Rev Fall 2013

Collaborative Unit Planning Template

Teacher

Dr. Robert Brewer

Latin Teacher

Grade Combination of 6-8

Unit Gods and Goddesses Todays Date 2/10/2015

Beginning Date 2/1715

Duration

4 weeks Due Date

3/17/15

1. Rationale or purpose for this learning experience: Why are we doing this? What student data is
guiding the learning experience?
The purpose of this assignment is for students to learn about ancient Roman and Greek culture and
religion. The students will set goals to improve their research based on their research from their last
project.

2. Content Curriculum Standards Addressed in this Unit:

World Language Learning Indicators
N.CPP.5 I can identify and discuss basic Roman or Greek religious practices.
N.CP.4 I can identify and discuss Roman or Greek religious beliefs.
N.ACC.4 I can identify and discuss how Roman and Greek religions influence other cultures.
AASL Standards
1.1.6 Read, view, and listen for information presented in any format in order to make inferences and
gather meaning.
1.2.3 Demonstrate creativity by using multiple resources and formats.
2.4.4 Develop directions for future investigations.
ISTE
1a Apply existing knowledge to generate new ideas, products, or processes
2a Interact, collaborate, and publish with peers, experts, or others employing a variety of digital
environments and media
3b Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media.
6d Transfer current knowledge to learning of new technologies
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3. Outcomes of the Unit: (Need to be measurable): What student learning outcomes do we expect?
By the end of this unit students will be able to . . .

Use reliable sources to gather relevant information.

Create citations in MLA format for all sources used.
Create a script based on the information gathered.
Use technology to create a final product.

4. Final Product(s): How will students present their findings? What form will the final product(s)
take? What technology applications could be used?
The students will use Tellagami to create a dating profile for their assigned God or Goddess. An ipad
will be used and the students will have to use iMovie to edit and put the video together.

5. Research Process to be used for instruction:

No formal research process will be used.

6. Description of Lesson: Information skills lesson will cover. . .

The information skills lesson will cover good reliable sources, how to search for edu web sources, using
databases, notetaking, and how to create citations. The students will come to the learning commons for
research two days a week and will have a mini lesson each day. After the first lesson, feedback will be
given on each notecatcher before they return for the next lesson. The first lesson will be about setting
goals for themselves based on their research from a previous project. They will also be asked to
describe their assignment, I can be sure that they are clear on what their assignment is. The rubric for
the research portion of the assignment will be discussed. A notecatcher will be given out and an
exemplar notecatcher, made be me, will be shown so that students will know what their expectations are
and how to paraphrase, use bullets, and key words. This lesson will also cover how to log in to the
SCDiscus and how to use two specific databases in Discus. The second lesson will go over reliable
sources and why they are considered reliable. Citations will be discussed and how to find citations on
the database articles. The third lesson will be will be a quick review of the first two lessons. The fourth
lesson will be a brief review and then using an operator when searching for an edu site will be discussed
and modeled. The next lesson will focus on citations and what a works cited page is.

7. Materials/Resources Needed: (These will be collected in the pathfinder you create).

Students will be required to have at least 3 sources. One needs to be an online encyclopedia, a
database or ebook, and an edu site. A pathfinder has been made to give the students some examples.
8. What Information and Technology Skills will You Integrate into the Content Curriculum?
(check what is applicable)
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Rev Fall 2013

How will the students gather the information? This includes both the physical location and extraction
(comprehension) of information. How will students record information? Specific note taking skills may
be taught or reinforced through mini-lessons.
How to
Sheets

Assessment
(Rubrics, etc.)

Online Catalog

_______

_______

____X___

Online Search Skills

_______

_______

_______

____X___

Databases

_______

_______

_______

__X_____

Internet sites (credibility)

_______

_______

_______

___X____

Note-taking

_______

___X____

_______

___X____

Attribution/Citations

_______

____X___

_______

____X___

Web 2.0 tools

_______

__X ___

_______

_______

Other

_______

_______

Introduce

Review

_______

_______

_______

The students will gather information from an online Encyclopedia, database, and edu site. Students will
record information using a graphic organizer.
9.

How will you and the teacher monitor the students learning during over the course of the
unit? Specific strategies for formative assessment?

Target trackers will be used to determine student learning during the course of the unit. Feedback will
be given on notecatchers daily and students will have to be signed off before moving to their next
resource.

10. Describe how the needs of various learners will be accommodated (differentiation strategies):
Students will set research goals for themselves to improve research since the last project. Students will
be taught using Google slides, but there will be one-on-one evaluations to check for understanding.
Whole class discussions will take place check for understanding a well. Students will have individual
work as well as group work.

Rev Fall 2013

12. Summative Assessment: How will you measure whether or not your students met the learning
outcomes of the unit? Some examples: journals, checklists, portfolios, surveys, tests, graphs, rubrics,
self-assessment, etc.
The notecatcher and research will be 50% of the summative grade. The following rubric will be used:

Gods and Goddesses Research Rubric

Category

Excellent Quality

Paraphrased
Work

All of my notes are in

my own words.
Because I have
paraphrased, I can
summarize my notes to
my teacher.

Most of my notes are in

my own words. I have
paraphrased most of my
words, but might struggle
a little to summarize my
notes to my teacher.

I have not put any of my

notes in my own words.
I cannot summarize my
notes to my teacher if I
were asked to do so.

Sources Used

I used at least 3 or more

of the reliable sources
required and provided
very thorough
information on my
notecatcher.

I used less than three

reliable sources and my
notecatcher has some
information but could have
included more.

I did not use any reliable

sources and/or my
notecatcher does not
have information.

Citations in MLA format

are given for all sources
used (at least three
sources).

There is at least one or

two citations, but not
citations for all sources.

No citations are provided

by student.

Remember to use:
1 Encyclopedia
entry
1 database article
(Kids InfoBits) OR
1 ebook
1 .edu website

Attributions or
Citations

Developing

Not Yet Meeting

Expectations

The script and Tellagami will be 50% of the summative grade and the following rubric will be used:
Tellagami Rubric
Excellent Quality
Voice

Content

Developing

Uses a variety of
vocabulary appropriate for
the topic
Shows strong
awareness of audience and
task
Tone is consistent and
appropriate

Includes factual
information based on
research, such as Roman

Not Yet Meeting Expectations

Uses general and precise

vocabulary
Shows awareness of
audience and task
Tone is appropriate

Includes some factual

information based on
research, but may not include

Uses simple vocabulary

Shows little or no
awareness of audience or
task
Tone may be
inappropriate

Does not include factual

information based on
research, such as Roman

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and Greek names, sphere

of influence, temples or cult
sites, makes reference to at
least 2 myths, and strengths
and weaknesses
All information is correct
Includes a reference to a
text

Conventions

Craftsmanship

Students have all of the following:

Sound quality is
excellent

Appropriate Tellagami
background

All partners have

speaking parts

There is a title slide that

introduces your project in
iMovie

If you use an image on

your title slide, there is a
URL of where you got the
image below it

Tellagami is saved to
camera roll

Tellagamis are
combined in an iMovie and
shared in drive with all
partners and Dr. Brewer and
Ms. Kohout
(rbrewer@lexington1.net
and
jkohout@lexington1.net)

Provides evidence of
consistent and strong
command of grade-level
conventions (grammar,
capitalization, punctuation,
and spelling)

all requirements such as

Roman and Greek name,
sphere of influence, temple
or cult sites, reference to 2
myths, and strengths and
weaknesses
Most information is
correct
May not have included a
reference to a text
Provides evidence of a
limited command of gradelevel conventions (grammar,
capitalization, punctuation,
and spelling)

Students have at least 4 of the 7

of the following:

Sound quality is excellent

Appropriate Tellagami
background

All partners have

speaking parts

There is a title slide that

introduces your project in
iMovie

If you use an image on

your title slide, there is a URL
of where you got the image
below it

Tellagami is saved to
camera roll

Tellagamis are combined

in an iMovie and shared in
drive with all partners and Dr.
Brewer and Ms. Kohout
(rbrewer@lexington1.net and
jkohout@lexington1.net)

and Greek name, sphere of

influence, temple or cult
sites, reference to 2 myths,
and strengths and
weaknesses
Most information is
incorrect
May not include a
reference to a text

Provides little or no
evidence of having a
command of grade-level
conventions (grammar,
capitalization, punctuation,
and spelling)

Students have 3 or less of the

following:

Sound quality is
excellent

Appropriate Tellagami
background

All partners have

speaking parts

There is a title slide that

introduces your project in
iMovie

If you use an image on

your title slide, there is a
URL of where you got the
image below it

Tellagami is saved to
camera roll

Tellagamis are
combined in an iMovie and
shared in drive with all
partners and Dr. Brewer
and Ms. Kohout
(rbrewer@lexington1.net
and
jkohout@lexington1.net)

13. Unit Evaluation (To be completed after teaching this unit.):

A. What worked well during the unit?
The daily feedback worked really well. The students verbally stated that it was helpful. Having the
students get signed off between resources helped keep them on track.

Rev Fall 2013

B. What changes need to be made?
Some students did not work well together and this needs to be taken into consideration when
assigning groups. It was found that students would have an easier time making their Tellagami if
they were able to print out their scripts so they can be able to read it while creating it. Time needs to
be allowed for this next time the unit is done.

C. Did the library media center's print, non-print, and digital resources meet the unit's
objectives? Using this scale: 5= Excellent; 4=Above average; 3=Average; 2=Below average;1=Poor
__5___ Diversity of formats - print, non print, online
___5__ Timeliness (up to date)
__5___ Relevance to unit needs
___5__ Amount (enough materials for the number of students involved)
__5___ Reading level
___5__Web resources
__5___ Online databases

14. What additional resources are needed if the unit is repeated?

Students need to make sure that there ipads are available every day. Additional Macbooks might need to
made available.