TE803 2020 Unit Plan Assignment

TE 803 Spring 2020

Professional Role & Teaching Practice II
Integrated Unit Assignment

Introduction and Purpose:

This assignment is intended to provide an experience planning social studies curriculum, instruction, and assessment that can be
translated into practice. A unit of study is a component of the curriculum that addresses a major topic or theme that can be disciplinary
based, rooted in history, civics, geography, economics, etc. or be an integrated unit with significant social studies content. Given the
central purpose of social studies education is to produce democratic citizens, it is critical for your unit to engage students in
opportunities to be well-informed, to learn what it means to work and live democratically, to have respect for core democratic values,
and to recognize and respond to instances of inequality, injustice, discrimination, and oppression.

The unit you design will:

● align with content standards and benchmarks
● be driven by goals of knowing, understanding, appreciating, and applying
● reflect the teaching and learning emphasized in TE803
● be designed to last two to three weeks-with a clear starting and ending point
● require preparing drafts of several components so that the final product with be a result of careful considerations and revisions
● include a sequence of lessons that cohere around a unifying topic and that teach to the particular goals and objectives
● include appropriate assessments to provide evidence of what students have learned
● include descriptions of ten major social studies content rich lesson and activities-three of which will be written in full form
● be suitable for your program portfolio
● be a showcase unit suitable to bring on job interviews

We encourage you, if possible, to teach this unit close to the time of the mid-semester conference, so that it can serve as a point of
discussion and for you to receive feedback from both your Mentor Teacher and your Field Instructor.

Building Pedagogical Content Knowledge (5 points)

Deepening pedagogical content knowledge of your unit topic is essential for:
● generating big powerful ideas
● developing the rationale behind your unit
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TE803 2020 Unit Plan Assignment

● ensuring that your choices of instructional strategies will engage students in meaningful, integrative, value-based, challenging,
and active learning that will contribute to their development as citizens

Use the table provided to create a bulleted list of 8-10 teacher resources. Consult educational websites, books, videos, interviews,
textbooks, and/or other teacher made lessons. Your list must include at least two NCSS Publication article/lesson (Social Studies and
the Young Learner, Middle Level Learning, or Social Education). A list of Curricular Resources for Commonly Taught Topics is
provided in D2L.

All resources must be cited in APA format. Use the following website as guidance.
https://owl.english.purdue.edu/owl/resource/560/06/

APA Important Content/Information

Somervill, B.A. (2008). Illinois. • Timeline of Illinois history

Children’s Press. • Significant people from Illinois
• Geography

Joseph, P. (1998). Illinois. ABDO • “Fast facts” about Illinois

& Daughters. • Brief timeline
• Brief summary of how the state changes over the years

Kiffel-Alcheh, J. Illinois: get the

facts about the 21st state. Retrieved
• History of Illinois (people, facts, Chicago Fire)
from • Geography
https://kids.nationalgeographic.com/ex
• Wildlife
plore/states/illinois/
• Fun facts

Ducksters Education Site. Illinois:

State History. Retrieved from
https://www.ducksters.com/geo • History of Illinois (short paragraphs)
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TE803 2020 Unit Plan Assignment

graphy/us_states/illinois_history. • Timeline
php

State Symbols USA

http://statesymbolsusa.org/states/unite • Short articles about the state symbols of Illinois
d-states/illinois

Hopewell Indian Culture

https://www.britannica.com/topic/Hop
ewell-culture • Deeper information about Hopewell Indian culture

Eastern Woodland Indian Culture

http://www.germantownbulldogs.org/p
ages/Indian%20Project/woodland2.htm
l • Deeper information about Eastern Woodland Indian
culture
Immigrants in Chicago
http://www.encyclopedia.chicagohistor
y.org/pages/512.html
• Deeper information about Irish, German, and Polish
immigrants in Illinois

NCSS Publication:
Social Studies and the Young
Learner: Google Earth: A Virtual • Using Google Earth to explore the state geography
Globe for Elementary Geography.
(March/April 2009)

NCSS Publication:
Social Studies and the Young
Learner: Let’s Tell It Right: • What did Abraham Lincoln really do for slavery?
Historical Inaccuracies in a Story • Includes Fredrick Douglas
of Lincoln and Douglas
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TE803 2020 Unit Plan Assignment

(March/April 2019)

Stage 1: Desired Results (35 points)

1. Unit Title
Give your unit plan an informative (and possibly, catchy) title.

More Than Facts: Illinois’s History

2. Grade Level Content Expectations (GLCEs) and Content Standards, and Anti-Bias Standards (1 point):
List eight to ten standards through which your unit objectives will be grounded. Be sure to cite them properly. You may use GLCEs,
Common Core State Standards, and Teaching Tolerance Anti-Bias Standards. (If unit is interdisciplinary with science, use Next
Generation Science Standards)

SS.G.1.4: Construct and interpret maps of Illinois and the United States using various media.

SS.G.3.4: Describe some of the current movements of goods, people, jobs, or information to, from, or within Illinois, and explain
reasons for the movements.

SS.G.2.4: Analyze how the cultural and environmental characteristics of places in Illinois change over time.

SS.CV.3.4. Identify core civic virtues (such as honesty, mutual respect, cooperation, and attentiveness to multiple perspectives) and
democratic principles (such as equality, freedom, liberty, respect for individual rights) that guide our state and nation.

SS.CV.4.4. Explain how rules and laws change society and how people change rules and laws in Illinois.

SS.H.1.4. Explain connections among historical contexts and why individuals and groups differed in their perspectives during the
same historical period.

Anti-Bias Standards:

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TE803 2020 Unit Plan Assignment

JU.6-8.12 I can recognize and describe unfairness and injustice in many forms including attitudes, speech, behaviors, practices, and
laws.

JU.6-8.15 I know about some of the people, groups, and events in social justice history and about the beliefs and ideas that influenced
them.

3. Big Powerful Ideas (8 points):

List two to four big powerful ideas that summarize what you hope students will gain and retain from the unit. Big powerful ideas are
the core concepts that serve as the focal point of the unit and have lasting value beyond the classroom. These are not goals, facts or
skills; they are substantive concepts, principles, or processes that reflect the heart of the unit. The big powerful idea should be worded
in language children use and understand, reflect the integrating of content areas, and address issues of equity education. You will need
to consult outside resources for this section.

1. People’s actions impact social change.

2. Our present is built on our past.
3. Where we live has an impact on who we are.

4. Essential Questions (6 points):

Design three to four open-ended questions to engage student interest and guide inquiry into the big powerful ideas of your integrated
unit. In other words, essential questions don’t always have a right or wrong answer, but instead should spark and sustain student
interest. They usually (but not always) are questions about processes (how) or purpose (why).

1. How can we overcome obstacles to create social change?

2. How is the past connected to the present?
3. How have the beliefs of people impacted social movements?

5. Unit Objectives (10 points):

Write a list of eight to ten objectives for the unit. The objectives must specifically state what students should know (social studies
content) and be able to do (skills) by the end of the unit. Objectives are specific, observable, and measurable. These should be child-

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TE803 2020 Unit Plan Assignment

friendly statements that use Bloom’s Taxonomy verbs. As you write the unit objectives ask: What concrete evidence will students
provide that demonstrates what they know and are able to do?

Students will be able to identify civic virtues and democratic principles that guide our state and nation.
Students will be able to explain how people change rules and laws in society.
Students will be able to analyze how the cultural and environmental places in Illinois change over time.
Students will be able to explain connections among historical contexts.
Students will be able to explain why groups differed in their perspectives in a certain historical period.
Students will be able to describe how people’s actions impact social change.
Students will be able to research the history of Illinois using various media.
Students will be able to create a presentation using their research.

6. Rationale (10 points):

Use the table to list what you are teaching during the integrated unit and why you are teaching it. This list must align with the qualities
listed in the NCSS Position Statement to demonstrate why the content matters in terms of its meaning to students, how the content is
integrated with other subject areas, the value-base of the subject content, and how the instruction will provide challenging and active
inquiry based learning. Be sure to emphasize how it contributes to students’ development as citizens.

What are you teaching? Why you are teaching this?

(Must align with the 5 elements of powerful
social studies)
Students will learn about the history of Illinois Value-Based: Students will learn about the
and the values the various people that lived values of the people of Illinois that made an
there held. impact. They will reflect on these values
through discussion and compare these values to
their own.
Students will learn about the significant people Meaningful: It is important to learn about the
from Illinois who helped shape our state into history of the state you live in so you can
what it is today. understand how it came to be how it is today.

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TE803 2020 Unit Plan Assignment

You can take what you know about the past to

make sense of the present.
Students will have discussions about the Challenging: Students will be pushed to discuss
morals of significant people from Illinois. the morals of significant people from Illinois.
Students will also look at various sources and They will have to dig deeper to understand the
discuss why certain perspectives may have context and how that person was thinking and
been included and others excluded from feeling at that time. The students will also
popular resources. challenge sources by questioning what
perspectives may be missing and why.
Students will rotate to different stations to Active: Students will be moving to different
gather, read, and illustrate information about stations and performing different activities such
the state of Illinois. as reading and illustrating to gather
information.
Students will be reading passages about the Integrative: This is tied into literacy because
state of Illinois and its history. students are reading and writing information.

Stage 2: Assessment/Evidence (10 points):

1. Prior Knowledge (2 points):
Provide a bulleted list of what your students have recently been learning in social studies and the other subject area being integrated.

• This year social studies: the history of slavery in Illinois and Chicago
• Last year social studies: Chicago
• Literacy: fact vs. opinion
• Literacy: providing textual evidence

2. Pre-Assessment: Seeing Student Thinking (3 points):

Follow the instructions on the Seeing-Student-Thinking handout to conduct a pre-assessment and submit it to the Dropbox on D2L. In
your unit plan list 2-4 things you learned from the Seeing-Student-Thinking assignment and describe how these 2-4 items changed
your unit plan.

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TE803 2020 Unit Plan Assignment

• I learned that at least one of my students believes the state is called Chicago. I understand this misconception, as Chicago is a
large city, but this shows me that the students know more about the city they live in rather than the state as a whole. In my unit,
I will be sure to teach the students about the entire state and spend less time on Chicago itself, since I know they covered that
last year in social studies. I think it would be helpful if they learned about events and good things happening in other parts of
the state.
• Both of the students I interviewed did not know where Illinois was on the map of the United States. This tells me that it would
be worth spending some time working with a map of the country but also a map of the state that the students can label and add
to over the course of the unit.

3. End-of-Unit Performance Task (5 points):

Describe the performance task. Create a rubric to specify the evidence that will help you determine if students met the end of unit
goals and objectives. The task should provide students an opportunity to interact with the essential questions and evidence of that they
understand the big powerful ideas.

At the end of the unit, the students will give a PowerPoint presentation about one of the people or events we learned about in our unit.
The students will have a checklist to make sure they have included both historically accurate facts and prominent values and ideas
from that person/event during that time.

Stage 3: Learning Plan (35 points)

1. Linguistic, social, and academic challenges, resources and supports (10 points)
Use the table to write a short description for each student who needs an accommodation linguistically, socially, and/or academically.
Specify the student’s particular learning and social needs (advanced students, ESL, special education, restless child, shy child, etc.)
and how your accommodation addresses those needs.

We are not asking you to label your students, but to describe them, their needs, and supports you will implement. This means don’t
write, “the student is on the autism spectrum.” Instead explain how the student behaves in class, how this plays a role in their learning,
and what you need to do to ensure that the student is engaged in all of the learning activities.

Student Description of their Linguistic, Accommodations/Modifications/Scaffolding to

Social, or Academic Needs Address Student’s Needs

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TE803 2020 Unit Plan Assignment

Sasha - Academic This student typically struggles with reading

comprehension. To assist her with this, I will have
students frequently turn and talk with a partner or
discuss with the group what was read. I think this
will help her because we will be stopping as we go to
make sense of what we read.
Elijah - Academic This student has difficulties reading. To assist him
with this, I will have students read aloud either in
small groups or to the class. I think this will be better
for him than trying to read on his own because he
would be hearing someone read fluently while he
follows along on the page.
Kristian - Academic This student has difficulties with reading. He tends to
read more slowly than other students but is able to
comprehend with assistance. For him, I think it
would be helpful for him to have some time to read
on his own so that he can move at his own pace. As
far as comprehension goes, I think it would be
helpful if the students turned and talked to a partner
or if we did whole-class discussions after reading
sections of the text to allow this student to slow
down and think about what he read.
Angelo - Social This student tends to have trouble working with
others. Since I would like the students to work in
pairs or in groups in this unit, I will go over different
ways you can communicate with group members
academically in a way that is not rude or
inappropriate. I will also make sure to keep and eye
on him so I am able to stop negative behaviors or
encourage positive behaviors.

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TE803 2020 Unit Plan Assignment

2. Overview (10 points):

Fill in the chart on the next page to create a “big picture” of your unit. The first should be an introductory lesson and the last should be
a closing/wrap-up lesson. There should be a logical flow between lessons.

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TE803 2020 Unit Plan Assignment

Day 1 Day 2 Day 3 Day 4 Day 5

Lesson Title: Lesson Title: Lesson Title: Lesson Title: Lesson Title:
Introduction to Illinois Introduction to Illinois History of Illinois: Native History of Illinois: History of Illinois: After
American in Illinois Europeans in Illinois Statehood
GLCE(s): GLCE(s): GLCE(s): GLCE(s): GLCE(s):
SS.G.1.4: Construct and SS.G.1.4: Construct and SS.G.2.4: Analyze how SS.G.2.4: Analyze how the SS.G.2.4: Analyze how the
interpret maps of Illinois interpret maps of Illinois the cultural and cultural and environmental cultural and environmental
characteristics of places in characteristics of places in
and the United States and the United States environmental Illinois change over time. Illinois change over time.
using various media. using various media. characteristics of places
in Illinois change over SS.CV.3.4. Identify core civic SS.CV.3.4. Identify core civic
time. virtues (such as honesty, virtues (such as honesty,
mutual respect, cooperation, mutual respect, cooperation,
and attentiveness to multiple and attentiveness to multiple
SS.H.1.4. Explain perspectives) and democratic perspectives) and democratic
connections among principles (such as equality, principles (such as equality,
historical contexts and freedom, liberty, respect for freedom, liberty, respect for
why individuals and individual rights) that guide individual rights) that guide
our state and nation. our state and nation.
groups differed in their
perspectives during the SS.CV.4.4. Explain how rules SS.CV.4.4. Explain how rules
same historical period. and laws change society and and laws change society and
how people change rules and how people change rules and
laws in Illinois. laws in Illinois.
JU.6-8.15 I know about
some of the people, SS.H.1.4. Explain connections SS.G.3.4: Describe some of
groups, and events in among historical contexts the current movements of
social justice history and and why individuals and goods, people, jobs, or
about the beliefs and groups differed in their information to, from, or
perspectives during the same within Illinois, and explain
ideas that influenced historical period. reasons for the movements.
them.

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TE803 2020 Unit Plan Assignment

SS.G.3.4: Describe some of JU.6-8.15 I know about some

the current movements of of the people, groups, and
goods, people, jobs, or events in social justice history
information to, from, or and about the beliefs and
within Illinois, and explain ideas that influenced them.
reasons for the movements.

JU.6-8.12 I can recognize and

describe unfairness and
injustice in many forms
including attitudes, speech,
behaviors, practices, and
laws.

JU.6-8.15 I know about some

of the people, groups, and
events in social justice history
and about the beliefs and
ideas that influenced them.

Daily Objective(s): Daily Objective(s): Daily Objective(s): Daily Objective(s): Daily Objective(s):
Students will be able to Students will be able to Students will be able to Students will be able to Students will be able to
locate Illinois on a map research the state facts analyze the culture and analyze the culture and analyze what life in
of the United States. of Illinois using various experience of Native morals of Europeans in Illinois was like after
media. American in Illinois. Illinois. statehood.
Students will be able to
research the state facts Students will be able to Students will be able to Students will be able to
of Illinois using various predict what will compare and contrast draw and label an image
media. happen to the Native the different cultures of that depicts what life
American once the the Native Americans after statehood was like.
Europeans arrive. and Europeans.

Assessment: Assessment: Assessment: Assessment: Assessment:

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TE803 2020 Unit Plan Assignment

Students will color in Students will fill out a Students will write Students will write Students will draw and
Illinois on their map of poster about Illinois as down a prediction about down how Native label a picture that
the United States. they research. what they think will American and depicts what life was
Students will fill out a happen to the Native Europeans are similar like after statehood. The
poster about Illinois as Americans once the and different. The teacher will study these
they research. Europeans arrive. The teacher will read over images for accuracy.
teacher will read these these as an exit slip.
predictions.
Student Adaption(s): Student Adaption(s): Student Adaption(s): Student Adaption(s): Student Adaption(s):
The students will be The students will be All students will have All students will have All students will have
researching in small researching in small the text read aloud to the text read aloud to the text read aloud to
groups, so they may groups, so they may them as they follow them as they follow them as they follow
read to one another. read to one another. along on their own along on their own along on their own
When selecting texts, I When selecting texts, I paper. The diverse paper. The diverse paper. The diverse
will choose varying will choose varying learner predictions will learners will have learners will draw an
levels of difficulty. levels of difficulty. not be as long and can multiple choice image of what life was
include a drawing. questions on their exit like after statehood but
slip. are not expected to
label them.
Lesson Alignment: Lesson Alignment: Lesson Alignment: Lesson Alignment: Lesson Alignment:
The students are The students are The students are The students are The students are
creating a foundation on creating a foundation on learning about the early learning about the learning about the
which they can build which they can build history of Illinois and history of Illinois and people, jobs, and goods
their knowledge of the their knowledge of the analyzing the culture analyzing the culture of in Illinois’s history. They
state’s history and state’s history and and ideas of the Native Europeans and Native are studying different
geography. geography. American at that time. American at that time. groups of people.

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TE803 2020 Unit Plan Assignment

Day 6 Day 7 Day 8 Day 9 Day 10

Lesson Title: Lesson Title: Lesson Title: Lesson Title: Lesson Title:
History of Illinois: History of Illinois: Project Introduction Project Preparation Project Finalization
Lincoln and the Civil War Immigration
GLCE(s): GLCE(s): GLCE(s): GLCE(s): GLCE(s):
SS.G.2.4: Analyze how the SS.G.2.4: Analyze how the SS.CV.3.4. Identify core SS.CV.3.4. Identify core SS.CV.3.4. Identify core
cultural and environmental cultural and environmental civic virtues (such as civic virtues (such as civic virtues (such as
characteristics of places in characteristics of places in
Illinois change over time. Illinois change over time.
honesty, mutual honesty, mutual honesty, mutual
respect, cooperation, respect, cooperation, respect, cooperation,
SS.CV.3.4. Identify core civic SS.CV.3.4. Identify core civic and attentiveness to and attentiveness to and attentiveness to
virtues (such as honesty, virtues (such as honesty, multiple perspectives) multiple perspectives) multiple perspectives)
mutual respect, cooperation, mutual respect, cooperation, and democratic and democratic and democratic
and attentiveness to multiple and attentiveness to multiple
perspectives) and democratic perspectives) and democratic
principles (such as principles (such as principles (such as
principles (such as equality, principles (such as equality, equality, freedom, equality, freedom, equality, freedom,
freedom, liberty, respect for freedom, liberty, respect for liberty, respect for liberty, respect for liberty, respect for
individual rights) that guide individual rights) that guide individual rights) that individual rights) that individual rights) that
our state and nation. our state and nation. guide our state and guide our state and guide our state and
SS.CV.4.4. Explain how rules SS.CV.4.4. Explain how rules
nation. nation. nation.
and laws change society and and laws change society and
how people change rules and how people change rules and SS.CV.4.4. Explain how SS.CV.4.4. Explain how SS.CV.4.4. Explain how
laws in Illinois. laws in Illinois. rules and laws change rules and laws change rules and laws change
society and how people society and how people society and how people
SS.H.1.4. Explain connections SS.H.1.4. Explain connections
among historical contexts among historical contexts
change rules and laws in change rules and laws in change rules and laws in
and why individuals and and why individuals and Illinois. Illinois. Illinois.
groups differed in their groups differed in their
perspectives during the same perspectives during the same SS.G.3.4: Describe some SS.G.3.4: Describe some SS.G.3.4: Describe some
historical period. historical period. of the current of the current of the current
SS.G.3.4: Describe some of SS.G.3.4: Describe some of
movements of goods, movements of goods, movements of goods,
the current movements of the current movements of people, jobs, or people, jobs, or people, jobs, or

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TE803 2020 Unit Plan Assignment

goods, people, jobs, or goods, people, jobs, or information to, from, or information to, from, or information to, from, or
information to, from, or information to, from, or within Illinois, and within Illinois, and within Illinois, and
within Illinois, and explain within Illinois, and explain
reasons for the movements. reasons for the movements.
explain reasons for the explain reasons for the explain reasons for the
movements. movements. movements.
JU.6-8.12 I can recognize and JU.6-8.12 I can recognize and
describe unfairness and describe unfairness and JU.6-8.15 I know about JU.6-8.15 I know about JU.6-8.15 I know about
injustice in many forms injustice in many forms some of the people, some of the people, some of the people,
including attitudes, speech, including attitudes, speech,
behaviors, practices, and behaviors, practices, and
groups, and events in groups, and events in groups, and events in
laws. laws. social justice history and social justice history and social justice history and
about the beliefs and about the beliefs and about the beliefs and
JU.6-8.15 I know about some JU.6-8.15 I know about some ideas that influenced ideas that influenced ideas that influenced
of the people, groups, and of the people, groups, and them. them. them.
events in social justice history events in social justice history
and about the beliefs and and about the beliefs and
ideas that influenced them. ideas that influenced them.
Daily Objective(s): Daily Objective(s): Daily Objective(s): Daily Objective(s): Daily Objective(s):
Students will be able to Students will be able to Students will be able to Students will be able to Students will be able to
analyze the morals and describe the select a person or event conduct research on a conduct research on a
acts of Abraham Lincoln immigration patterns of that we have learned person or event that we person or event that we
in Illinois. folks moving to Illinois. about. have learned about. have learned about.

Students will be able to Students will be able to Students will be able to Students will be able to Students will be able to
describe the major analyze the cultural begin researching their create a PowerPoint create a PowerPoint
conflicts of the Civil War differences and values person or event using presentation using the presentation using the
and its outcome. of each group of various media. information they have information they have
immigrants. gathered. gathered.
Assessment: Assessment: Assessment: Assessment: Assessment:
The class will discuss the Students will complete a Students will collect Students will collect Students will be
reasons behind the Civil “3, 2, 1” formatted exit research about their research about their finalizing their
War and the morals of slip. The teacher will chosen person or event. chosen person or event. PowerPoints. The
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TE803 2020 Unit Plan Assignment

Abraham Lincoln. The check these exit slips for The teacher will check The teacher will check teacher will check in
students will include accuracy, student ideas, over each student’s over each student’s with every student to
their own opinions as and questions. information before they information before they review what they have
well. The teacher will add it to their add it to their done.
guide this conversation. PowerPoint. PowerPoint.

Student Adaptation(s): Student Adaptation(s): Student Adaptation(s): Student Adaptation(s): Student Adaption(s):
All students will have All students will have Diverse learners will Diverse learners will Diverse learners will
the text read aloud to the text read aloud to have guided research. have guided research. have assistance
them as they follow them as they follow They will be given They will be given completing their
along on their own along on their own appropriate resources appropriate resources PowerPoint from
paper. There will be a paper. The diverse to pull information to pull information students who finish
turn and talk portion of learners will have from. from. their work early.
the discussion for multiple choice
students who do not questions on their exit
feel comfortable sharing slip and one short
their ideas in front of answer question.
the class.
Lesson Alignment: Lesson Alignment: Lesson Alignment: Lesson Alignment: Lesson Alignment:
The students are The students are The students are The students are The students are
learning about a learning about conducting research and conducting research and conducting research and
prominent figure in immigration and Illinois. deepening their deepening their deepening their
Illinois and his morals. They will be analyzing understanding on a understanding on a understanding on a
They are also learning different cultures and topic of interest. They topic of interest. They topic of interest. They
about major events of patterns in immigrants. will be writing historical will be writing historical will be writing historical
the Civil War and facts as well as making facts as well as making facts as well as making
discussing the outcomes inferences about morals inferences about morals inferences about morals
for people and the state. and ideas from that and ideas from that and ideas from that
time. time. time.

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TE803 2020 Unit Plan Assignment

3. Individual Lesson Plans (15 points – 5 points per lesson):

Complete three (out of the ten) fully developed lesson plans that:
● are age-appropriate and intellectually rich
● are original lessons (not just recycled from a prescribed curriculum)
● show step-by step procedures including questions and main points
● indicate what students will be doing as a result of your instructions
● demonstrate qualities of powerful social studies (meaningful, integrative, value-based,
challenging, and active)
● provide scaffolding to support ALL students

One lesson must be the introductory lesson and the other two lessons should be consecutive
lessons. One of these lessons must include a strategy you experienced in TE404 (historical
inquiry using primary documents, role play, simulation, discussion, or inquiry).

There are many variations of lesson plans that are acceptable (template available in D2L). Use
whatever format you are accustomed to and prefer. Be sure that the lesson plan includes the
following:
a) Lesson title and length
b) MI/IL Grade Level Content Expectations/CCSS/NGSS/anti-bias standards
c) Big powerful idea(s)
d) Essential question(s)
e) Lesson objective(s)
f) Lesson procedure: introduction; detailed activities;, linguistic, and academic
differentiation and accommodation (that you identified in stage 3.1); transitions;
assessments; closure; and materials needed)

Additional Elements (15 points):

1. Alignment (5 points):
All parts of your unit should align: the lessons and assessments cover the same content, and both
reflect the big ideas, goals, and objectives of the unit.

2. Drafts and Feedback (10 points):

Revised drafts should be completed in a timely manner for instructor and for in-class workshops.
Final draft should address the feedback that the instructor provided.

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TE803 2020 Unit Plan Assignment

Mentor Teacher/Field Instructor FEEDBACK FORM for Social Studies Teaching

Name(s) of Intern: _____________________________________________________

Mentor Teacher ____________________
Field Instructor _________________________ Date__________

Category Comments
Delivery Moves
- Clarity of speech
- Flow of lesson, with appropriate
wait time
- Use of proximity to support
students attention

Social Studies Content Moves

- Uses big ideas and essential
questions to frame the activity
- Disciplinary core ideas presented
are accurate and relevant to students

Pedagogical moves
- Gives clear directions (verbally,
visually)
- Manages transitions effectively
- Invites student involvement and
active learning
- Engages diverse learners by
connecting to their backgrounds
and/or building on their prior
knowledge

Professional moves
- Professional attire
- Confidence in body language and
speech
- Positively attentive to student
behavior
- Comes prepared

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TE803 2020 Unit Plan Assignment

Other Comments

Resources

Fighting Slavery in Chicago by Tom Campbell

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