulary
1
for the unit
Lesson
#6
Students will be provided with
readers, scribes, prompts, and
extended time according to IEP
Students will be provided with
readers, scribes, prompts, and
extended time according to IEP
Students will be provided with
readers, scribes, prompts, and
extended time according to IEP
Students will be provided with
readers, scribes, prompts, and
extended time according to IEP
Students will be provided with
readers, scribes, prompts, and
extended time according to IEP
14
Exhibit 1.3.l.3.b Standards Based Unit of Study Template
1. Pre-Assessment Plan: Unit Level Pre Assessment
Lesson #
Objective #
DOK Pre-Assessment Item(s)
and Title
Level (provide the specific
Lesson
#5
Lesson
#2
Lesson
#6
question)
2. I define
DOK 10. _____ person who
vocabulary
1
signed a contract to
for the
work for 4 to 10 years
unit
4. I explain DOK 11. What English
two ways
1
political traditions
that
influenced the 13
English
colonies?
political
a. The Magna Carta
traditions
b. The English Bill of
influenced
Rights
the 13
c. English Parliament
colonies
d. All of the Above
11. I
DOK 12. During the colonial
describe
1
period, women would
the roles of
most likely be found
men,
doing which of the
women,
following activities?
and
a. Working in the fields
children
b. Working in the
during the
kitchen
colonial
c. Working as a
period.
shoemaker
d. Working as an
apprentice
Accommodations
Students will be provided with
readers, scribes, prompts, and
extended time according to IEP
Students will be provided with
readers, scribes, prompts, and
extended time according to IEP
Students will be provided with
readers, scribes, prompts, and
extended time according to IEP
15
Exhibit 1.3.l.3.b Standards Based Unit of Study Template
Lesson #
and Title
Objective #
DOK
DOK Pre-Assessment
Pre-AssessmentItem(s)
Level
Level (provide
Item(s) the
(provide
specific
the
question)
specific question)
Lesson #7 14. I define DOK 13. Triangular Trade is:
triangular
2
a. A trade policy that
trade
said shipments from
Europe to the colonies
had to go through
England first
b. A trade policy that
said the colonies could
sell key products only
to England
c. A trade policy that
existed between the
colonies, the islands of
the Caribbean, and
Africa
d. A trade policy that
supports mercantilism
Accommodations
Accommodations
2. I define
DOK 14. When practicing
vocabulary
1
mercantilism, countries
for the
a. only imported to
unit
their colonies
b. only exported to
their colonies
c. imported and
exported to foreign
nations rather than
their colonies
d. imported and
exported to their
colonies rather than
foreign nations
Lesson #8 17. I define DOK 15. ________________
Middle
1
is the voyage across the
Passage
Atlantic in slave ships.
Students will be provided with
readers, scribes, prompts, and
extended time according to IEP
Lesson #1
Students will be provided with
readers, scribes, prompts, and
extended time according to IEP
Students will be provided with
readers, scribes, prompts, and
extended time according to IEP
16
Exhibit 1.3.l.3.b Standards Based Unit of Study Template
Lesson #
and Title
Lesson
#3
Objective #
2. I define
vocabulary
for the unit
6. I analyze
the Magna
Carta
Lesson
#2
5. I explain
2 ways the
Navigation
Acts affected
the colonial
economy.
Lesson
#6
11. I
describe the
roles of men,
women, and
children
during the
colonial
period.
Lesson
#6
12. I
compare the
roles of men,
women, and
children
during the
colonial
period.
DOK
Level
Pre-Assessment
Item(s) (provide the
specific question)
DOK 16. What document
1
limited the power of
the king?
a. Magna Carta
b. English Bill of
Rights
c. Two Treatises on
Government
d. Declaration of
Independence
DOK 17. How did the
Navigation Acts affect
2
colonial trade?
a. They gave the
colonists more
freedom
b. They created a larger
market for trade
c. They created more
job opportunities for
colonists
d. They created more
opportunities for
foreign trade
DOK 18. At what age were
children expected to
1
start working during
colonial times?
a. Four
b. Seven
c. Ten
d. Thirteen
Accommodations
DOK 19. What group of
people in the colonies
1
typically worked as
carpenters and
butchers?
a. Men
b. Women
c. Children
d. Slaves
Students will be provided with
readers, scribes, prompts, and
extended time according to
IEP
Students will be provided with
readers, scribes, prompts, and
extended time according to
IEP
Students will be provided with
readers, scribes, prompts, and
extended time according to
IEP
Students will be provided with
readers, scribes, prompts, and
extended time according to
IEP
17
Exhibit 1.3.l.3.b Standards Based Unit of Study Template
Lesson #
and Title
Lesson
#7
Objective #
DOK
Level
Pre-Assessment
Item(s) (provide the
specific question)
16. I justify
DOK 20. Why did New
Englanders typically
the
2
get involved in the
participation
slave trade?
in the slave
a. To provide a better
trade based
life for Africans
on different
b. Because England
perspectives
forced them to get
during the
involved
colonial
c. To increase the
period.
population of the
colonies
d. Because there was a
high need for cheap
labor
Accommodations
Students will be provided with
readers, scribes, prompts, and
extended time according to
IEP
2. Formative Assessment Plan: During the Unit
Objective #
DOK Assessment Item
Level
Lesson # and
Title
Lesson #1
Introduction
Lesson # 2
Governing
the colonies
3. I
describe
and make
connections
with one
vocabulary
term for
the unit
2. I define
vocabulary for
the unit
DOK
2
DOK
1
Students with complete attached
graphic organizer



___________________ is the
belief that one race is superior
or inferior to another.
A group of people who have
the power to make laws is a(n)
a. gentry
b. merchant
c. legislature
d. bill of rights
________________ is someone
who learns a trade by working
for someone in that trade for a
Accommodation
s
Students will be
given
preferential
seating,
prompts, and
extended time
according to
IEP
Students will be
given
preferential
seating,
prompts, and
extended time
according to
IEP
18
Exhibit 1.3.l.3.b Standards Based Unit of Study Template
certain period of time.
a. An indentured servant
b. A merchant
c. An apprentice
d. A domestic
#2
Governing
Colonies
4. I explain
two ways
that
English
political
traditions
influenced
the 13
colonies
DOK
2
Exit Slip:
Describe two ways that English political
traditions influenced the colonies.
Students will be
given
preferential
seating,
prompts, and
extended time
according to
IEP
#3
Governing
Colonies
5. I explain DOK
2 ways the
2
Navigation
Acts
affected the
colonial
economy.
Warm Up:
Explain how the Navigation Acts
affected the colonies. Include:
 1 way the colonists benefitted
from the Navigation Acts
 1 reason the colonists resented
the Navigation Acts
#3
Governing
Colonies
6. I analyze
the Magna
Carta
DOK
2
Warm Up:
What did the Magna Carta do that had
never been done before?
#3
Governing
Colonies
6. I analyze
the Magna
Carta
DOK
4
Students will complete an
assignment that requires them to
pick a right from the Magna Carta,
write why they believe it is the most
important right, and make a
connection to the colonial period,
and well as today.
Students will be
given
preferential
seating,
prompts, and
extended time
according to
IEP
Students will be
given
preferential
seating,
prompts, and
extended time
according to
IEP
Students will
have different
length
assignments or
be able to
create a
bulleted list
#4 Colonial
Society
7. I
compare
the roles of
women
during
colonial
society to
DOK
3
Exit Slip:
Compare and contrast the roles of
women in colonial society with women
today.
Students will be
given
preferential
seating,
prompts, and
extended time
according to
19
Exhibit 1.3.l.3.b Standards Based Unit of Study Template
the roles of
women
today.
IEP
8. I
contrast the
roles of
women
during
colonial
society to
the roles of
women
today.
#5 Colonial
Society
10. I match
the
profession
with the
appropriat
e social
class.
DOK
2
Warm Up:
Match the person with the social class.
(Items will be used more than once)
1. Merchant
2. Indentured Servant
3. Wealthy Planter
4. Small Planter
5. Artisan
6. Farmhand
a. Gentry (upper Class)
b. Middle Class
c. Lower Class
Students will be
given
preferential
seating,
prompts, and
extended time
according to
IEP
#5 Colonial
Society
9. I
describe
the social
classes of
the colonial
period
DOK
2
Exit Slip:
Briefly describe each social class.
#5 Colonial
Society
10. I match
the
profession
with the
appropriat
e social
class.
DOK
2
Exit Slip:
Match the person with the social class.
(Items will be used more than once)
1. Merchant
2. Indentured Servant
3. Wealthy Planter
4. Small Planter
5. Artisan
6. Farmhand
a. Gentry (upper Class)
b. Middle Class
Students will be
given
preferential
seating,
prompts, and
extended time
according to
IEP
Students will be
given
preferential
seating,
prompts, and
extended time
according to
IEP
20
Exhibit 1.3.l.3.b Standards Based Unit of Study Template
c. Lower Class
#6 Colonial
Society/
Slavery in
the
Colonies
11. I
describe
the roles of
men,
women,
and
children
during the
colonial
period.
DOK
3
Warm up: How do you think the
roles of men, women, and
children have changed since the
colonial times? How have they
stayed the same?
Students will
have different
length
assignments or
be able to
create a
bulleted list
#6 Colonial
Society/
Slavery in
the
Colonies
12. I
compare
the roles of
men,
women,
and
children
during the
colonial
period.
DOK
3
Exit Slip:
Use a 3 circle Venn diagram to
compare and contrast the roles
of men, women, and children.
Students will be
given
preferential
seating,
prompts, and
extended time
according to
IEP
Warm Up:
Define Triangular Trade
Students will be
given
preferential
seating,
prompts, and
extended time
according to
IEP
Students will be
given
preferential
seating,
#7 Slavery
in the
Colonies
#7 Slavery
in the
Colonies
13. I
contrast the
roles of
men,
women,
and
children
during the
colonial
period
14. I define DOK
triangular
1
trade
15. I chart
triangular
trade
routes
DOK
3
Students will complete attached
graphic organizer
21
Exhibit 1.3.l.3.b Standards Based Unit of Study Template
labeling
places and
goods being
exchanged
#7 Slavery
in the
Colonies
#8 The
Middle
Passage
#10
Correctives
and
Enrichments
16. I justify
the
participatio
n in the
slave trade
based on
different
perspective
s during
the colonial
period.
18. I
describe 3
characteris
tics of daily
life for
African
Americans
captured as
slaves
during the
Middle
Passage.
19. I
compose a
journal
entry from
the
perspective
of a slave
during the
Middle
Passage.
22. I
complete
corrective
activities to
attain
mastery
learning
prompts, and
extended time
according to
IEP
DOK
4
Exit Slip:
Justify the existence of the slave trade
from the perspective of a colonial New
Englander
Justify the existence of the slave trade
from the perspective of a West African
King
Students will
have different
length
assignments or
be able to
create a
bulleted list
DOK
3
Students will write a journal entry from
the perspective of a slave during travel
of the Middle Passage.
Date
Explanation of why you are on this trip
Give at least 3 details describing travel
from homeland to America
Students will
have different
length
assignments or
be able to
create a
bulleted list
DOK
2/3
Students will review Unit Assessment
and will complete corrective activities
based on data
Students will be
given
preferential
seating,
prompts, and
extended time
according to
22
Exhibit 1.3.l.3.b Standards Based Unit of Study Template
IEP
3. Post-Assessment Plan: Summative Assessment at the end of the Unit
Lesson #
and Title
Objective #
DOK
Level
Assessment Item(s)
Accommodations
#1 Introduction
2. I define
vocabulary
for the unit
DOK
1
#1 Introduction
2. I define
vocabulary
for the unit
DOK
1
#1 Introduction
2. I define
vocabulary
for the unit
DOK
1
#5
Colonial
Society
10. I match
the
profession
with the
appropriat
e social
class.
DOK
2
__________________ is a
written list of freedoms
that a government
promises to protect
__________________ is a
person who signed a
contract to work for 4 to
10 years
__________________ are
strict laws that restrict the
rights and activities of
slaves
Match the person with the
social class. (Items will be
used more than once)
Students will be provided
with readers, scribes,
prompts, and extended time
according to IEP
Students will be provided
with readers, scribes,
prompts, and extended time
according to IEP
Students will be provided
with readers, scribes,
prompts, and extended time
according to IEP
Students will be provided
with readers, scribes,
prompts, and extended time
according to IEP
4. I explain
two ways
that
English
political
traditions
influenced
the 13
colonies
DOK
2
#2
Governing
Colonies
_____ Merchant
_____ Indentured Slave
_____ Wealthy Planter
_____ Small Planter
_____ Artisan
_____ Farmhand
a. Gentry (Upper Class)
b. Middle Class
c. Lower Class
Which of the following was
an idea that English colonists
brought to America?
a. The Church should control
all political rights.
b. The king should control all
political rights.
c. People have political rights
that nobody can take from
them.
d. The granting of rights is up
Students will be provided
with readers, scribes,
prompts, and extended time
according to IEP
23
Exhibit 1.3.l.3.b Standards Based Unit of Study Template
to the majority.
#6
Colonial
Society
11. I
describe
the roles of
men,
women,
and
children
during the
colonial
period.
DOK
1
At what age were children
expected to start working
during colonial times?
a. Four
b. Seven
c. Ten
d. Thirteen
Students will be provided
with readers, scribes,
prompts, and extended time
according to IEP
#3
Governing
Colonies
6. I analyze
the Magna
Carta
DOK
2
What document limited
the power of the king?
a. Magna Carta
b. English Bill of Rights
c. Two Treatises on
Government
d. Declaration of
Independence
Students will be provided
with readers, scribes,
prompts, and extended time
according to IEP
#6
Colonial
Society
DOK
1
What group of people in
the colonies typically
worked as carpenters and
butchers?
a. Men
b. Women
c. Children
d. Slaves
Students will be provided
with readers, scribes,
prompts, and extended time
according to IEP
DOK
2
Briefly describe 2 ways the Students will be provided
with readers, scribes,
Navigation Acts affected
prompts, and extended time
the colonial
according to IEP
#8 The
Middle
Passage
11. I
describe
the roles of
men,
women,
and
children
during the
colonial
period.
5. I explain
2 ways the
Navigation
Acts
affected the
colonial
economy.
17. I define
Middle
Passage
DOK
1
What is the Middle
Passage?
#4
Colonial
Society
7. I
compare
the roles of
DOK
3
Explain one similarity
between women of the
#2
Governing
Colonies
Students will be provided
with readers, scribes,
prompts, and extended time
according to IEP
Students will be provided
with readers, scribes,
prompts, and extended time
24
Exhibit 1.3.l.3.b Standards Based Unit of Study Template
women
during
colonial
society to
the roles of
women
today.
colonial period and
women today.
according to IEP
#4
Colonial
Society
8. I
DOK
contrast the 3
roles of
women
during
colonial
society to
the roles of
women
today.
Explain one difference
between women of the
colonial period and
women today
Students will be provided
with readers, scribes,
prompts, and extended time
according to IEP
#8 The
Middle
Passage
18. I
describe 3
characteris
tics of daily
life for
African
Americans
captured as
slaves
during the
Middle
Passage.
16. I justify
the
participatio
n in the
slave trade
based on
different
perspective
s during
the colonial
period.
15. I chart
triangular
trade
routes
DOK
2
Describe 2 details about
the living conditions for an
enslaved African on the
Middle Passage.
Students will be provided
with readers, scribes,
prompts, and extended time
according to IEP
DOK
3
Give 3 details explaining
why New Englanders
participated in the slave
trade
Students will be provided
with readers, scribes,
prompts, and extended time
according to IEP
DOK
3
See attached graphic
organizer
Students will be provided
with readers, scribes,
prompts, and extended time
according to IEP
#7 Slavery
in the
Colonies
#7 Slavery
in the
Colonies
25
Exhibit 1.3.l.3.b Standards Based Unit of Study Template
labeling
places and
goods being
exchanged
4. Role of Student Self-Assessment in this Unit – Student self-assessment will take place
when we review answers and work during class. Students will also use self-assessment
after the unit assessment when they review, correct and master the content.
5. Plan to monitor student progress – Throughout the unit I will monitor progress with
checks on warm-up questions and exit slips. I will also use tally sheets (see attachments)
throughout the unit to gauge student participation and mastery of learning. In this unit
students will also turn in assignments.
6. Assessment Accommodations or Adaptations – According to individual IEPs students
will be provided with readers and scribes. Students will also be given prompts and cues,
extended time, preferential seating, and modified assignments. I will also group students
by ability level to ensure that ability levels are mixed.
7. Plan to Incorporate Technology – I will use technology throughout the unit. We will use the
SMART board, document camera, video clips, and occasionally student computers.
Task I
Pre-Assessment Analysis
1.
D
escribe the patterns of student performance you found relative to each learning
outcome.
2.
D
escribe how you used the analysis of your pre-assessment data in your design
of instruction. I will analysis pre-assessment data to help determine student levels
of knowledge on different objectives. If there are objectives that the majority of
students do not know, I will cater instruction to go more in depth on that topic or
use corrective lessons.
H
3.
ow did your awareness of achievement gap groups within your students
influence your planning and instruction?
In planning instruction I incorporated technology, chunked activities, and used
small group work.
26
Exhibit 1.3.l.3.b Standards Based Unit of Study Template
Task I
Lesson Outlines (Unit Organizer)
Lesson
#
Learning
Objective
Addressed
Instructional
Strategy/Activity
Needed
Adaptations
Assessment(s)
1
1. I complete a
unit preassessment
focused on
targets for
this unit
Pre-Assessment
Students will
be provided
with readers,
scribes,
prompts, and
extended
time
according to
IEP
1. ______ Someone who learns
a trade by working for
someone in that trade for a
certain amount of time
2. ______ A written list of
freedoms that a government
promises to protect
3. ______ Strict laws that
restrict the rights and
activities of slaves
2. I define
vocabulary
for the unit
3. I describe
and make
connections
with one
vocabulary
term for the
unit
Vocabulary
Assignment
Vocabulary
Graphic
Organizer
Students will
be given
Vocabulary
word for
graphic
organizer
based on preassessment
data and skill
level
4. ______ Set of laws that
supported mercantilism
5. ______ The main measure
of wealth during colonial
times
6. ______ Principle that says a
person cannot be held in
prison without being charged
with a specific crime.
7. ______ Document that
limited the power of the King
8. ______ Social Class of a
wealthy planter
______ to rebel
10. _____ person who signed a
contract to work for 4 to 10
years
__________________ is a
written list of freedoms that a
government promises to
protect
27
Exhibit 1.3.l.3.b Standards Based Unit of Study Template
2
4. I explain
two ways that
English
political
traditions
influenced the
13 colonies
Review
Vocabulary
Guided Notes
around the room
PowerPoint/Tally
Students will
be given
preferential
seating,
prompts, and
extended
time
__________________ is a
person who signed a contract
to work for 4 to 10 years
__________________ are
strict laws that restrict the
rights and activities of slaves
•
___________________
is the belief that one race is
superior or inferior to
another.
•
A group of people who
have the power to make laws
is a(n)
a. gentry
b. merchant
c. legislature
d. bill of rights
•
________________ is
someone who learns a trade
by working for someone in
that trade for a certain period
of time.
a. An indentured
servant
b. A merchant
c. An apprentice
d. A domestic
14. When practicing
mercantilism, countries
a. only imported to their
colonies
b. only exported to their
colonies
c. imported and exported to
foreign nations rather than
their colonies
d. imported and exported to
their colonies rather than
foreign nations
11. What English political
traditions influenced the 13
colonies?
a. The Magna Carta
b. The English Bill of Rights
c. English Parliament
d. All of the Above
28
Exhibit 1.3.l.3.b Standards Based Unit of Study Template
Sheet
5. I explain 2
ways the
Navigation
Acts affected
the colonial
economy.
according to
IEP
17. How did the Navigation
Acts affect colonial trade?
a. They gave the colonists more
freedom
b. They created a larger market
for trade
c. They created more job
opportunities for colonists
d. They created more
opportunities for foreign trade
Exit Slip:
Describe two ways that English
political traditions influenced the
colonies.
Warm Up:
Explain how the Navigation Acts
affected the colonies. Include:
 1 way the colonists
benefitted from the
Navigation Acts

1 reason the colonists
resented the Navigation
Acts
Which of the following was an
idea that English colonists
brought to America?
a. The Church should control all
political rights.
b. The king should control all
political rights.
c. People have political rights that
nobody can take from them.
d. The granting of rights is up to
the majority.
3
6. I analyze
the Magna
Carta
Video Clip
Read Aloud
Student
Assignment
Students will
be given
preferential
seating,
prompts, and
extended
Briefly describe 2 ways the
Navigation Acts affected the
colonial
16. What document limited the
power of the king?
a. Magna Carta
b. English Bill of Rights
c. Two Treatises on Government
d. Declaration of Independence
29
Exhibit 1.3.l.3.b Standards Based Unit of Study Template
time
according to
IEP
Warm Up:
What did the Magna Carta do that
had never been done before?
Students will complete an
assignment that requires them
to pick a right from the Magna
Carta, write why they believe it
is the most important right, and
make a connection to the
colonial period, and well as
today.
4
7. I compare
the roles of
women during
colonial
society to the
roles of
women today.
8. I contrast
the roles of
women during
colonial
society to the
roles of
women today.
5
9. I describe
the social
classes of the
colonial
period
10. I match
the profession
with the
appropriate
social class.
Students will
be given
preferential
Small Group
seating,
Work
prompts, and
extended
Class Review and time
Tally Sheet
according to
IEP
Exit Slip:
Compare and contrast the roles of
women in colonial society with
women today.
Small group
work - stations
8. ______ Social Class of a wealthy
planter
Exit Slip:
Briefly describe each social class.
Warm Up:
Match the person with the social
class. (Items will be used more
than once)
1. Merchant
2. Indentured Servant
3. Wealthy Planter
4. Small Planter
5. Artisan
6. Farmhand
a. Gentry (upper Class)
b. Middle Class
c. Lower Class
Vocabulary
Review
Students will
be given
preferential
seating,
prompts, and
extended
time
according to
IEP
Explain one similarity between
women of the colonial period
and women today.
Explain one difference
between women of the
colonial period and women
today
30
Exhibit 1.3.l.3.b Standards Based Unit of Study Template
6
11. I describe
the roles of
men, women,
and children
during the
colonial
period.
12. I compare
the roles of
men, women,
and children
during the
colonial
period.
13. I contrast
the roles of
men, women,
and children
during the
colonial
period
Small group
work – stations
Vocabulary
review
Whole group
instruction
Students will
be given
preferential
seating,
prompts, and
extended
time
according to
IEP
12. During the colonial period,
women would most likely be
found doing which of the
following activities?
a. Working in the fields
b. Working in the kitchen
c. Working as a shoemaker
d. Working as an apprentice
18. At what age were children
expected to start working during
colonial times?
a. Four
b. Seven
c. Ten
d. Thirteen
19. What group of people in the
colonies typically worked as
carpenters and butchers?
a. Men
b. Women
c. Children
d. Slaves
Warm up: How do you think the
roles of men, women, and children
have changed since the colonial
times? How have they stayed the
same?
Exit Slip:
Use a 3 circle Venn diagram to
compare and contrast the roles of
men, women, and children.At
what age were children expected
to start working during colonial
times?
a. Four
b. Seven
c. Ten
d. Thirteen
What group of people in the
colonies typically worked as
carpenters and butchers?
a. Men
b. Women
c. Children
d. Slaves
31
Exhibit 1.3.l.3.b Standards Based Unit of Study Template
7
14. I define
triangular
trade
Graphic
Organizer
Analyze Text
15. I chart
triangular
trade routes
labeling
places and
goods being
exchanged
Student
Assignment
Students will
be given
preferential
seating,
prompts, and
extended
time
according to
IEP
13. Triangular Trade is:
a. A trade policy that said
shipments from Europe to the
colonies had to go through
England first
b. A trade policy that said the
colonies could sell key products
only to England
c. A trade policy that existed
between the colonies, the islands
of the Caribbean, and Africa
d. A trade policy that supports
mercantilism
20. Why did New Englanders
typically get involved in the slave
trade?
a. To provide a better life for
Africans
b. Because England forced them to
get involved
c. To increase the population of
the colonies
d. Because there was a high need
for cheap labor
Warm Up:
Define Triangular Trade
Students will complete attached
graphic organizer
Exit Slip:
Justify the existence of the slave
trade from the perspective of a
colonial New Englander
Justify the existence of the slave
trade from the perspective of a
West African King
Give 3 details explaining why New
Englanders participated in the
slave trade
See attached graphic organizer
Students will
be given
preferential
seating,
prompts, and
extended
time
15. ________________ is the
voyage across the Atlantic in
slave ships.
16. I justify
the
participation
in the slave
trade based
on different
perspectives
during the
colonial
period.
8
17. I define
Middle
Passage
Small Group
Work
Critical Literacy
18. I describe
3
Whole Group
characteristics Instruction
Students will write a journal entry
from the perspective of a slave
during travel of the Middle
Passage.
32
Exhibit 1.3.l.3.b Standards Based Unit of Study Template
of daily life
for African
Americans
captured as
slaves during
the Middle
Passage.
Writing-to-learn
activity
according to
IEP
What is the Middle Passage?
Describe 2 details about the
living conditions for an
enslaved African on the Middle
Passage.
19. I compose
a journal
entry from the
perspective of
a slave during
the Middle
Passage.
9
10
20. I complete
a unit
assessment
focused on
targets from
this unit
Date
Explanation of why you are on this
trip
Give at least 3 details describing
travel from homeland to America
Unit Assessment
Students will
be given
preferential
seating,
prompts, and
extended
time
according to
IEP
21. I review
Students engage
Students will
my
in self-assessment be given
assessment
preferential
results.
Students engage
seating,
in corrective and prompts, and
22. I complete enrichment
extended
corrective
activities based
time
activities to
on unit
according to
attain mastery assessment
IEP
learning
See Attached Assessment
See Attached Assessment
Use of Technology for Instruction
We will use the SMART board, document camera, Video Clips and other interactive documents and photos.
33
Exhibit 1.3.l.3.b Standards Based Unit of Study Template
Task J-I
Organizing and Analyzing the Result (Whole Class)
Students
Pre
Post
Gain/
Loss
Objectives
Comments
Mark each objective met with an X
1
2
3
4
5
6
7
8
Summary:
34
Exhibit 1.3.l.3.b Standards Based Unit of Study Template
Task J-I
Organizing and Analyzing the Result (Diverse Learners)
Students
Pre
Post
Gain/
Loss
Objectives
Comments
Mark each objective met with an X
1
2
3
4
5
6
7
8
Summary:
35
Exhibit 1.3.l.3.b Standards Based Unit of Study Template
Task J-1
Reflecting on the Impact of Instruction
1. How many students met all of the objectives you established for this body of
instruction? How many students did not meet all objectives? Describe the
performance of the identified gap groups(s) in your class. What factors contribute to
their success/failure?
2. Did those students who were unsuccessful in meeting all objectives demonstrate
substantial gains in knowledge and skills as defined in the objectives? Were there
students who demonstrated very little gain or negative gain (regression) from preassessment to post-assessment? How would you explain the performance of these
students?
3. Select the learning objective on which your students were most successful base on
your analysis of student learning. Provide two or more possible reason for this
success.
4. Select the learning objective on which your students were least successful based on
your analysis of student learning. Provide two or more possible reason for this lack
of success. Describe what you would do differently to improve student performance
as evidenced in samples of student work.
5. Since the conclusion of the instructional unit, what have you done to help students
who did not met or master the objectives to improve their learning?
Students were allowed to correct test answers that were incorrect for partial points. Also,
students were paired to help master a given topic to reteach to the class at the conclusion of the
unit
6. What impact will the information gained from your reflection about your students’
performances have on your professional development decision?
7. Reflections and Connections to Kentucky's Teacher Standards: Initial Level
Reflection is a critical piece of becoming an effective teacher. It allows teacher’s to review
their work and determine what went well and what can be improved upon. It also fosters
professional and personal growth. For these reasons, I have used technical reflection to review
my performance in creating this unit compared to the external guidelines of the Kentucky
36
Exhibit 1.3.l.3.b Standards Based Unit of Study Template
Teacher Standards. After completing this unit, I believe that I have several areas of strength and
several areas for growth.
One area of strength I demonstrated in this unit is Standard 1: demonstrating applied content
knowledge. I believe that I have the ability to communicate concepts and knowledge to students
in a clear and appropriate way. I also deliver content knowledge in an order and way that is easy
for students to grasp. Along with that I used a variety of perspectives in the unit to help students
understand concepts in different ways. I also have the content knowledge to expand ideas and
concepts to help students meet objectives.
Another area of strength is Standard 3: creates and maintains learning climate. The learning
environment is essential for student success and sets the tone for the classroom. I believe that I
have the capabilities to create rapport with students and create a safe and nurturing environment.
I will do this through setting high expectations and using a variety of methods and strategies to
meet diverse student needs. It is also important to create a community through small group work
using flexible grouping as well as whole class instruction. I believe I will be able to provide
students with clear expectations and standards to create a classroom environment that is both
emotionally and physically safe for all students.
While I have many strengths, I also have several areas of improvement. As a new teacher, I
believe that one area in which I can continue to improve is Standard 2, designing and planning
instruction. I will need to continue to work on creating and implementing activities that engage
all students and create meaningful learning experiences. Another part of instruction that I will
continue to work on is making sure that objectives are aligned with standards, activities, and
assessments. I will refine my ability to create activities that require higher level thinking and
facilitate multiple levels of learning.
37
Exhibit 1.3.l.3.b Standards Based Unit of Study Template
Along with continuing to improve designing and planning instruction, I will also work on my
ability to implement and manage my instruction. I believe this goes hand-in-hand with designing
instruction and I will work to improve using engaging instructional strategies and implementing
instruction based on contextual evidence. Procedures and flow of classroom time and materials
are essential to student engagement and understanding. This is a concept that I will better
develop as I work with my own students and get a feel for the school environment and culture.
Finally, I feel that Standard 7: reflecting and evaluating teaching and learning is both a
strength and area for growth. I am currently not teaching in a classroom, so it is difficult for me
to accurately evaluate student learning through data. I believe this is another skill that I will fully
develop when I start teaching in my own classroom. I do currently reflect on my actions and
how I can improve and grow to become a better teacher. I believe that reflection should happen
daily for a teacher and I hope to continue to grow and learn from all of my experiences.
38
Exhibit 1.3.l.3.b Standards Based Unit of Study Template
Task J-2
Communication and Follow-up
1. Describe several ways in which you introduced the unit and provided feedback
throughout the instructional unit. What information did you provide to the
groups listed below prior to instruction, during instruction and after instruction?
How did you communicate that information?
Group
Students
Prior to
Instruction
Introduction to
lesson
Parents/Caregiver N/A
Colleagues
Worked with
colleagues to
discuss different
strategies that
could be used
throughout the
unit
During Instruction
After Instruction
Guided Notes
Feedback on in-class
discussions and
assignments
N/A
Reflected on what students
still needed to master
Worked with
colleagues to discuss
the progress of unit
Worked with colleagues to
discuss what worked and
what could have been
improved
N/A
2.
I
n this unit most the information I communicated with students was one way
communication that did not require feedback from them. We did go back to look
at what students did and did not understand to help redirect instruction for
mastery of the content. Because I am not a teacher of record and do not have a
classroom, I did not communicate with parents for this unit. I did communicate
with colleagues about ideas and feedback on how to improve instruction, and the
unit as a whole.
3.
I
n the future I hope to use more two way communication with all three groups. I
think it would be beneficial to talk with the students about what did and did not
39
Exhibit 1.3.l.3.b Standards Based Unit of Study Template
work instead of only discussing strategies with colleagues. I also think it is
important to get parents involved in communication.
40