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2003-04 (Semester 2) – Unit Plan Template


2003-04 (Semester 2) – Unit Plan Template
Please refer to the Project Big6? Portfolio Rubric for expectations and guidance

General Information

Teacher Name Grade/ Level Content Area: Unit Title:

Bonita Loeffel High school …grades 11-12 Social Studies…Unsung Voices in History (Women’s Studies) Block Scheduling (90 minutes in a block) Women’s Roles and Rights Around the World In this unit the students will examine and learn about women’s roles and rights in countries other than the United States, the inequalities that exist, how cultural, ethnic, and religious traditions affect these issues, and research and explore changes that will need to take place so women’s roles and rights improve.

Succinct Description of Unit:

Problem or Question

In the last decade, women’s roles and rights around the world have moved to the forefront of international policy debates. While the last half-century has seen some gains in women’s health, education, employment, and rights, progress has been slow, uneven, and non-existent is some areas of the world. Imagine an international task force has been established to research and examine women’s rights issues and violations around the world. You have been asked to be a participant, and are an authority on women’s rights from a country other than the United States…your choice. Each participant is to create a multimedia presentation that explains and depicts some of the major women’s rights issues and violations existing in their country. The presentation to the task force (class) is to include recommendations on what needs to change so women’s rights improve in their country. Content Specific Standards (http://www.dpi.state.wi.us/dpi/standards/) Social Studies:

Connection to standards

E.12.2 Explain how such factors as physical endowment and capabilities, family, gender, ethnicity, religion, socioeconomic status, attitudes, beliefs, work, and motivation contribute to individual identity and development E.12.4 Analyze the role of economic, political, educational, familial, and religious institutions as agents of both continuity and change, citing current and past examples E.12.6 Analyze the means by which and extent to which groups and institutions can influence people, events, and cultures in both historical and contemporary settings E.12.12 Explain current and past efforts of groups and institutions to eliminate prejudice and discrimination against racial, ethnic, religious, and social groups such as women, children, the elderly, and individuals who are disabled

Revised 6/7/04

Information and Technology Literacy Standards (ITLS) (http://www.dpi.state.wi.us/dpi/standards/pdf/infotech.pdf) A.12.5 Use media and technology to create and present information A.12.6 Evaluate the use of media and technology in a production or presentation B.12.2 Develop information-seeking strategies B.12.3 Locate and access information sources B.12.5 Record and organize information B.12.6 Interpret and use information to solve the problem or answer the question B.12.8 Evaluate the information product and process D.12.4 Respect intellectual property rights ? To develop and expand students’ understanding of global women’s rights issues and violations. To demonstrate and practice ability to interact and extract information from electronic resources. Practice ability to organize and sequence information into an outline format. To demonstrate the ability to arrange and rearrange information using PowerPoint. Demonstrate the ability to judge and rate their project based on a set of criteria.

onnection Standards

Student Learning Objectives:

? ? ? ?

...Unit Design

Session 1: Classroom Explain to the student: 1. That Social Studies (Soc. St.) teacher and I will be team teaching during the nine weeks. 2. That my role will be to assist them with their research, technology, and multimedia presentation. Ask students to fill out a multimedia skills inventory (doc. attached) so I can assess their computer skills and knowledge. Explain that my reason for doing this is so I can tailor my instruction to their specific needs.

Process and Timeline of Activities (including Technology Integration Strategies):

Begin setting the stage for their unit project ... I will show a 8:35 minute segment from the video “CNN: Shades of Intolerance” on Japan…which explains how caste and ancestry play a role in the stratification of Japanese society and that these differences often dictate the pattern and course of a person’s life. After the students have viewed the segment, I will ask them for their observations and reactions. The Soc. St. teacher will write their responses on the white board. At the end of the discussion, I will have the class copy the information. Session 2: Classroom Focus.... Video segment on Japan and transitioning to women’s issues... Referring back to the video segment I will ask the following questions: 1. What do you feel was the main issue of the video? 2. What are the factors that impacted this issue? 3. Was there one example that dealt with only the female gender? (comfort women)

Revised 6/7/04

Session 2: (cont) This discussion will be the lead into the preliminary background research on women’s issues around the world. Activity Question: What are some the issues confronting women in other countries of the world? Working in pairs the students and are to go to Human Rights Watch (HWR) website http//www.hrw.org. As the students explore this site, they are to enter their information on a chart identifying the country, issue, and violations. (doc. attached). Using a pre-designed Inspiration diagram, I will ask each pair of students to give me a country and issue they learned about and enter their responses. Session 3: Computer Lab (Big6 Step 1.1) Introduce the question/problem for the unit project. Ask student… 1. What do you need to know to answer the question/problem? 2. What are some of the factors affecting the women’s right issues in different countries? May need to refer back to information they recorded in the previous session from the HWR website. Student will brainstorm ideas and I will type their responses into Inspiration. Session 4: Classroom (Big6 Step 1.2) Give each student a copy of the outline created in the previous Inspiration brainstorming session. Explaining that their responses have established some of the content criteria for the project and these will assist and guide them in their research. Remind students to start thinking about a different countries they might be interested in researching. Session 5: Computer Lab Topic: Research for Multimedia Presentation Instruct students on: 1. How to create folders on the network drive and explain this is where they will save different component of the multimedia presentation as it is developed. Folders: ? Research template ? Research ? Outline ? Presentation 2. Introduced and explain “Electronic Research Chart” (ERC). This is where students are to record their research. (doc. attached) (Big6 Step 3.2) 3. Each student will be given a floppy disk that contains the (ERC) template. 4. Demonstrate and explain: ? How to transfer and save the (ERC) template to the “research template folder” on the network.
Revised 6/7/04

Process and Timeline of Activities (including Technology Integration Strategies):

Session 5: (cont.) ? Explain they will need to save their research from each session under a different date. ? They are must have a chart for each different resource used. 5. Go over handout on how to view more that one program/document at a time (vertically or horizontally). Based on my inventory of the student’s computer skills and knowledge, I discovered that students had limited background in using electronic databases e.g. CQ Researcher, BadgerLink, eLibrary, and ProQuest Platinum. These databases along with the Internet will be the resources the students will use for this project. (Big6 Step 2.1) Session 6: Computer Lab (Big6 Step 4)

Topic: Evaluation Websites Using Big 6 the “ABC’s of Website Evaluation” and the University of Wisconsin’s “Checklist for Evaluating Websites,” explore why it is necessary to evaluate Internet information and the different criteria the students need to use. Handout: Web Addresses/URL’s …discuss how URL//domains can help in the evaluation of a website. Process and Timeline of Activities (including Technology Integration Strategies): Activity: Have student do an Internet WebQuest on website evaluation. http://www.kn.pacbell.com/wired/fil/pages/webwebsitedi.html Internet Research time: ....Remind the students that their country choices and rationale are due next session. Session 7: Computer Lab Topics: Country Choice Multimedia Presentation Overview/Requirements Project Assessment Multimedia Project Grading Rubric 1. Collect country choices… 2. Review and discuss Problem/Question for the unit project. 3. Show a PowerPoint (PwrPt) presentation entitled “Multimedia Presentation Overview/Requirements” (doc. attached) that explains the criteria and requirements for unit project. (Big6 Step 6.1) Each student will be given a printout of the PwrPt presentation which they can refer back while working on their project. 4. Show students some PwrPt presentations from previous years so can see a completed project. 5. Explain the “Assessing Project Progress” form (doc.attached) that we will be using it to track their progress during the project. The forms will be kept in a 3-ring binder in the classroom. When the students wish to look at their progress sheet, they can ask the Soc. St. teacher and she will pull it for them. (Big6 Step 6.1).
Revised 6/7/04

Session 7 (cont.) 6. Introduce the “Grading Rubric for the Multimedia Project“ (doc.attached) (Big6 Step 6.1). ? Emphasize the importance of the first two elements of the rubric: ? Topic/Content ? Organization of Content Session: 8 Computer Lab (Big6 Step 3.2) …Remind students that from now on they should check the white board for instructions, announcements, and deadlines as enter the lab. Mini- Lesson: ? CQ Researcher (Handout…Reference Card) Project Research Time: Session: 9 Computer Lab (Big6 Step 3.2) Mini- Lesson: ? BadgerLink (Handout…Bookmark) Project Research Time: Session: 10 Computer Lab (Big6 Step 3.2) Mini- Lesson: ? eLibrary Handouts: ? “Information Available in eLibrary” and “eLibrary Other Tools and Features” (created using Inspiration) (doc. attached). ? “eLibrary Quick Start Guide” (printed from bigChalk website) Project Research Time: Session: 11 Computer Lab (Big6 Step 3.2)

Process and Timeline of Activities (including Technology Integration Strategies):

Mini- Lesson: ? ProQuest Platinum Handouts (printed from ProQuest Learning website) ? “ProQuest Quick Reference Guide” Used part of PwrPt presentation on ProQuest website that explains ProQuest Platinum and how to use it. Project Research Time: At the end of the session, have the students print out all their research data (Big6 Step 4.2) and have them bring their printouts to the next session. Explain that they will be using this information to create an outline for their presentation. Session: 12 (Big6 Step 5.1) Topic: Outlining Classroom 1. Review problem/question for unit 2. Review outlining 3. Start work on developing an outline for their multimedia presentation. 4. Refer back to the content criteria developed earlier in session 4.
Revised 6/7/04

Session: 12 (cont.) The Soc. St. teacher will assist the students in compiling their outlines from material save to the (ERC) templates. A “rough draft” of their outline, with all main topics completed, is to be done by the next session. Session: 13 Computer Lab (Big6 Step 5.1) Topic: Inspiration...Outline Since none of the students have used the Inspiration program, I want them to understand it can be used for more that brainstorming ideas for a project, and that the diagram created can become an outline which can be “exported” to applications like PwrPt. Mini- Lesson: ? Outlining Using Inspiration ? Have students type their rough draft outline into Inspiration ? Demonstrate how to “export” the outline in to PwrPt Session 14 Computer Lab Topics: Navigating within Power Point Navigating within PwrPt program (Activity) Students will be given instruction on different features/options within PwrPt. As a point of reference, students will be given accompanying handouts that they can refer to as worked on their project/presentation. Process and Timeline of Activities (including Technology Integration Strategies): Handouts Topics Covered: 1. Components of PwrPt window 2. View menu…Toolbar... Outlining 3. Changing, reorganize, and replace text within the outline 4. Reorganizing slides within the outline 5. Replacing and inserting text I want the students to realize that: 1. The content is the most important part of any project/presentation not the program i.e. PwrPt. 2. Explain that they should let the outline create the PwrPt slides and ultimately the presentation for them. Work time: 1. Student will continue entering information into their PwrPt outline from their Electronic Research Charts. 2. Students will be reminded that any information added to their presentation must be typed into the outline view. They may not type information directly on the slide frame. At the end of the session, the students will be required to print out their outlines. The Soc. St. teacher and I will look over the outlines and check the students’ progress. Session 15 Computer Lab (60 minutes) Student will continue developing their outlines. While they are working, the social studies teacher and I will meet with each student and hand back their outlines from the previous session...offering suggestions and comments and answering questions.
Revised 6/7/04

Session 16 Computer Lab Topic: Power Point Elements/Criteria Before I proceed with instruction on PwrPt, I want to make the students aware of “Elements of an Effective Power Point Presentation.” (doc. attached) (Big6 Step 6.1). As they are working on their presentation, I believe, it’s important that students are aware of certain elements and criteria that aid in creating an effective PwrPt presentation. 1. Each student will receive a handout of a PwrPt presentation, I created on this subject 2. View the presentation ... Stressing that these criteria/elements have been incorporated into the grading rubric 3. Review “Grading Rubric 4. Show students some PwrPt Presentation from previous years and identify have the students look for examples on each slide . Students will receive instruction and handouts on: 1. Selecting a Design (discuss appropriateness to topic being presented) 2. Changing Color Scheme 3. Changing background + eliminating graphics from slide 4. Using and modifying clip art (where might be use within presentation to create emphasis/impact) Reference students back to handout “Elements of an Effective Power Point Presentation.” Process and Timeline of Activities (including Technology Integration Strategies): Work time: At end of the session, students will be asked to print out their outlines. The Soc. St. teacher will check the content and returned them next session. Session 17 Computer Lab Topics: Feedback on Outlines Digital Camera Instruction As students are working on their presentations, I will meet with two students at a time who need instruction on digital camera use (as indicated in “Inventory....Multimedia Project” given during session 1). The Soc. St. teacher will have individual conference with each student regarding their outlines. Session 18 Computer Lab Topics: 1. Layouts…matching layout to what trying to accomplish 2. Copyright…Fair Use & Public Domain vs. copyrighted material from Internet. 3. Using Clip Art… ? Demonstrated how to insert clip art from: Microsoft Clip Organizer, Clips Online…Microsoft Office Online ? Reviewed how to formulate searches to obtain “free clip art 4. Inserting Copyrighted Images from the Internet ? Examined search engines that include image search section, e.g. Google, AltaVista, and Lycos ? Reviewed how to formulate searches to obtain “free images” ? Using *handout have students examine pre-selected websites to learn how to determine if images are copyrighted or not…where to look on webpage…what are some of the indicators… ? Demonstrate how to save images to a file on their network drive and how to insert them into PwrPt.
Revised 6/7/04

Session 18 (cont.) Handouts: 1. Using Clip Art 2. Inserting Clip Art 3. *Inserting Images from the Internet Research time: Give students time to search and select images that meet the criteria set forth in the handout “Elements of an Effective Power Point Presentation” for their presentations. They should copy/paste the URL’s into world document along with brief description, so they can retrieve the images later. Session 19 Computer Lab Topic: Scanner Mini-Lesson: As students are working on their presentations, I will meet with two students at a time who need instruction using a scanner. Instruction will include how to save scanned images to network drive and how to insert scanned images into PwrPt. Work time: Students are to work on outlines. If their outlines are finalized, they may work on slide layouts and on inserting clip art, images, charts… Process and Timeline of Activities (including Technology Integration Strategies): Session 20 Computer Lab Topic: Inserting Sound To help students understand how sound and movie clips may be inserted into PwrPt presentation, I will show them examples I have created in different PwrPt presentations…copyright will be reviewed at the same time. Lesson Sound and Movies Instruction/Demonstration/Practice: 1. Format choice...why it is important… 2. Inserting sound/movies from clip art organizer or file 3. Saving and insert sound and movies clips from Internet i.e. Hotbot or from other search engines 4. How to use CD audio track in PwrPt presentation Handouts: Microsoft Power Point X –Inserting Movies and Sound Adding Audio and Video Work time: While the students are working, I will check their progress and make comments/suggestion and answer any questions. Session: 22 Computer Lab Topic: Custom Animation Mini-Lesson: Focus... 1. Animations should enhance not distract the viewer from the message trying to convey. 2. Familiarize students with different aspects of custom animation.

Revised 6/7/04

Session: 22 (cont.) 3. Explain the correlation between movement and the eyes ability to adjust. 4. Demonstrate custom animation features/options: ? Entrance, emphasis, and exit ? Speed and direction ? Modifying and removing animations Handout: “Creating Custom Animations” Have students watch different PwrPt presentations that include examples of animation. As they watch the presentation, have the students explain whether or not they think the animations used are effective or do they distracted from the message/content of the presentation. Work Time: Give students time to work on custom animation. Before leaving the lab, have students print an outline + handout (6 slides per page). The social studies teacher and I will do a final check and make comments/suggestions. Note: Because of numerous snow days, students have been advised and updated throughout this 9-week project as to when final presentation are due. Process and Timeline of Activities (including Technology Integration Strategies): Session: 23 Computer Lab Work Time: (60 minutes) While students are working on presentation, I will hand back their outlines + handout (6 slides per page) printouts from the previous session. 1. Answer any questions regarding comments/suggestions on materials returned to them 2. Observe how they are incorporating custom animation into their presentations. 3. Remind students that they need to be working on notes for their oral presentations. Session 24: Computer Lab Topic: Oral presentations + notes Work Time: 1. Have student read through their project/presentation notes and have them make any final corrections. 2. Give students time to practice their presentation independently or with their computer buddy. Session: 25 Computer Lab Work time: (60 minutes) Students are to complete a final check of their project using the handouts listed below: 1. Problem/Question for the unit 2. “Multimedia Presentation Overview/Requirements” 3. “Elements of an Effective Power Point Presentation” ...checking to see that have met all the requirements/criteria of the handouts...this will assist them when do their self-evaluation for the project.
Revised 6/7/04

Session 26: Computer Lab (Big6 Step 6.1) Topic: Project Rubric 1. Review and explain the rubric and the grading process 2. Each student is to do a self-evaluation of their project 3. Inform students that the social studies teacher and I will be filling out a rubric together on their presentations The completed self-evaluation is due at the end of the session and must have the following items attached: 1. Outline of presentation 2. Handout (6 slides per page) Sessions 27 & 28: Computer Lab Process and Timeline of Activities (including Technology Integration Strategies): (Big6 Step 6.2)

Multimedia Presentations Students will present their project ... After each presentation the audience will have an opportunity to ask questions and give constructive criticism. End of the presentations: Ask the students to fill out a “Reflection” sheet containing 3 questions (doc. attached). Final Conferences: The day before we meet with the each student individually to discuss their project/presentation, the social studies teacher will hand back their evaluation, outlines, handout (6 slides per page), and our completed rubric for their project. This will give the students time to look over our rubric and comments/suggestions before they meet with us to discuss their projects.

4. Assessment:

Personal observations while students work on their project (see attached document: “Assessing Project Progress”). Multimedia Presentation Rubric (attached). Personal conference with students throughout project Final one-on-one conference at the end of the project Team teaching with social studies teacher Consulted with (EEN) teachers and aides Mike Skurek, CESA consultant Instructional manual on XP PowerPoint

5. Materials and Resources: ? Collaboration

Revised 6/7/04


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