Sample unit plan
1. Major Objectives
2. Duration: 10 days (see: developing a course schedule)
3. Text: Student's Friend, pages 1 and 2
- Review class information and policies.
- Complete course pre-test
- Select a subject for research paper.
- Begin library research and complete five research notecards including bibliography card.
- Read pages 1 and 2 in the Student's Friend. (see: covering the material)
- Identify key points from topics on pages 1 and 2. Write key points in complete sentences.
- Participate in class discussions regarding key points and the content of Unit 1.
-View and discuss video materials relating to the content of Unit 1.
-Complete unit exam.
a. Welcome students to the course.
b. Advise students to bring with them to class every day a three-ring binder, lined paper for the binder and a pencil or pen with blue or black ink .
c. Administer the pre-test before any course content is discussed.
d. Provide an overview of the the objectives and content of the course.
e. Hand out and review with students the class information packet. Students sign the cover page and return it to the teacher.
f. Hand out the Student's Friend and briefly explain its organization. This should be done on the second day of class after students have brought their 3-ring binders to class.
h. Discuss strategies for choosing a research paper subject and provide examples of how to either broaden or narrow the topic. Students should have an additional day to consider topics before choosing.
i. Conduct a "lubricating the gears" class discussion about the objectives and content of Unit 1. Invite class participation to connect the students' prior knowledge with new content .
j. Have students read to themselves the five topics on page 1 of the Student's Friend and analyze each topic for key points, "What is it?" and "Why is it important?" Students write key points for each topic in complete sentences.
k. Lead a class discussion during which students take turns reading the five topics and discussing student choices regarding key points. Divergent opinions are encouraged. The class develops consensus and underlines consensus key points in the Student's Friend. Teacher ensures that the most important key points are included. Key points become the basis for exam at end of the unit.
m. Have students select their research subjects from the major topics or subtopics in the Student's Friend
n. Discuss research strategies including the use of notecards and how to record source information in proper bibliographic style.
o. Take the class to the media center where students begin their research.
p. Hand out outline maps and use the overhead projector to review map locations from Student's Friend page 1. (Overhead transparencies can be made on your school copy machine.)
q. Introduce and use video material or Internet activities supporting unit content.
r. Have students read the five topics on page 2 of the Student's Friend and analyze for key points. Follow-up with class discussion and reach consensus on key points.
s. Continue with video material or Internet activities supporting unit content.
t. Administer Unit 1 exam after coverage of unit content is completed. Unit exam includes questions correlating to the ten topics covered in the Students Friend plus map identification and short answer essay questions. In subsequent units, approximately half of the topic-based questions and many of the map identification questions will be taken from content covered during previous units. In this way, students recognize that course content is meant to be learned and not merely memorized for a test and forgotten.
u. Have students hand in the key points writing assignment which teacher will grade and return.