Kristin KingUnit Plan Presentation

College of Mount St. JosephApril 25, 2012

Clermont NortheasternMiddle School

• Clermont Northeastern Schools• Home of the Rockets• Owensville/Batavia, Ohio• Effective Rating 2010-2011

Clermont Northeastern

Middle School • 383 Students – 6 th, 7 th, and 8 th grade

•97.3% W

hite

•43.9% Economically Disadvantaged

•20.6% Disabilities

7th Grade World History

• General Education Classroom• IEP Students Pulled Out for Scientific Learning• 26 Students• 10 Receive Free/Reduced Lunch

Learning Environment

• Desks set up in pairs• Three student computers• Smart Board• Library across the hall with four

student computers• Classroom Expectations posted– Consistent with school expectations posted

throughout the building

Medieval Europe

• Three week social studies unit• Unit taught February 27-March 16, 2012• Summative Assessment– Tic-Tac-Toe Board (Choice Assignment)– Traditional Quiz

Unit Lessons• Vikings• Feudalism in Medieval Europe• Coat of Arms Web Quest• Power of “The Church” in Medieval

Europe• Town Life and The Black Plague• Castles and Medieval Society• Medieval Tic –Tac –Toe• Crusades• The Decline of Feudalism / Growth of

Nations• A Knight’s Tale

7th Grade Standards

• History Strand: Feudalism and Transitions– Germanic invasions helped to break up the Roman

Empire and set the stage for the development of feudal and manorial systems.

• Government Strand: Roles and Systems of Government– With the decline of feudalism, consolidation of

power resulted in the emergence of nation states.

Objectives

• The student will create a presentation listing and explaining all levels of European feudalism.

• The student will choose and complete two assignments other than the required presentation from their medieval tic-tac-toe board.

• The student will complete a quiz over the unit covering European feudalism and how it led to the growth of nations.

Theoretical Foundations• Bruner (1966)

– Three Stage Info Processing Model• Spiral Curriculum

• Bloom’s Taxonomy of Learning (1956)– Choice board assignments based on different levels

• Gardner (1983)– Multiple Intelligence Theory

• Variety of processes and products

• D. Ausebel (1960)– Subsumption Theory

• Advance Organizers

• Vygotsky (1978) – Social Constructivism Theory

• Interactive Discussion• Heterogeneous grouping• Play valued for later learning

Pre-Assessment

• Viking Lesson –KWL Chart• Most Lessons Began With Brief Discussion– Monitored for background knowledge– Used to connect lesson with prior learning

Ongoing/Formative Assessment

• Viking Worksheet• Church Organization

Worksheet• Informal Monitoring of

Student’s Progress– During their in class

time to work on summative assessment

– During class discussion

Post/Summative Assessment• Authentic Assessment– Medieval Tic-Tac-Toe

Board• Traditional Assessment– Chapter Quiz Over the

Unit

Excelled

Typical

Struggler

Struggler

Typical

Excelled

Grade Comparison Period 2nd Quarter

Grades3rd Quarter

GradesIncrease or Decrease

1st 79% 83% +4

3rd 73% 78% +5

5th 73% 71% -2

•Took over 5th period 2 weeks later•A student transferred into the district in the middle of quarter • Absent / Low Grade

Greatest Hits

Differentiation of Instruction

• Used Bruner’s Spiral Curriculum for Unit

• Used a Choice Assignment for Summative Assessment – Based on Gardner’s Multiple

Intelligence Theory– Based on Bloom’s Taxonomy of Learning

Medieval Tic – Tac – Toe

Lesson

• Key Term Opener– Daily – Holy Land

• Class Discussion– Monitor to find out progress

so far– Ask for questions about the

assignment• Computer Lab– Assist students, Check for

understanding, Monitor progress

• Class Discussion– Monitor to find out in class

progress– Have students share successes

and struggles with their peers

Home Connections

• Progress Book• Courses Tab

on School Web Site for Assignments

• Email

Reflections

• Put Things Together Better– Not just tabs on the page, but Smart

Notebook Presentation so links are all on one page

• Find Out About Your Students In Other Classes– Maybe it is just you that they are great or

not great for• More Concrete Expectations for

Assessment– List of expectations for each assignment if

rubric does not make sense– Next year there would be examples to show