Reading Activity and Strategy (continued) - TBD Consequences and Legacy of the Vietnam War Note Matrix Activity - 45 minutes Students will work in groups to complete the note catcher through the evaluation and analysis of specific PSD. Exit Slip - 15 minutes How and do you see any of the elements from O’Brien’s The Things They Carried in the wars in Iraq and Afghanistan? What consequences and/or legacies of the Vietnam War can be applied to Americans today? pp. 43 - 52. ❏ Modeling ❏ Multiple Modalities ❏ Monitoring ❏ Multiple Measures ❏ Simple - Complex ❏ Short - Long Activity/Strategy Texts and Resources Instructional Notes (including Sequencing & Scaffolding (Module 8), formative assessments (Module 6), integrated literacy lessons (Module 9), and days that target vocabulary(Module 9) Assessment Day(s) 1 : Vietnam War Assessment Performance Task Rubric and Assessment for Peer and Teacher Review Assessment/ Performance Task Vietnam War Assessment - TBD Performance Task Presentations and Peer Review - TBD
Scaffolds and Extensions (Module 5) UDL Components: Principle #1 - Provide Multiple Means of Representation My unit most accurately reflects Principle #1 through its variety of options available for perception/understanding of information (videos, excerpts of PSD, longer text, recordings, music, etc.) along with multiple opportunities to process, visualize, and manipulate information (worksheets, graphic organizers, journal/INB writings, vocabulary development, etc.). My outlook on teaching took a dramatic turn about five years ago after a successful session of professional development regarding these principles. Allowing student choice and option didn’t negate my control and focus in the classroom - instead it opened my eyes up to the variety of ways in which students can learn, providing me with different perspectives on the learning as well. I enjoyed watching the interaction of students with different learning styles in my classroom. The transfer of learning from “experts” was enlightening and encouraging. Support for students who are ELL, have disabilities or read well below grade level text band: My unit utilizes multiple forms of text, multiple styles and forms for evaluation and analysis, and options to complete the performance task. I am still researching/developing plans for assessment but at this point believe they will be tied into the performance task in some way, ie. DBQ and Essay, or summative assessment with presentation, etc. I am looking at developing a type of “contract” which tracks students from the beginning to the end of the unit. This would provide more of an individualized form of instruction catering to the specific needs, talents, and abilities of each student. Extensions for advanced students: My unit utilizes multiple forms of text, multiple styles and forms for evaluation and analysis, and options to complete the performance task. I am still researching/developing plans for assessment but at this point believe they will be tied into the performance task in some way, ie. DBQ and Essay, or summative assessment with presentation, etc. I am looking at developing a type of “contract” which tracks students from the beginning to the end of the unit. This would provide more of an individualized form of instruction catering to the specific needs, talents, and abilities of each student.