Determine the “know” and “do” for your content standard.

The purpose of this Assignment is to get you thinking about your Five-day Instructional Unit, which will be due in Unit 6. You should plan to work on your Instructional Unit a little bit each week.

For this Assignment, think about the topic and learning objectives of your Five-day Instructional Unit. You may want to orient your curriculum around a theme (e.g., “change” or the relationship between individual and society; themes that are important in many academic disciplines); an entity (e.g., a literary text or an event or trend); a skill (e.g., conjugating verbs or understanding and applying the Pythagorean Theorem), or a sensibility (e.g., understanding and appreciating “perspective” in drawing). Do not be afraid to think “outside the box” for your discipline. Consider units that are oriented in non-traditional ways (e.g., a social studies unit not based on an event but on the acquisition of map-reading skills. Alternatively, a Language Arts unit based not on the entity of a book but on a particular theme, etc.).

Before you begin your Assignment, view this interaction about writing objectives.
(https://kapextmediassl-a.akamaihd.net/gradEd/Media/ED532/LearningOutcomeGenerator/story_html5.html)

Include the following information in your plan and use the Unit 1 Assignment template to complete it: attached

Decide on a central focus or theme for your Instructional Unit. The topic should be from the primary academic curriculum.
Select the content standard(s) that are related to your topic/theme.
Determine the “know” and “do” for your content standard.
Determine the necessary vocabulary in order to understand the standard.
Include as many learning objectives in your plan warranting 5 days of instruction. These important learning objectives will become your lesson topics and should include concepts, principles, and skills encompassed in your topic/theme.
Identify each type of learning objective (Thinking, Content, or Product).

Unit 1 Assignment Template

Assignment Directions:

***STUDENTS, ERASE THE DIRECTIONS BELOW BEFORE SUBMITTING YOUR ASSIGNMENT****

For this Assignment, think about the central focus for the learning segment. You may want to orient your curriculum around a theme (e.g., “change” or the relationship between individual and society; themes that are important in many academic disciplines); an entity (e.g., a literary text or an event or trend); a skill (e.g., conjugating verbs or understanding and applying the Pythagorean Theorem), or a sensibility (e.g., understanding and appreciating “perspective” in drawing). Do not be afraid to think “outside the box” for your discipline. Consider units that are oriented in non-traditional ways (e.g., a social studies unit not based on an event but on the acquisition of map-reading skills. Alternatively, a Language Arts unit based not on the entity of a book but on a particular theme, etc.).

Include the following information in your plan:

Decide on a central focus or theme for your Five-day Instructional Unit. The topic should be from the primary academic curriculum.
Select the content standard(s) that are related to your topic/theme.
Include as many learning objectives in your plan warranting 5 days of instruction. These important learning objectives, which will become your lesson topics, should include concepts, principles, and skills encompassed in your topic/theme.
Create learning objectives for the unit that are student-centered/thinking-centered and state what students will know (concepts that they will understand) and be able to do (skills) by the end of each day.

Use the template below to complete your Five-day Instructional Unit.

Instructional Plan

Central Focus: (Decide on a broad topic or theme for your Five-day Instructional Unit. The topic should be from the primary academic curriculum.)

<Erase this and type your topic here.>

*Content Standard(s)(type it out exactly as worded):*
Look at your content standard above, review what it is asking them to do? What do they need to know in order to master the standard? (terms, facts, formulas, events, procedures, etc.)
Look at your standard above and asking yourself that question…”what do they need to be able to do?” (big ideas, concepts, principles, “how’s and whys”)
What TERMS will students need to know? (vocabulary)
Now that you have determined the “know” and “do” from the above content standard, break it up into five days of instruction. If your standard can be accomplished in a day or two, then complete the process above for the next sequential standard and continue the process until you have five days’ worth of instructional goals.
Five Day Learning Objectives	What students know…? (Explain what students will know by the end of the day)	What students will be able to do…? (Explain what the students will be able to do by the end of the day)	Type of Learning Objective: Thinking Skill Content Objective Product Objective
Learning Objective Day 1:
Learning Objective Day 2
Learning Objective Day 3
Learning Objective Day 4
Learning Objective Day 5