Planning teaching metheods

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Weeks 8-9 Overview3.pdf

Weeks 8-9 Overview

Integrated Thematic Unit Design

This week you begin the planning for the Integrated Thematic Unit Design assignment that

you will be working on for the next several weeks.

This assignment should be part of the grade level curriculum in the P-12 classroom. This

assignment should be completed in the classroom that you are currently employed in or the field

experience classroom setting that you are or will be placed in by the Professional Education

Services (PES) office, if you are not currently employed.

For this module, please:

Review provided in the module the following documents:

Instructions for Integrated Thematic Unit Design assignment

Thematic Unit Template_SPEC 6080

Integrated Thematic Unit Design Rubric

The Six Facets of Understanding Template

Please start working right away on this assignment so that you have enough time to complete it

successfully.

Due 10/20: Integrated Thematic Unit Design Stage 1: Identifying Desired Results and Stage

2: Identifying Acceptable Evidence into the assignment box.

Fieldwork experience is a required component of this course and the program. All

candidates in the program MUST document across the program of study field experiences with

students who have disabilities in each of the listed below grade bands as the M.A.T. program in

Special Education, General Curriculum or Deaf Education prepares teacher candidates for

certification in the General Curriculum or Deaf Education in grades PK-12.

• PK – 2nd

• 3rd – 5th

• 6th – 8th

• 9th – 12th

The Grade Band Requirements are the GaPSC certification requirements per Educator

Preparation Rule 505-3-.01 ,“GaPSC-approved EPPs shall ensure candidates complete

supervised field experiences consistent with the grade levels of certification

sought…Programs leading to P-12 certification shall require field experiences in four (4)

grade levels: PK-2, 3-5, 6-8, and 9-12” [Italics added] (2024, p. 16).

Georgia Professional Standards Commission (2024). Educator Preparation Rule 505-3-

.01. https://www.gapsc.com/Rules/Current/EducatorPreparation/505-3-.01.pdf

Regardless of employment status, every candidate is already or will be placed by the

COEHS Office of Professional Education Services (PES Office) in the field placement

for their designated grade band as per SPEC MAT (GC and Deaf Ed) Field Placement

Guidelines. Detailed instructions for completing the fieldwork experience have been

provided in the submodule Fieldwork Experience.

Due 11/10: Fieldwork Documentation

https://www.gapsc.com/Rules/Current/EducatorPreparation/505-3-.01.pdf

Instructions for Integrated Thematic Unit Design assignment.pdf

Instructions for Integrated Thematic Unit Design

Integrated Thematic Unit Design. Using the Understanding by Design (UbD) curriculum

framework, teacher candidates will develop an Integrated Thematic Unit at the elementary or

intermediate or secondary grade level that includes:

a. Stage 1— Identify Desired Results

b. Stage 2—Determine Acceptable Assessment Evidence

c. Stage 3— Plan Learning Experiences and Instruction.

d. Each Integrated Thematic Unit design must address differentiation, that is,

tailoring the Integrated Thematic Unit to the diverse learners’ needs and

providing special adaptations for special education students.

e. Each Integrated Thematic Unit must incorporate related ELA literacy standards

and demonstrate knowledge of the integration of literacy skills across different

subject areas. (CO 1-4, 5, 8-10)

If you are employed the grade level for the Integrated Thematic Unit will correspond to your

own classroom grade level that you currently teach in. If you are not employed, the grade level

for the Integrated Thematic Unit will correspond to the classroom grade level you have been

placed for completing your field experience for this course.

Your Integrated Thematic Unit should incorporate two different content areas (e.g., English

language arts, mathematics, science, social studies, and fine arts) and it should be designed

around a unified central theme across the content areas. One of these content areas must be

English Language Arts. That is, incorporate clearly connections to related ELA literacy

standards and demonstrate knowledge of the integration of literacy skills across different

subject areas. For example, for a unit on Uncovering, The Holocaust: Learning from the Past

through “We Are Witnesses,” in the previous semester, the teacher candidate in her six-grade

classroom incorporated the following two content areas: ELA and Social Studies, as indicated in

this brief unit description:

Students connect emotionally with the experiences and resilience of individuals who

endured the Holocaust. The narratives serve as educational tools, promoting empathy and

understanding. Through research and informative essay writing, students analyze

historical facts, events, and contexts related to the Holocaust. This analytical approach

helps in understanding the societal and political factors that led to the Holocaust,

fostering critical thinking and knowledge acquisition.

ELAGSE6W2: Write informative/explanatory texts.

ELAGSE6W9: Draw evidence from informational texts.

SS6H2: Explain the impact of WW11, including the Holocaust.” (Teacher candidate,

SPEC 6080 fall 2023)

Within your unit you want your students to be engaged in an integrated, multidisciplinary, and

cross-curricular learning opportunities that all tie into learning about the central theme. This kind

of teaching thematically will help your students make connections between the content areas and

will also allow them to deepen their understanding about the studied central theme.

The time frame for your Integrated Thematic Unit may vary depending on your classroom, but

in general your unit should be planned for about 2-3 weeks of instruction.

You are required to use the provided Understanding by Design (UbD) framework as

discussed in the course and the provided Integrated Thematic Unit Template for designing

your integrated thematic unit and recording your responses (See attached).

A Stage 1— Identify Desired Results

Identify content standards and related curriculum outcomes (that is, unpack the

standards to identify key concepts and processes and the related performance goals) that

will be addressed in your Integrated Thematic Unit. (Students with an authorized IEP

need to pursue the goals specified in their unique plan.)

List big ideas students should come to understand by the end of the unit and the long-

term transfer goals.

Frame essential questions around these targeted understandings and transfer goals.

Specify the knowledge and skill objectives.

Align your goals and objectives with the standards.

Remember: you need two different content areas. One of these content areas must

be English Language Arts. That is, incorporate clearly connections to related ELA

literacy standards and demonstrate knowledge of the integration of literacy skills

across different subject areas.

B Stage 2—Determine Acceptable Assessment Evidence

Identify the evaluative criteria that will confirm students have learned and can apply the

learning outcomes targeted in stage 1.

Create performance tasks to elicit this evidence and set them in meaningful and authentic

concepts. More specifically, your integrated thematic unit needs to include one or

more (real-world) authentic, meaningful, and comprehensive culminating

performance assessment(s) that will help your students demonstrate deeper meaning

and transfer of knowledge and skills at the end of your instructional unit. You are

required to use the G.R.A.S.P.S. tool as discussed in this class to frame your

culminating performance assessment(s) and include it in the Appendix section of the

unit and/or attach it with your unit. Use the provided GRASP template available at

https://jaymctighe.com/downloads/GRASPS-Design-sheets.pdf to generate

your own performance assessment(s).

Indicate which of the Six Facets of Understanding will be incorporated in your

assessments of understanding. Use the provided The Six Facets of Understanding

Template to do so (see attached).

https://jaymctighe.com/downloads/GRASPS-Design-sheets.pdf

Identify supplementary evidence of knowledge acquisition and skill proficiency, then

create additional assessments (e.g., a unit test on facts, skill checks) that will elicit it.

Specify the knowledge and skill objectives. Include copies of all your additional

assessments within your unit in the Appendix section of the unit and/or submit them

as separate attachments.

C Stage 3— Plan Learning Experiences and Instruction

Select and sequence the most appropriate learning events (that is, include and

sequence basic but sufficient learning activities for the whole unit so that another teacher

who is familiar with the unit’s content could understand and follow your basic learning

plan. Later on, in the semester you will develop corresponding detailed lessons plans

based on these sequenced basic but sufficient learning activities) to help students acquire

the targeted knowledge and skills, come to understand important ideas, and be prepared

to apply this learning in meaningful ways.

Decide how you will assess students’ learning status before and during the unit, and

where and how to provide feedback to keep their progress toward mastery on track.

You are required to incorporate the W.H.E.R.E.T.O. elements as discussed in the

class to ensure that your unit is both engaging and meaningful for all learners Review

handout, Putting It All Together: The WHERETO Framework that explains and provides

examples for creating effective learning experiences for Stage 3 of the Understanding by

Design (UbD instructional units available at

https://www.scribd.com/document/382253540/The-WHERETO-Framework

D Understanding by Design and Differentiation

Each Integrated Thematic Unit design must address differentiation, that is, tailoring the

Integrated Thematic Unit to the diverse learners’ needs and providing special

adaptations for special education students. Incorporate strategies for differentiating

for student readiness, differentiating for student interest, and differentiating for

student profile. To help you with this task. Please refer to Differentiation Handbook:

Strategies and Examples: Grades 3–5

https://www.tn.gov/content/dam/tn/education/training/access_differentiation_handbook_

3-5.pdf and

Differentiation Handbook: Strategies and Examples: Grades 6–12

https://www.tn.gov/content/dam/tn/education/training/access_differentiation_handbook_

6-12.pdf

Adapted from McTighe, J. (2020, pp. 2-4)

https://www.scribd.com/document/382253540/The-WHERETO-Framework

https://www.tn.gov/content/dam/tn/education/training/access_differentiation_handbook_3-5.pdf

https://www.tn.gov/content/dam/tn/education/training/access_differentiation_handbook_6-12.pdf

You will submit the Integrated Thematic Unit Design assignment in two separate

submissions (Part 1 and Part 2 submissions respectively) so that you can obtain feedback

from Part 1 and incorporate it as you will be working on Part 2 of this assignment in order to be

successful on this assignment.

Part 1- submission should include: Integrated Thematic Unit Design Stage 1: Identifying

Desired Results and Stage 2: Identifying Acceptable Evidence (Include with this submission

corresponding to these stages attachments as needed)

and

Part 2 submission should include: Integrated Thematic Unit Design Stage 3: Planning

Appropriate Learning Experiences and Instruction, including D Understanding by Design and

Differentiation (Include with this submission corresponding to this stage attachments as

needed)

You should not move to working on Part 2 submission until you have received and

incorporated provided feedback based on Part 1 submission.

This whole Integrated Thematic Unit Design assignment carries a lot of points (Total of 100

points) and you want to make sure that you do well on it. See below for the point value assigned

for each part of this assignment:

Part 1--Integrated Thematic Unit Design Stage 1: Identifying Desired Results and

Stage 2: Identifying Acceptable Evidence (Maximum of 54 pts)

and

Part 2--Integrated Thematic Unit Design Stage 3: Planning Appropriate Learning

Experiences and Instruction, including D Understanding by Design and

Differentiation (Maximum of 46 pts)

Make sure that you follow closely all instructions and the rubric (see attached) to be successful

on this assignment.

NOTE:

Please refer to our weekly class Modules 1-7 as discussed in this class, which shared many

resources and materials there to help you further in the design of your individual Integrated

Thematic Unit.

Also make sure to refer to your mentor teacher in your field placement if you are

unemployed as a resource to assist you with completing this assignment. If you are employed,

refer to your curricular coach/team as a resource as well.

McTighe, J. (2020). The fundamentals of Understanding by Design: Quick reference guide.

Alexandria, VA: ASCD.

Integrated Thematic Unit Template_SPEC 6080_fall 2024.docx

UbD- Integrated Thematic Unit Template

Use the following template as a guide as you design your own Integrated Thematic Unit. Record all your responses within this Template. Please Do Not remove/modify and/ or change any prompts within this template. No assignment will be graded, if the template is not followed and used as instructed.

Unit Cover Page

Unit Title/Central Theme:

Grade Level (s):

Subjects/Content Areas: Remember: you need two different content areas. One of these content areas must be English Language Arts. That is, incorporate clearly connections to ELA literacy standards and demonstrate knowledge of the integration of literacy skills across different subject areas.

Key words:

Time Frame:

School District and School:

Brief Summary of Unit (including curricula context and goals):
Stage 1—Desired Results
Established Goals (G) What content standards (including ELA standards) and program- or mission-related goal(s) will this unit address? What habits of mind and cross- disciplinary goal(s)—for example, 21st century skills, core competencies—will this unit address?	Transfer (T)
	Students will be able to independently use their learning to . . . What kinds of long-term independent accomplishments are desired? What should students be able to do with their learning in the long run?
	Meaning (M)
	UNDERSTANDINGS (U) Students will understand that . . . What speciﬁcally do you want students to understand? What “big ideas” should they grasp? What inferences should they make?	ESSENTIAL QUESTIONS (EQ) Students will keep considering . . . What thought-provoking questions will foster inquiry, meaning- making, and transfer?
	Acquisition of Knowledge & Skills (A)
	(K ) Students will know . . . What facts and basic concepts (including literacy concepts) should students know and be able to recall?	*(S)* Students will be skilled at . . . What discrete skills and processes (including literacy skills) should students be able to use?

	Stage 2— Evidence*
Code	Evaluative Criteria	Assessment Evidence
Are all desired results being appropriately assessed?	What criteria will be used in each assessment to evaluate attainment of the desired results?	PERFORMANCE TASK(S): (framed using the G.R.A.S.P.S. elements) Students will show that they really understand by evidence of . . . How will students demonstrate their understanding (meaning-making and transfer) through complex performance? Indicate which of the Six Facets of Understanding will be incorporated for which assessments of understanding in your unit. (Remember to include assessments on how students will demonstrate mastery of the literacy skills related to this unit)
	Acquisition
	Regardless of the format of the assessment, what qualities are most important?	OTHER EVIDENCE: Students will show they have achieved Stage 1 goals by . . . What other evidence will you collect to determine whether Stage 1 goals were achieved?

* Include in the Appendix section copies of any assessments/instruments, including the G.R.A.S.P.S. template showing a breakdown of its elements for each performance task and The Six Facets of Understanding template showing how you incorporated the relevant facets of understanding in your assessments of understanding. Alternatively, you may attach them with your unit.

Stage 3— Learning Plan

Code

Pre-Assessment (Diagnostic)

What pre-assessments will you use to check student’s prior knowledge, skill levels, and potential misconceptions?

What’s the goal for (or type of) each learning event?

Align to Stage 1 goals or

T - M -A

Summary of Key Learning Events framed using the W.H.E.R.E.T.O.

Include and sequence basic but sufficient learning activities for the whole unit so that another teacher who is familiar with the unit’s content could understand and follow your basic learning plan. No full and detailed lesson plans are expected at this stage. State what students will be expected to do, why, and with what materials.

What sequence of teaching and learning experiences will equip students to engage with, develop, and demonstrate the desired understandings?

List the teaching and learning activities in sequence. Code each entry with the appropriate initials of the WHERETO elements. Note that the elements do not have to appear in the same order as the letters of the WHERETO acronym.

· Are all three types of goals (acquisition, meaning, and transfer) addressed in the learning plan?

· Is there tight alignment with Stages 1 and 2?

Use the column on the left to code your learning activities; e.g., their alignment with Stage 1 elements, T-M-A (T stands for Transfer; M stands for Meaning and A stands for Acquisition)

Progress Monitoring

· How will you monitor students’ progress toward acquisition, meaning, and transfer, during lesson events?

· What are potential rough spots and student misunderstandings?

· How will students get the feedback they need?

Use the following portion of the template to provide a sequential time line for each key learning event identified above for your Integrated Thematic Unit.

Stage 3— Learning Plan (Continued)

Monday	Tuesday	Wednesday	Thursday	Friday

Monday	Tuesday	Wednesday	Thursday	Friday

Monday	Tuesday	Wednesday	Thursday	Friday

Use the following portion of the template to provide an overview of how you are planning for differentiating the learning to meet the needs of the diverse learners, including special education students. Consider differentiating for student readiness, differentiating for student interest, and differentiating for student profile.

Stage 3— Learning Plan (Continued)

Monday	Tuesday	Wednesday	Thursday	Friday

Monday	Tuesday	Wednesday	Thursday	Friday

Monday	Tuesday	Wednesday	Thursday	Friday

Use the following portion of the template to identify any relevant materials/resources and references related to your Integrated Thematic Unit.

Materials/Resources and References

Materials/Resources

References

What materials /resources will you need in order to teach this unit?

What materials will students need?

Attach all materials/resources.

Cite all materials and resources using the current APA format.

Adapted from:

McTighe, J. (2020). The fundamentals of Understanding by Design: Quick reference guide.

Alexandria, VA: ASCD.

McTighe, J. (2018, February 2 & 13). Understanding by design: Dysart Unified School District. Available from https://illinoisascd.org/upload/files/McTighe-Handout-for-April-3-4.pdf

Wiggins, G., & McTighe, J. (2012). The Understanding by Design guide to advanced concepts in creating and reviewing units.

Alexandria, VA: ASCD.

Wiggins, G., & McTighe, J. (2005). Understanding by design, Expanded 2nd ed. Alexandria, VA:

Association for Supervision and Curriculum Development.

McTighe, J., & Wiggins, G. P. (2004). Understanding by design: Professional development workbook. Alexandria, VA: Association for Supervision and Curriculum Development.

APPENDIXES

Integrated Thematic Unit Design Rubric _Fall 2024.docx

Integrated Thematic Unit Design Rubric

Comments:

Integrated Thematic Unit Design Rubric

Stage 3: Planning Appropriate Learning Experiences and Instruction, including D Understanding by Design and Differentiation (Maximum of 46 pts)
Stage 3— Learning Plan
*Indicator*	Exceeds Expectations	Meets Expectations	Does Not Meet Expectations	Score
	5	3-4	1-2
*Pre-assessment (Diagnostic)*	Includes exceptionally clear pre-assessment (diagnostic) in the beginning to check for student’s both prior knowledge and misunderstandings	Includes generally clear pre-assessment (diagnostic) in the beginning to check for student’s both prior knowledge and misunderstandings	Pre-assessment (diagnostic) in the beginning to check for student’s both prior knowledge and misunderstandings not included and/or lacks clarity
*Standard 12*	All learning events are appropriately sequenced and instruction will help learners a. Acquire targeted knowledge and skills. b. Make meaning of important ideas. c. Transfer their learning to new situations; incorporates clearly connections to ELA literacy standards and demonstrates knowledge of the integration of literacy skills across different subject areas.	Most of learning events are appropriately sequenced and instruction will help learners a. Acquire targeted knowledge and skills. b. Make meaning of important ideas. c. Transfer their learning to new situations; incorporates connections to ELA literacy standards and demonstrates knowledge of the integration of literacy skills across different subject areas.	Only some or none of learning events are appropriately sequenced and instruction will help learners a. Acquire targeted knowledge and skills. b. Make meaning of important ideas. c. Transfer their learning to new situations; little or no connections to ELA literacy standards and demonstrates little or no knowledge of the integration of literacy skills across different subject areas.
*Standard 13*	All WHERETO elements are included so that the unit is likely to be engaging and effective for all learners	Most of WHERETO elements are included so that the unit is likely to be engaging and effective for all learners	Only some or none of WHERETO elements are included so that the unit is likely to be engaging and effective for all learners
*Progress Monitoring Assessment*	Includes multiple and a variety of ongoing assessments to monitor student progress, check their understanding, and provide them with the feedback	Includes some ongoing assessments to monitor student progress, check their understanding, and provide them with the feedback	Does not include or Includes limited variety of ongoing assessments to monitor student progress, check their understanding, and provide them with the feedback
*Time line*	Exceptionally clear sequential time line for each key learning event provided	Generally clear sequential time line for each key learning event provided	Sequential time line for each key learning event not included and/or lacks clarity
*Differentiation*	The learning is highly individualized to address the variety of learners’ interests, styles and abilities. Evidence for all three types of differentiation included: differentiating for student readiness, differentiating for student interest, and differentiating for student profile.	The learning is highly individualized to address the variety of learners’ interests, styles and abilities. Evidence for two out of three types of differentiation included: differentiating for student readiness, differentiating for student interest, and differentiating for student profile.	The learning is highly individualized to address the variety of learners’ interests, styles and abilities.no evidence or evidence for one of three types of differentiation included: differentiating for student readiness, differentiating for student interest, and differentiating for student profile.
*Total*
Overall
	3	2	1
*Standard 14*	All three stages are coherent and in alignment; incorporates clearly connections to ELA literacy standards and demonstrates knowledge of the integration of literacy skills across different subject areas.	Two stages are coherent and in alignment; incorporates connections to ELA literacy standards and demonstrates knowledge of the integration of literacy skills across different subject areas.	One or none of stages are coherent and in alignment; little or no connections to ELA literacy standards and demonstrates little or no knowledge of the integration of literacy skills across different subject areas.
*Standard 15*	All portions of unit design are feasible and appropriate for this situation	Most portions of unit design are feasible and appropriate for this situation	Limited or no parts of unit design are feasible and appropriate for this situation
*Materials and Resources/ References*	Lists all materials and resources needed for unit; cites all materials and resources meticulously using current APA format	Lists some materials and resources needed for unit, partially cites materials and resources using current APA format ”	Does not adequately list materials and resources needed for unit, does not adequately cite materials and resources using current APA format ”
	5-7	3-4	1
*Appendixes*	Includes copies of all assessment documents/ instruments; includes all materials/resources relevant to the unit	Includes copies of some assessment documents/ instruments; partially includes materials/resources relevant to the unit	Does not adequately include assessment documents/instruments; does not adequately include materials/resources relevant to the unit
*Total*

* Unit Design Standards derived from Unit Design Standards Rating Scale by Wiggins & McTighe (2012, p. 121)

Comments:

McTighe, J. (2020). The fundamentals of Understanding by Design: Quick reference guide.

Alexandria, VA: ASCD.

Wiggins, G., & McTighe, J. (2012). The Understanding by Design guide to advanced concepts in creating and reviewing units.

Alexandria, VA: ASCD.

Wiggins, G., & McTighe, J. (2005). Understanding by design, Expanded 2nd ed. Alexandria, VA:

Association for Supervision and Curriculum Development.

McTighe, J., & Wiggins, G. P. (2004). Understanding by design: Professional development workbook. Alexandria, VA: Association for Supervision and Curriculum Development.

The Six Facets of Understanding Template.docx

The Six Facets of Understanding Template

Indicate which of the Six Facets of Understanding will be incorporated for which assessments of understanding in your unit.

*Facets*	*Description*	*Assessments from you Integrated Thematic Unit*
Explanation	Explain it in their own words Represent it in a different form Teach it to someone else Support an inference or conclusion
Interpretation	Recognize a pattern Make a reasonable inference See new connections Make meaning from a text, data set, or experience
Application	Use their learning effectively in a new situation (transfer) Make a sound prediction
Perspective	Recognize different points of view See the big picture Take a critical stance
Empathy	Get “inside” another person’s feelings and experiences Recognize merit in odd, unorthodox, or unfamiliar ideas
Self-Knowledge	Self-assess one’s strengths and weaknesses Recognize the limits of one’s own understanding Reflect on one’s learning and actions

Adapted from McTighe, J. (2020, p. 3)

McTighe, J. (2020). The fundamentals of Understanding by Design: Quick reference guide.

Alexandria, VA: ASCD.

Sample of Integrated Thematic Unit Uncovering, the Holocaust....pdf

UbD- Integrated Thematic Unit Template

Use the following template as a guide as you design your own Integrated Thematic Unit. Record all your responses within this

Template. Please Do Not remove/modify and/ or change any prompts or parts of this template. No assignment will be graded,

if the template is not followed and used as instructed.

Unit Cover Page

Unit Title/Central Theme:

Unit: Uncovering the Holocaust: Learning from the Past through “We Are Witnesses”

Central Theme: Discovering the Holocaust: Learning from the Past through Personal Narratives and Informative Essays

Grade Level (s): 6-8

Subjects/Content Areas: ELA and Social Studies

Key words: Holocaust, genocide, Nazism, WW11, historical analysis, informative essays, primary sources, secondary sources,

discrimination, propaganda, resistance movements, remembrance

Time Frame: 2-3 Weeks

School District and School: Ware County/Ware County Middle School

Brief Summary of Unit (including curricula context and goals): Students connect emotionally with the experiences and resilience of

individuals who endured the Holocaust. The narratives serve as educational tools, promoting empathy and understanding. Through

research and informative essay writing, students analyze historical facts, events, and contexts related to the Holocaust. This

analytical approach helps in understanding the societal and political factors that led to the Holocaust, fostering critical thinking and

knowledge acquisition.

Stage 1—Desired Results

Established Goals (G)

What content

standards and

program- or mission-

related goal(s) will

this unit address? ELAGSE6W2: Write

informative/explanator

y texts.

ELAGSE6W9: Draw

evidence from

informational texts.

SS6H2: Explain the

impact of WW11,

including the

Holocaust.

What habits of mind and

cross- disciplinary goal(s)—

for example, 21st century

skills, core

competencies—will this unit

address? -Promote historical empathy

and understanding.

Transfer (T)

Students will be able to independently use their learning to . . .

Students will understand that the Holocaust was a significant historical event marked by

discrimination and suffering.

What kinds of long-term independent accomplishments are desired?

-engage critically with historical narratives

What should students be able to do with their learning in the long run?

-construct well-structured informative essays

-promote tolerance, empathy, and social justice

Meaning (M)

UNDERSTANDINGS (U)

Students will understand that . . . -Informative essays convey historical facts and

analysis

What specifically do you want students to

understand? What “big ideas” should they

grasp? -Understand the Holocaust through

personal narratives and historical analysis What inferences should they make?

-recognizing consequences of discrimination

promotes empathy and responsibility

ESSENTIAL QUESTIONS (EQ)

Students will keep considering . . . - How do narratives enhance understanding of

historical events?

-How do informative essays explain historical

events and their impacts?

What thought-provoking questions will foster

inquiry, meaning- making, and transfer?

What was the Holocaust, and why is it

important to learn about?

Acquisition of Knowledge & Skills (A)

(K) Students will know . . . (S) Students will be skilled at . . .

-Develop analytical and

informative writing skills

-Encourage tolerance,

empathy, and responsible

citizenship.

-key events, causes, and progression of Holocaust.

What facts and basic concepts should students

know and be able to recall? -experiences of different groups during Holocaust.

-key vocabulary related to Unit

-analyze personal narratives

What discrete skills and processes should

students be able to use? -construct well-structured informative essays

with historical facts and analysis.

Stage 2— Evidence*

Code Evaluative Criteria Assessment Evidence

Are all desired results

being appropriately

assessed?

What criteria will be

used in each assessment

to evaluate attainment

of the desired results? -accuracy of historical

information in the

informative essay.

-clear organization and

structure of essay,

including

into/body/conclusion.

PERFORMANCE TASK(S): (framed using the G.R.A.S.P.S. elements)

Students will show that they really understand by evidence of . . .

-analyze and explain a comprehensive understanding of the Holocaust and its

historical significance.

How will students demonstrate their understanding (meaning-making and

transfer) through complex performance?

-Write an informative essay that conveys historical facts, causes, consequences,

and the impact of the Holocaust.

-Create a “Visual Storytelling Project” that presents evidence of emotional

engagement and understanding of experiences of those who lived through the

Holocaust.

-Students’ understanding of complex societal and individual factors of the

Holocaust are shown through peer assessments, teacher observations, and exit

tickets.

Indicate which of the Six Facets of Understanding will be incorporated for

which assessments of understanding in your unit. Explanation, Perspective, and Empathy

Acquisition

Regardless of the

format of the

assessment, what

qualities are most

important?

OTHER EVIDENCE:

Students will show they have achieved Stage 1 goals by . . . Apply their understanding from the point of view of Holocaust survivor,

incorporating historical knowledge and emotional depth. What other evidence will you collect to determine whether Stage 1 goals were

achieved? Quizzes, exit tickets, teacher observations

* Include in the Appendix section copies of any assessments/instruments, including the G.R.A.S.P.S. template showing a breakdown

of its elements for each performance task and The Six Facets of Understanding template showing how you incorporated the relevant

facets of understanding in your assessments of understanding. Alternatively, you may attach them with your unit.

Stage 3— Learning Plan

Code Pre-Assessment (Diagnostic)

What pre-assessments will you use to check student’s prior knowledge, skill levels, and

potential misconceptions? Interactive survey, class discussion, or KWL Chart.

What’s the

goal for (or

type of) each

learning

event?

Align to Stage

1 goals or

T - M -A

Summary of Key

Learning Events

framed using the

W.H.E.R.E.T.O.

Include and sequence basic but sufficient learning activities for the whole unit so that

another teacher who is familiar with the unit’s content could understand and follow your

basic learning plan. No full and detailed lesson plans are expected at this stage. State

what students will be expected to do, why, and with what materials.

What sequence of teaching and learning experiences will equip students to engage with,

develop, and demonstrate the desired understandings?

List the teaching and learning activities in sequence. Code each entry with the

appropriate initials of the WHERETO elements. Note that the elements do not have

to appear in the same order as the letters of the WHERETO acronym. W- Intro to the Holocaust through a short documentary or timeline. Discuss goals and

Progress Monitoring

• How will you

monitor students’

progress toward

acquisition,

meaning, and

transfer, during

lesson events? Regular feedback

on essays and

assignments. Adapt

lessons based on

student progress

and understanding.

• What are potential

rough spots and

assessment criteria.

H- Read personal narrative from Holocaust survivors to engage emotionally and

intellectually.

E- Interactive lesson with key events and figures using pictures and diaries.

R- Peer essay draft reviews

E- Use of exit tickets and quizzes throughout the entire unit

T- Differentiate instruction through various types of reading material, scaffolded writing

assignments, fillable notes, and small group instruction.

O- Group discussions and projects for collaboration of ideas and understanding.

• Are all three types of goals (acquisition, meaning, and transfer) addressed in the

learning plan? yes

• Is there tight alignment with Stages 1 and 2?

Stage 1: Learning goals-understanding historical significance, analytical writing skills,

and narrative analysis.

Stage 2: Evidence of Understanding: Accuracy of historical information and essay

organization shown in various performance tasks, essays, and discussions.

Use the column on the left to code your learning activities; e.g., their alignment with

Stage 1 elements, T-M-A (T stands for Transfer; M stands for Meaning and A stands for

Acquisition) T:Essay writing-apply historical knowledge and analytical skills for a narrative.

M-discuss diaries (personal narratives) for empathy and understanding of human impact

and events that led to the Holocaust.

A-historical facts and vocabulary for skills in historical analysis and evaluation of sources.

student

misunderstandings? New vocabulary

and/or ensuring

students are

emotionally

supported for

sensitive topics.

• How will students

get the feedback

they need? Rubrics,

feedback on drafts,

class discussions,

and constructive

comments on

assignments.

Use the following portion of the template to provide a sequential time line for each key learning event identified above for your

Integrated Thematic Unit.

Stage 3— Learning Plan (Continued)

Monday Tuesday Wednesday Thursday Friday

Intro to the Unit

-discuss students’ prior

knowledge.

-discuss unit’s goals and

essential questions

-Watch video clips on

context and timeline

leading up to WWII and

the Holocaust.

Begin Reading “We Are

Witnesses” in class.

-Intro: pages 3-11

-discuss importance of

personal narratives in

understanding history.

-Chapter 1 (David

Rubinowicz) pages 13-23

-Introduce analysis of

primary and secondary

sources related to

reading.

-Continue Ch. 1: pages

24-39

-Analyze primary

sources related to the

Holocaust.

-Chapter 2 (Yitzhak

Rudashevski): pages 39-

-compare and contrast

primary sources with

secondary sources

SPEC 6080 Field Expereince Instructions.docx

SPEC 6080 Instructional Planning and Teaching Methods

Field Experience

All candidates in the program MUST document across the program of study field experiences with students who have disabilities in each of the listed below grade bands as the M.A.T. program in Special Education, General Curriculum or Deaf Education prepares teacher candidates for certification in the General Curriculum or Deaf Education in grades PK-12.

• PK – 2nd

• 3rd – 5th

• 6th – 8th

• 9th – 12th

The Grade Band Requirements are the GaPSC certification requirements per Educator Preparation Rule 505-3-.0 1 ,“GaPSC-approved EPPs shall ensure candidates complete supervised field experiences consistent with the grade levels of certification sought… Programs leading to P-12 certification shall require field experiences in four (4) grade levels: PK-2, 3-5, 6-8, and 9-12” [Italics added] (2024, p. 16).

Georgia Professional Standards Commission (2024). Educator Preparation Rule 505-3-

.01. https://www.gapsc.com/Rules/Current/EducatorPreparation/505-3-.01.pdf

Regardless of employment status, every candidate will be placed by the COEHS Office of Professional Education Services (PES Office) in the field placement for their designated grade band as per SPEC MAT (GC and Deaf Ed) Field Placement Guidelines.

SPEC MAT (GC and Deaf Ed)

Field Placement Guidelines

EMPLOYED TEACHER OF RECORD CANDIDATES

If candidate is currently teaching at this Grade level (counted as one grade level)	Grade SPEC 6010 (IEP-Summer Videos or work in their school if possible.	SPEC 6080 (Instructional Planning)	SPEC 6000 (Classroom Management)
PK-2nd	6TH-8TH	9-12th	3rd-5th
3rd – 5th	6TH-8TH	9-12th	PK-2
6th -8th	3RD-5TH	9-12th	PK-2
9th – 12th	PK-2nd	6-8th	3rd-5th

For instance, if you are an EMPLOYED TEACHER OF RECORD CANDIDATE, currently teaching at 9th – 12th grade band level, your designated grade band level in which you will complete your field experience assignment for this course, SPEC 6080 is 6TH-8TH.

Non-Employed Candidates

Grade

SPEC

6010

(IEP-Summer

Videos)

SPEC

6080

(Instructional

Planning)

SPEC

6000

(Classroom

Management)

Clinical practice

6TH-8TH

9-12TH

3rd-5th

Or PK-2

3rd-5th

Or PK-2 –

Whatever grade band was not used in SPEC 6000

If you are a NON-Employed Candidate, your designated grade band level in which you will complete your field experience assignment for this course, SPEC 6080 is 9th – 12th.

Field Experience Assignment: Assessing Instructional Unit for Understanding by Design

For SPEC 6080, you will be reviewing/assessing the instructional unit at your designated grade band level by using the Understanding by Design framework. To complete this assignment, ask your mentor teacher to share with you their sample of an instructional Unit for you to complete your review and assessment. If your designated grade band level is 9th – 12th (this means that your unit for review can be at either 9th, or 10th, or 11th or 12 grade). If your designated grade band level is 6TH-8TH (this means that your unit for review can be at either 6th, or 7th, or 8th grade).

The unit for review can be focused on any content area (ELA, Mathematics, Social Studies, etc.,). The instructional unit that your mentor teacher has shared with you must be designed for providing between 2-4 weeks of instruction, and it should include all individual lessons and assessments that are part of this unit, as well as having all its resources available for your review.

Conduct your unit review using the provided prompts (see below). Feel free to make notes as you conduct your review. You will be asked to submit written reflection that provides responses to these prompts and illustrates your responses with supporting evidence/examples from your reviewed unit .

Feel free to ask for assistance from your mentor teacher as a resource while you conduct this review.

Instructional Unit Title:

Grade:

Target Content Area of the Unit:

Brief Unit Overview:

Your name as the reviewer:

Respond to all these prompts.

*To what extent are...

1. Unit/Instruction and assessment focused on “big ideas” and essential questions based on established standards/outcomes? Give examples.

2. Pre-assessments used to check students’ prior knowledge and potential misconceptions regarding new topics of study? Give examples.

3. Opening ”hooks” used to engage students in exploring the big ideas and essential questions? Give examples.

4. Evaluations of student products/performances based upon known criteria/rubrics, performance standards, and models (exemplars)? Give examples.

5. Appropriate instructional strategies used to help learners acquire knowledge and skills, make meaning of the big ideas, and transfer their learning? Give examples.

*Prompts adapted from Jay McTighe and Grant Wiggins (2012) available at

https://jaymctighe.com/wp-content/uploads/2013/06/Observable-indicators-Teaching-for-Understanding.pdf

https://nriteams.com/wp-content/uploads/2022/05/indicatorsoftechingforubd.pdf

You should engage in at least four hours completing this field experience assignment. Use the Time Sheet provided by the instructor to document your hours. Have your mentor teacher/supervisor sign it ( time sheets without mentor’s signatures will not be accepted ).

Submitting the Field Experience Assignment

Submit the completed field experience assignment, including your corresponding signed time sheet and the reflection to the assignment box.

Georgia ONmyLINE - Special Education Programs

Field Experience Time Sheet

Teacher Candidate’s Name:

Your Employment Status:

(Employed Teacher of the Record vs Non-Employed Candidate)

Grade level you teach (if you are Employed Teacher of the Record Candidate) :

School and the grade band Level this field experience has been completed:

Classroom Teacher’s Name: Semester:

Date	Time in	Time out	Hours	Description of activities in which you participated






	Total Time:

Signed by: ____________________________________ Date: ________________

GOML Student

Signed by: ____________________________________ Date: ________________

Classroom Teacher

Table of Contents.html

Inst Planning/Teaching Mthds Section Y01 Fall 2025 CO - Weeks 8-9 Integrated Thematic Unit Design assignment

1. Weeks 8-9 Overview

2. Instructions for Integrated Thematic Unit Design assignment

3. Integrated Thematic Unit Template_SPEC 6080

4. Integrated Thematic Unit Design Rubric

5. The Six Facets of Understanding Template

6. Sample of Integrated Thematic Unit Uncovering, the Holocaust...

7. SPEC 6080 Field Experience Instructions

Stage 1: Identifying Desired Results and Stage 2: Identifying Acceptable Evidence (Maximum of 54 pts)
Indicator	Exceeds Expectations	Meets Expectations	Does Not Meet Expectations	Score
	3	2	1
*Cover Page*	Includes all required information, including a brief summary of the unit; incorporates clearly connections to ELA literacy standards and demonstrates knowledge of the integration of literacy skills across different subject areas.	Includes most of the required information, including a brief summary of the unit; incorporates connections to ELA literacy standards and demonstrates knowledge of the integration of literacy skills across different subject areas.	Includes limited/or no required information, and/or missing brief summary of the unit; little or no connections to ELA literacy standards and demonstrates little or no knowledge of the integration of literacy skills across different subject areas.
Stage 1—Desired Results
	3	2	1
* Standard 1	All listed transfer goals specify desired long-term, genuine accomplishment	Most of the listed transfer goals specify desired long-term, genuine accomplishment	Only some or none of the listed transfer goals specify desired long-term, genuine accomplishments
*Standard 2*	All identiﬁed understandings reﬂect important, transferable ideas.	Most of the identiﬁed understandings reﬂect important, transferable ideas.	Only some or none of the identiﬁed understandings reﬂect important, transferable ideas.
*Standard 3*	All identiﬁed understandings are stated as full-sentence generalizations— “Students will understand that…	Most of the identiﬁed understandings are stated as full-sentence generalizations— “Students will understand that… ”	Only some or none of the identiﬁed understandings are stated as full-sentence generalizations— “Students will understand that… ”
*Standard 4*	All essential questions are open-ended and thought provoking	Most of essential questions are open-ended and thought provoking	Only some or none of essential questions are open-ended and thought provoking
*Standard 5*	All relevant standards, mission, or program goals are addressed explicitly in all three stages; incorporates clearly connections to ELA literacy standards and demonstrates knowledge of the integration of literacy skills across different subject areas.	Most of relevant standards, mission, or program goals are addressed explicitly in all three stages; incorporates connections to ELA literacy standards and demonstrates knowledge of the integration of literacy skills across different subject areas.	Only some or none of relevant standards, mission, or program goals are addressed explicitly in all three stages; little or no connections to ELA literacy standards and demonstrates little or no knowledge of the integration of literacy skills across different subject areas.
*Standard 6*	All identiﬁed knowledge and skill are needed to address the established goals, achieve the targeted understanding(s), and support effective transfer	Most of identiﬁed knowledge and skill are needed to address the established goals, achieve the targeted understanding(s), and support effective transfer	Only some or none of identiﬁed knowledge and skill are needed to address the established goals, achieve the targeted understanding(s), and support effective transfer
*Standard 7*	All elements are aligned so that Stage 1 is focused and coherent; incorporates clearly connections to ELA literacy standards and demonstrates knowledge of the integration of literacy skills across different subject areas.	Most of elements are aligned so that Stage 1 is focused and coherent; incorporates connections to ELA literacy standards and demonstrates knowledge of the integration of literacy skills across different subject areas.	Only some or none of elements are aligned so that Stage 1 is focused and coherent; little or no connections to ELA literacy standards and demonstrates little or no knowledge of the integration of literacy skills across different subject areas.
*Total*
Stage 2— Evidence
Indicator	5	3-4	1-2

*Standard 8*	All speciﬁed assessments provide valid evidence of all desired results; that is, Stage 2 aligns with Stage 1.	Most of speciﬁed assessments provide valid evidence of all desired results; that is, Stage 2 aligns with Stage 1	Only some or none of speciﬁed assessments provide valid evidence of all desired results; that is, Stage 2 aligns with Stage 1
*Standard 9*	All speciﬁed assessments include authentic transfer tasks based on one or more facets of understanding; the attached Six Facets of Understanding template show how all relevant facet(s) of understanding are incorporated in the assessments of understanding.	Most of speciﬁed assessments include authentic transfer tasks based on one or more facets of understanding; the attached Six Facets of Understanding template show how most of relevant facet(s) of understanding are incorporated in the assessments of understanding.	Only some or none of speciﬁed assessments include authentic transfer tasks based on one or more facets of understanding; not included or the attached Six Facets of Understanding template show how only some of relevant facet(s) of understanding are incorporated in the assessments of understanding.
*Standard 10*	All speciﬁed assessments provide sufﬁcient opportunities for students to reveal their attainment of the Stage 1 goals; incorporates clearly connections to ELA literacy standards and demonstrates knowledge of the integration of literacy skills across different subject areas.	Most of speciﬁed assessments provide sufﬁcient opportunities for students to reveal their attainment of the Stage 1 goals; incorporates connections to ELA literacy standards and demonstrates knowledge of the integration of literacy skills across different subject areas.	Only some or none of speciﬁed assessments provide sufﬁcient opportunities for students to reveal their attainment of the Stage 1 goals; little or no connections to ELA literacy standards and demonstrates little or no knowledge of the integration of literacy skills across different subject areas.
*Standard 11*	All evaluative criteria for each assessment are aligned to desired results.	Most of speciﬁed evaluative criteria for each assessment are aligned to desired results.	Only some or none of speciﬁed evaluative criteria for each assessment are aligned to desired results.
*The G.R.A.S.P.S.*	Includes one of more authentic, meaningful, and comprehensive culminating performance assessment framed with the G.R.A.S.P.S. that will help students demonstrate deeper meaning and transfer of knowledge and skills at the end of instructional unit; the attached G.R.A.S.P.S template show a breakdown of all elements for each performance task	Includes one of more authentic, meaningful, and comprehensive culminating performance assessment framed with the G.R.A.S.P.S. that will help students demonstrate deeper meaning and transfer of knowledge and skills at the end of instructional unit; the attached G.R.A.S.P.S template show a breakdown of some elements for each performance task	Includes one of more authentic, meaningful, and comprehensive culminating performance assessment framed with the G.R.A.S.P.S. that will help students demonstrate deeper meaning and transfer of knowledge and skills at the end of instructional unit; does not include or the attached G.R.A.S.P.S template show a breakdown of only some elements for each performance task
*Supplementary Assessment Evidence*	Includes multiple and diverse types of assessment as additional evidence of learning; an alignment between all types of assessment and the needed additional evidence of achieving desired results is present	Includes several and diverse types of assessment as additional evidence of learning; an alignment between some type of assessment and the needed additional evidence of achieving desired results is present	Includes limited or not diversified types of assessment as additional evidence of learning; an alignment between only few types of assessment and the needed additional evidence of achieving desired results is present
*Total*