unit analysis map overview

ECU UNIT ANALYSIS MAP

TCHR 60119-12, MIDG, K-12 program areas

Dr. Allen Guidry – Associate professor, History Education

The Unit Analysis Map

Designed to be completed in 5 phases or steps to assure thoughtful and meaningful planning of instruction aligned with all elements of education reform

Step 1 – General direction and understanding of student population (Rose)

Step 2 – North Carolina Essential Standards, Previous knowledge and skills, summative assessment (Light Blue)

Step 3 – Planning content and determining academic language demands (Light Purple)

Step 4 – Planning lesson topics, lesson essential questions, related standards, and formative assessment (Light Green)

Step 5 – Lesson instructional activities, lesson academic language, and differentiation using Gardner’s MI

* The colors in parentheses correspond with the colors on the unit analysis map template. Each color section should be completed step-by-step in turn before moving to another section of the unit analysis map.

The Unit Analysis Map – Step 1

At this phase of unit development it is necessary for teacher candidates to determine what standards and related objectives will be the focus of the unit

Selection of the standards and clarifying objectives must take root in general CCSS in reading, writing, or math

The Unit Analysis Map – Step 1Unit topic: British colonization of the New World

NC Common Core/Essential Standards: CCSS for ReadingKey ideas and details:Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Craft and structure:Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. Integration of knowledge and ideas:Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.


Note that in the previous slide, the unit topic was derived from the NC Essential Standards for US History I

Also note that the CCSS were used to drive the direction of the lesson

Finally, note the citation of specific NC Essential Standards (USH.H.2.1) there as well to show direction of content for the given instructional unit


At this point it is also important for teacher candidates to determine the particular needs of students (individually and collectively)

These needs might be derived from: IEPs 504 plans Students’ cumulative records Special plans designed by teacher teams advocating for students Personal observations and observed student behaviors or needs

for groups or classes of students Personal observations and observed student behaviors or needs

for individual students


Brainstorm Learner Needs

Possible Barriers Possible Solutions

2 students – LD in reading Use of leveled texts or read aloud strategies. Use of visuals in addition to textual readings

1 students – 504 ADHD Structured and segmented activities. “Chunking” content presentations. Division of assignments into mini-assignments.

3 students – not reading on grade level

Use of leveled texts. Small group reading opportunities. Buddy system and think-pair-share approaches to reading.


Note here that not only identified exceptionalities are addressed, but also those that are observed or fall into the category of “unidentified” learner needs

This is done in an effort to design instruction that meets the needs of all students in the classroom


Setting expectations early is a vital part of designing effective instruction

In order to establish the expectations, however, it is necessary to know the previous knowledge and skill sets of students

To establish this baseline from which to begin instruction, it is necessary to identify/think about what the students already know


NC Essential Standards in this learning segmentNCES for USH IUSH.H.2.1 Analyze key political, economic, and social turning points from colonization through Reconstruction in terms of causes and effects

Previous knowledge needed:1. Basic understanding of the period of exploration from world history

Previous skills:1. Sentence writing2. Paragraph structure3. Difference between primary and secondary

sources


Note how the previous skills and knowledge segment Addresses prior knowledge (even going back to

another course) and prior skills (that will become more specific as we know more about the students)

Addresses both content and process of the discipline (ability to differentiate between sources as well as understanding of exploration)


It is now time to think about what we want the students to know and do/be able to do at the end of the unit

As CCSS focus on reading and writing in a “technical subject” like social studies, it might be necessary to utilize assessment that integrates and measures reading and writing skills as well as content

A good unit summative assessment allows the teacher to not only assess understanding of content (which is crucial), but also the proficiency of the students in delivering that knowledge in a relevant and literate way. The example shown below, presents how a culminating performance task might be used as a summative assessment.

Summative assessment: Culminating performance taskCreate a recruitment poster for the Virginia Company, to be posted throughout the streets of London in 1606, asking for volunteers to become a part of a settlement to the New World. The recruitment poster must have both images and words, taken from a mix of primary and secondary sources, and must explain how the proposed colony has learned from and will correct the mistakes of the Roanoke Colonies of the late 1500s.


Note in the example summative assessment that both sets of standards, CCSS and NCES in social studies, are used to design the assessment task NCES for USH I were used to guide the content

of the performance assessment CCSS in writing were used to guide the method of

assessment

The Unit Analysis Map

Following completion of Steps 1 and 2, the context for instruction and the expectations for the unit have been established

To this point, the following questions have been asked and answered by the teacher : What, according to the standards, should I teach in

this unit? To whom am I teaching it and what are there needs

and abilities? What do I want them to know and be able to do upon

completion of this unit?

The Unit Analysis Map – Steps 3 and 4

Now we are ready to tackle another couple of questions: What do they need to know (content and

academic language) to be able to do what I want them to do?

What language might I need to coach them on to help them better understand the content and processes associated with this learning segment?


• What do they need to know (content and academic language) to be able to do what I want them to do?

This question will guide work in the next phase of unit development through two documents found as appendices in the unit analysis map: Content outline Academic language (vocabulary and language

functions)


An effective and usable content outline is a crucial guiding document for the secondary content teacher

A good content outline: Provides an appropriate breadth of content to assure that all

major topics related to clarifying objectives are covered Provides sufficient depth to assure that each content point,

sub point, and detail is exhaustively and sufficiently addressed Provides a logical flow of content from one content point to the

next – this flow is important across both major topics and between subtopics and details to assure that content is understandable, relevant, and connected

Links content overtly and clearly to standards and objectives


Appendix A : Content Outline (A sample segment)

British Colonization of the New WorldI. Roanoke Colonies – A turning point in English colonization (USH.H.2.1) A. 1585 colony – charter granted by Queen Elizabeth I 1. Funded by Sir Walter Raleigh, an English aristocrat and explorer 2. Venture intended to provide riches to Great Britain and establish a hub for

privateering 3. Expedition led by Richard Greenville and Ralph Lane 4. Problems with ships and a lack of food prompted Greenville to leave Lane and

107 men and return to Britain 5. Sir Francis Drake arrives in 1586 and carries Lane and his men back 6. First English attempt at colonization in North America B. 1587 colony – a second attempt for a more permanent colony 1. Expedition led by John White, an artist and friend of Raleigh 2. 150 colonists, including men and women, arrived in July 3. First English born child in the New World is born – Virginia dare 4. Problems and issues cause White to return for more supplies and support 5. Delays due to coming of the Spanish Armada prevent White from returning until

1590 6. No settlement remains, only obscure clues, and colony becomes known as “The

Lost Colony


Although only a small subset of what would be taught in a full unit, the content outline in the previous slide illustrates a couple of points: The content is clearly linked to state standards via

a reference to the NCES in USH I The content is “spelled out” in detail The content flows between major topics and

between subtopics and details within those major topics


Students must be able to understand content, not only on their own terms, but also on the terms of the discipline

To facilitate this transition to proper usage of “academic language,” it is necessary to identify, teach, and reinforce the usage of proper academic language

This academic language takes three forms: Vocabulary: the words we use in common, everyday contexts

(e.g. rural, urban, contemporary, foreign, domestic) Language function: The content and language focus of the

learning task represented by the active verbs (e.g. Bloom’s verbs) within the learning outcomes. Examples might include: Analyze, compare/contrast, construct, describe, evaluate, examine, identify, interpret, justify, locate, etc.


Appendix B: Academic language (vocabulary, technical language, and instructional academic language)

Vocabulary:ArmadaCash cropCharterColonizationExpeditionPrivateerSubsistence crop

Language functions:AnalyzeIntegrateEvaluateSynthesize

*This sample only addresses vocabulary from the content presented in the abbreviated content outline presented earlier


Once the “what” has been determined, it is now time to begin look at the “how” – time to focus on instructional methodology

This fourth phase of unit planning is where content and process come together, where the NCES and CCSS are married

This phase is also where teachers marry content and context to provide learning events that engage all learners

The Unit Analysis Map – Steps 4

How do I know if they learned it and if they can do it?

How can I break this apart into chunks so that I can teach it sequentially and have that sequence be thoughtful, meaningful, and purposeful?

How do I need to teach it so that all learners can have an opportunity to learn?


Let’s take a look at how this unit analysis map helps us design instruction down to the lesson level so that we can then focus individually on the procedures of those lessons

The following slides show (a) a sample lesson mapped out and (b) an explanation of each element of the lesson portion of the map

Please note that each lesson in the unit would need to be included in the map in the same way this one sample lesson was designed

Lesson (a) Lesson topic(b) Lesson essential

question(c) Specific common

core/essential standard

Lesson instructional activities Formative assessments

Lesson 1 (a) Roanoke Colonies(b) In what ways might the

lessons of Roanoke have been used by England to create plans for future colonization?

(c) CCSS – Social studies Reading (11-12) #1 and NCES USH.H.2.1

1. Presentation of timeline of Roanoke Colonies2. Whole class analysis of following primary and

secondary accounts of Roanoke:a. Review of Ralph Lane’s account of 1585-86 colony

found at http://www.nationalcenter.org/ColonyofRoanoke.html

b. Reading passage on John White’s New World artwork from Tarheel Junior Historian found at http://www.ncmuseumofhistory.org/collateral/articles/art.of.john.white.pdf

Etc.

Students will grade Sir Walter Raleigh on his success or failure to establish a permanent settlement at Roanoke. They must cite three reasons why he received the grade he received and provide one reason each for the why the grade was not higher and why it was not lower.

Lesson one vocabularyArmada; Cash crop; Charter; Colonization; Expedition; Privateer; Subsistence crop

Lesson one language functionAnalyze; Compare/contrast; evaluate

Planned differentiation using Gardner’s Multiple Intelligences:Visual spatial – timeline of coloniesLinguistic – lecture on Roanoke coloniesInterpersonal – think-pair-share activity during lectureIntrapersonal - formative assessment – reflection on why they believed he should have received the grade he received

http://www.nationalcenter.org/ColonyofRoanoke.html


http://www.ncmuseumofhistory.org/collateral/articles/art.of.john.white.pdf






Lesson 1 (a) Roanoke Colonies(b) In what ways might

the lessons of Roanoke have been used by England to create plans for future colonization?



secondary accounts of Roanoke:a. Review of Ralph Lane’s account of 1585-86

colony found at http://www.nationalcenter.org/ColonyofRoanoke.html


Etc.





From our content outline, we must now divide the content topics or skill sets into individual lessons. After determining the topic for each lesson, an essential question (usually a conceptual or “big picture” question that sets the focus for the entire lesson) should be drafted to guide the direction of the lesson. This topic, the corresponding essential question, and the remainder of the lesson (activities, academic language, assessments) should be directly and overtly linked to an identified standard or clarifying objective from the CCSS and NCES.
















Etc.





Once we have organized material to be taught, it is important to think about how to assess whether or not observable, demonstrable, or measurable learning has taken place. In order to build from one lesson to the next in a way that will assist students in meeting expectations aligned with the culminating performance task, it is helpful to use a variety of formative assessments for each lesson. Such formative assessments should not only align with teaching practice relative to CCSS, but should also allow us to assess understanding of content and process.
















Etc.





Once we know our content and know what students should know and be able to do through our formative assessments, more than ever, our method is of vital concern. CCSS and NCES provide a framework for more process-focused instruction centered around literacy and universal practices. Instructional activities should, therefore, reflect that focus. In presenting instructional activities, be sure to include both content and method. Including resources here is also helpful.
















Etc.





Here we connect the vocabulary and language functions that we identified at the outset of unit development to the individual lesson. This academic language should not only be introduced in the lesson, but should be supported throughout the lesson through contextualization, reinforcement, and opportunities for students usage.
















Etc.





Our charge as classroom teachers is to teach ALL students. This means that we often must meet them where they are by using various strategies that address a variety of learners. Furthermore, we must challenge them to think in new and different ways, causing them to use learning styles that they are not quite as accomplished in using. By identifying and planning to use multiple methods of instruction as informed by Gardner’s MI theory, we can accomplish both of these goals.





unit analysis map overview

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