Global Educators Cohort Program - Teacher Education

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Read the entire page before you come back up to these links!

Here is a Word version of the directions below. You may want to write your drafts by re-saving this document, removing the examples, and then adding in your own text.

Here is the rubric that will be used to grade your final submission. I very much recommend that you visit this early and often so that you are aware of how points will be awarded.

Here is a lesson plan template and another lesson plan template that you may wish to use to write your three lesson plans.

Here is the form you will give your mentor teacher for feedback on your lesson.

Here is a memo that most 401 teachers use which goes into some depth on the different elements of parts I and II, in case you need a memory refresher on how these are supposed to look.

Here are a couple of content paragraphs where background reading is apparent. (Remember, these are shorter because they are for a lesson rather than a unit).

Here are a couple of content paragraphs that appear not to be supported by background reading. (Again, these are shorter because they are for a lesson rather than a unit).

Confidential to the Teamers: if you are in a teaming situation, congratulations! Please see me and let me know who you are and what's going on with your teaming situation. Essentially, coplanning is okay and cowriting is not, and this is broken down in red per element of the plan (see below).

Introduction and Purpose:
This assignment is intended to provide experience planning social studies curriculum, instruction, and assessment that can be translated into practice while student teaching. The unit of study you design should comprise a sequence of lessons that cohere around a unifying topic. It should be planned for a specified duration including both a starting and ending point. Normally, a unit lasts three to six weeks, depending upon the amount of time devoted to it daily. Your unit plan should be designed to last two to three weeks.

A unit of study is driven by networks of connected goals (knowing, understanding, appreciating, and applying) and is aligned with content standards and benchmarks. They include lessons to teach these goals and assessments to provide evidence of what students have learned. Your unit should be designed to be age-appropriate for the students in your student teaching placement so that you can enact its lessons and assessments. Your unit plan should reflect your understanding of ideas regarding social studies teaching and learning emphasized in TE803. While planning the unit, you will be preparing drafts of several components in order that the final product will be a result of careful consideration and revisions.

Your final project will serve as a showcase unit suitable to highlight during job interviews. This can also serve as the unit for your program portfolio. This kind of unit plan is called narrative unit plan and provides the “story” of the unit with lesson plans showcasing instructional highlights. You will write descriptions of ten major social studies content rich lessons and activities and you will write full lesson plans for three of them.

Please submit unit work and assignments via email. I will send you a “thanks, got it!” receipt right away. If you do not receive a “thanks, got it!” email, please contact me to find out if I have received your assignment. I will comment on your work through the track changes tool in Microsoft Word, so please make certain that you submit your work as a .doc or .docx document. Please remember that for everything you submit as an email attachment, you need to include your first name in the file name. It is not necessary to put the course number in the filename unless you like to have it there. For a second or third draft of a piece, put the draft number right after your first name.

So, a first draft of a unit plan would be named: Jane_UnitPlanPart3

And the second draft of this same assignment would be: Jane2_UnitPlanPart3

Your unit plan should contain all of the elements listed below. Following the list below, each element is elaborated.

Part I: Unit Overview and Instructor Background Knowledge (25 points)
a). Unit Title: Give your unit plan an informative (and if you’re into it, catchy) title. 1 point.
This part is OK to "shared-write."

b). Family/Parent Letter: – A one page letter to families of the students in your classroom explaining to them the content and goals of your unit. Also identify any homework assignments associated with the unit, any field trips, and any ways families could be involved in this unit. For example, provide specific questions families can ask students to engage them in a conversation about the unit topic and suggest further activities they might do with their children to enhance their learning. Here's an imperfect example from my own practice in case it is helpful. 3 points.
This part is OK to "shared-write" *IF* parent notes usually go home as a grade level/team. If parent notes usually go home "per teacher," please follow that model.

c). Social Studies Content: Two pages answering the following questions: What is the substance of this unit? What are the most important essential understandings about the topic you will teach? What might be challenging in terms of connecting teacher level knowledge to children’s capacities for understanding?This should be based on your own prior knowledge about the topic as well as what you needed to learn about this topic. This section is similar to an essay you might write in a history or geography course, where you demonstrate your understanding of the concepts and generalizations. This is the “meat” of the unit. NOTE: YOU WILL NEED TO CONSULT ADULT-LEVEL RESOURCES TO BUILD YOUR CONTENT KNOWLEDGE OF THE TOPIC, and you should include these in your annotated bibliography. 5 points.

This part is OK to "shared-write."

d) Big Ideas. Drawing from the section on the social studies content, list six to eight statements that summarize the essential understanding(s) you hope students will gain (and retain) from the lesson. These statements should be worded in language children use and understand. 3 points.
This part is OK to "shared-write."
  • The government is responsible for providing public goods services and to individuals; and individuals are responsible for taking care of private goods and services.
  • Humans can negatively impact the environment by littering, wasting resources, and producing environmentally-harmful resources.
  • Trade occurs when one makes a purchase at a store or one pays someone for a service provided with money or by providing a service in exchange.

e) Key Concepts – Drawing from the section on the social studies content, what are six to eight key vocabulary or concepts you expect children will learn as a result of this unit? These should be social science concepts (e.g., government, public goods, public services, environment, location, natural resource, chronology, judicial branch). Provide child-friendly definitions of each. Additional terms for English language learners should be added as a supplementary list if you have English language learners in your class. 4 points.
This part is OK to "shared-write."

f). Rationale:One paragraph that justifies what you are teaching during the unit and why you are teaching it. Explain why the content matters in terms of its meaning to students, the value of the subject content, opportunities for inquiry and its importance to the community and to society. Be sure to emphasize how it contributes to students’ development as citizens. DO NOT JUSTIFY YOUR UNIT BY STATING THAT DISTRICT OR STATE GUIDELINES MANDATE THIS CURRICULUM BE TAUGHT, OR THAT STUDENTS NEED THIS KNOWLEDGE FOR SUBSEQUENT GRADES. 3 points.
Please write this part individually.

g). Unit Objectives: What specifically should the students accomplish in this unit? There should be eight to ten objectives for the unit, and they should be in an enumerated list. Aim to include both content knowledge and academic skills. Make sure objectives are visible and assessable. 3 points.
This part is OK to "shared-write."
1) Identify three ethnic groups that have settled in the Detroit Metropolitan area and locate where they settled.

2) Explain why these three ethnic groups left their home countries and why they chose to come to Michigan.

3) Define voting and explain why it is critical for a democracy.

4) Draw a route from one’s home to school on a map.

5) Participate in community service activities and explain how such activities help the common good.

6) Interpret a census chart generated by the classroom of each student’s family composition and size.

h). Grade Level Content Expectations (social studies and science)/Common Core State Standards (for literacy/math): List eight to ten GLCEs and CCSS in which the unit objectives are grounded. Cite them properly (see example below). 3 points.
This part is OK to "shared-copy-and-paste."

Example:Describe diverse groups that have come into a region of Michigan and reasons why they came (push/pull factors) (Michigan Grade Level Content Expectations, 3-G4.0.2)

Part II: Resources (7 points)
a). Resources, Preparation/Materials: What books, materials, and other resources do you need for each of the lessons? What do you need to prepare ahead of time? These should be provided in a bulleted list in the chart below. 2 points.
This part is OK to "shared-write" up to a point, but of course the right-hand column should be different.
Materials for whole class:
Materials for groups:
Materials for individual students: (be sure to indicate how you are going to provide resources needed for any students with special needs)


b). Annotated Bibliography: Full information should be included for each book/resource/website (eight to ten are required). At least half should be children’s books that you will use (or have available for students to read on their own) during the unit. The annotations should be five to six sentences. Provide the reading level if relevant. One or two sentences should summarize the text. Another sentence should evaluate its quality of content, text and illustrations. Another sentence should address potential issues of bias. A final sentence should clarify how the item is related to the focus or theme of your unit if it is not obvious. Use APA citation style. 5 points.
Fine to have the same items on the list, but please compose your own annotations.

Published materials should be cited using American Psychological Association (APA) style including author(s), date of publication, title, place of publication, publisher, and page numbers (where appropriate.)

Website citations should include author name(s), title of work, name of site, date of posting/revision, organization, date of access, and <electronic address>.

“Homemade” materials should be very briefly described including author, date, and title (some of these may also be attached).

Do not cite the GLCEs; they are listed above.

Part III: Knowing Your Students and their Prior Knowledge (10 points)
a). Student knowledge and interests. Two paragraphs describing what students have been recently learning in social studies and the other subject area being integrated. What is your students’ prior knowledge, what are their conceptions, misconceptions, and interests related to your lesson topic? Focus on student assets (e.g., what they DO know, rather than exclusively on what they do not know). Conduct a student interview (s) on the topic as a form of pre-assessment. 5 points.
Please write this part individually.

b). Linguistic, social and academic challenges, resources and supports. Two paragraphs describing accommodations you will make for students in the class – i.e., advanced students, ESL, special education, restless child, shy child, etc. as needed for any diversity among your students doing this lesson. 5 points.
Please write this part individually.

Part IV: Overview of Lessons and Assessments (19 points)
a) Narrative Overview: Provide an overview for EACH of the ten to twelve (or more) lessons in your unit. The overview gives the “big picture” of the unit. Write an abstract (one paragraph) for each of the lessons you plan for your unit. Each should be numbered, and there should be a logical flow between lessons. The first should be an introductory lesson and the last should be a closing/wrap-up lesson. 9 points.
It is OK to "shared-write" the actual lessons, but please compose these overviews individually.

b)Assessments: Construct a bulleted list of assessment tasks that assess each of the unit objectives (write the unit objective in parentheses after the task). There should be at least four and no more than eight assessment tasks, and should cover a range of forms including quizzes/tests; performance tasks; conforming writing; divergent writing; and one culminating (end-of-unit) assessment. The culminating assessment task should have a scoring rubric. 5 points.
This part is OK to "shared-write."
  • Create a map designing regional areas in which three ethnic groups have settled in Detroit Metropolitan Area (Objective 1).
  • Write a summary statement about why each ethnic group settled in the Detroit Metropolitan Area including both push and pull factors (Objective 2)

c) Out-of-school learning: opportunities to expand and enrich the curriculum outside of class (home assignment): Two paragraphs describing how students will apply what they learn in the school to out-of-school settings? What tasks or assignments will you give to students to complete outside of school? You can write opportunity per lesson, or you can write several to cover the entire unit. 5 points.
Again, it is OK to "shared-write" the actual opportunities, but please compose these paragraphs individually.

Part V: Individual Lesson Plans (18 points – 6 points per lesson)
Complete a fully developed lesson plan for three out of the ten lessons in your unit. One lesson must be the introductory lesson and the other two lessons should be consecutive lessons.

Step-by step procedures including questions and main points (write out what you are going to say verbatim, even if you do not “read” from this during your lessons). Describe what the students will be doing as a result of your instructions. How will you support ALL students?

There are many variations of lesson plans that are acceptable. Use whatever format you are accustomed to and prefer. Just be sure that the lesson plan includes the following:

a) Lesson title and length
b) Lesson objective(s)
c) Big ideas
e) Materials needed
f) Lesson procedure (including detailed activities, introduction, transitions and closure)
g) Assessment

There are templates provided at the top of this page for your use if desired.
Please individually write three lessons each-- (not the same ones).

Part VI: Post-Teaching Reflection (11 points)
a) Reflection: Part 1: What new knowledge, skills, and values did students learn as a result of this unit? Did students meet the goals and objectives? Draw upon evidence (e.g., student work or quotations from students). This should be two pages.
Please write this part individually.

Part 2: What did you expect to happen in this unit? What went as predicted, and what surprised you? What were the strengths and weakness of this unit and your teaching? What were highs and lows? What comments did your mentor teacher offer? What might you do differently? What did you learn about the topic and about your students, curriculum, and teaching? Give specific examples to illustrate your points. This should be two pages. 10 points.
Please write this part individually.

b) Mentor Teacher/Field Instructor Evaluation: Include the comments of your mentor teacher for one (or more) of your lessons taught (form below). If you are unable to receive mentor teacher feedback, please arrange to have your field instructor observe one of your lessons and complete the form below. 1 point.
Please write this part individually.

Other Criteria for Evaluating the Unit Plan (10 Points):
All parts (particularly within and among Parts I, IV, and V) are aligned: the lessons and assessments cover the same content, and both reflect the big ideas, goals, and objectives of the unit. 5 points.

Timely Completion of High-Quality Drafts
Drafts of all parts (both for the instructor and for in-class workshops) reflect effort and are thorough (allowing for the fact that they are still drafts and will be revised considerably – in other words, even major changes are made, you can still receive full points for this criterion). 5 points.

Due Dates and Grading:
On the syllabus, we have identified dates when components of the draft are due. I will review drafts of Parts I, II, and IV. Your TE803 classmates will review drafts of Parts III and V. You should also share your draft with your Mentor Teacher and your Field Instructor. Only the final draft will be graded: however, note that there are 5 points allotted to quality and timeliness of submitting drafts.