ND Curriculum Initiative

Subject & Standards

Needs Assessment/Rational

Students who attend Western Plains School are all behind grade level in their language arts skills. On average, their scores on the Woodcock Reading Assessment are as much as 2 grades below level. They struggle both with written and oral expression as well as comprehension of given material. Due to this, each of the students qualifies for the state alternative assessment. In addition, the students have social deficits that make it hard for them to relate to their peers and the world around them. Each of the students that will be taking part in this project has a social skills goal stated on their IEP. Objectives include communication and empathy. Combining these two areas of need with technology, I would like to see the students gain insight into the world around them, increase their comprehension skills, improve oral and written communication and gain exposure to different technology tools.

Understandings & Goals

Enduring Understanding: When my students leave my classroom, I want them each to realize that there is a big world around them. The decisions that they make effect those around them and vice versa. I want them to recognize the fact that they are worthwhile as individuals and that they can make appropriate choices as citizens and friends. Goal(s): Students will identify significant events in their lives. Students will identify significant world events during their life time. Students will create a finished product combining the above mentioned goals. Students will share their work with the group.

Questions Answered

Essential questions: What happened in the world during important events in my own life? How did these world events effect me and my life, directly or indirectly? Do these world events still effect me, directly or indirectly? How do major events in my own life continue to effect me and the decisions I make? Objectives: Given information gathered from family, friends, or personal memory, the student will choose 6-8 significant events and include them in a timeline. Given 6-8 dates chosen by the student, the student will do research on the internet to discover significant events that happened in the world during the same time frame. Students will compile information and using Microsoft Excel, make a time line of the events they listed. This will include proper spelling, punctuation and grammar with 85% accuracy. In a small group setting, students will discuss their timelines and share how one of these events has effected their lives using clear and understandable language as approriate for each individual level of development.

Assessment

What quiz and test items (e.g. simple content-focused questions that require a single, best answer) will provide evidence of understanding? A rubric will be developed with the students including combining what they expect to get out of the project and what I expect. Once determined, the rubric will be created using Rubistar. Students will respond to open ended questions related to the goals/objectives of the lesson upon completion of the project. What academic prompts (e.g. open-ended questions or problems that require students to think critically and then to prepare a response / product / performance) will provide evidence of understanding? Throughout the project, open ended questions and problems will be presented. These questions may require written response or will take place as group discussions. What performance tasks and projects (e.g. complex challenges that are authentic, mirror the real world and require a performance or product) will you include that will provide evidence of student understanding? Students will complete various activities including making a rough draft, planning their web research, and creating a finished timeline. What other evidence (e.g. observations, work samples, dialogues, student self-assessment) of understanding will you collect? Daily discussions and observations will allow for ongoing assessment of student understanding. Students will also complete a self assessment and work samples will be provided by way of rough drafts and the finished timeline.

Instructional Strategies

This unit will include all of the strategies discussed on some level. First, inquiry based as students will need to do research to complete their timelines. Students will need to continually ask themselves, “How does this relate to me?” This will also promote the concept of cause and effect. A variety of introductory activities will be used prior to beginning the final project. Discussion throughout will be both teacher and student lead. This will lead to problem based strategies as students determine if they have made the best choice for their final project. Students will also have to problem solve as they create their timeline on Excel. This will teach them about trial and error and also that planning is essential to a good finished product. It will, of course, be project based as they will eventually be completing a timeline to share with the group. The students will be learning how to search the web and they will be learning how to create a timeline using Microsoft Excel. Finally, it will be teacher directed in some areas due to the cognitive level of some of the students involved. Some have reading levels far below grade level and have difficulty with abstract thinking and problem solving. In this case, the teacher will ask guided questions to help the students reach a better understanding and to make educated choices.