Author Brenda Stephenson The University of Tennessee Date

Author: Brenda Stephenson The University of Tennessee Date submitted to deafed. net – March 6, 2006 n To contact the author for permission to use this Power. Point, please e-mail: bsimmon 1@utk. edu n To use this Power. Point presentation in its entirety, please give credit to the author. n

Unit Planning and Lesson Plans Contributed by: Brenda Stephenson The University of Tennessee

Four Themes for Planning Creating authentic experiences n Integrating vocabulary development n Creating opportunities for selfexpression n Providing deaf role models n

Authentic experiences n n Language and knowledge will be acquired when the context in which they are presented is meaningful to deaf children Make connections to real-world experiences The experience is the same wherever it occurs Examples? Scripts and schemas…not day of the week

Integrating vocabulary development n Words are parts of related concepts l n Occur in bunches or collections Words are presented in contexts Do not appear in isolation l Contexts define and refine meaning l Words are everywhere n Examples? n

Creating opportunities for selfexpression An opportunity to practice elaborate verbal skills n An opportunity for definition and refinement of ideas n Important in testing n Reveals the depth of understanding l Examples? l

Providing Deaf role models Provides a positive image of adult behavior n Shows the means for success n Examples? n

Constructivist approach to learning Learning is the product of social interactions between groups of learners n How do you establish this in a classroom? n

Six Elements of a Unit Plan n n n 1. Preparing the unit or lesson 2. Designing the lessons 3. Introducing the students to language of the topic 4. Engaging students in selfexpression 5. Planning authentic experiences 6. Creating a reading center 7. Assessment the

Three Elements for Unit Planning 1. 2. 3. What do you want students to know, understand be able to do? (Concept mapping) What evidence will you collect that will document that the desired learning has been achieved? What “enabling knowledge” and skills are needed?

The Unit Organizer n n Helps contextualize the unit by relating unit content to previous and future units and to bigger course ideas. Helps students understand the unit’s main ideas through a map. Is a tool that allows teachers to plan by determining essential questions that can guide student learning. Provides a structure for students to track assignments.

How to Construct a Concept Map 1. 2. 3. 4. 5. 6. Identify the idea or ideas you want to map. Arrange concepts in a pattern that best represents the information Use a shape such as a rectangle, circle, an oval or a triangle to enclose each term or concept Use straight lines to link related terms. Each line should link only two concepts. Label each line to identify the relationship between two connected ideas. Rework the map until it depicts the clearest and most accurate picture of relationships between key ideas.

Unit Questions n n Questions can frame the most important and meaningful outcomes of the unit. They are a way to organize and focus a unit They are a way to stay true and relevant to the discipline under study They are a natural means of monitoring progress and structurin learning

Using the Unit Organizer n Introduce the unit n Review with the organizer

Assessment Continuum n Informal interactions n Observing students and engaging in dialogues n Tests and quizzes n Performance tasks and projects