Unit Example 2

<body topmargin=0 leftmargin=0 marginheight=0 marginwidth=0> <table cellpadding=0 cellspacing=0 border=0><tr> <td valign="top" colspan=2 height=85 BGCOLOR="#FFFFFF" TEXT="#080000"> <div> <FONT SIZE="5" COLOR="#000000" FACE="Arial" ><B>Dr. Cheryl Grable</B></FONT><FONT SIZE="1" COLOR="#000000" FACE="Arial" ><B>     </B></FONT><B>|     </B><A HREF="index.htm" TARGET="_top" TITLE="Dr. Cheryl Grable"><U><B>home</B></U></A></div> <div> <A HREF="home.htm" TARGET="_top" TITLE=" "><U> </U></A>   |   <A HREF="id28.htm" TARGET="_top" TITLE="Course Outline"><U>Course Outline</U></A>   |   <A HREF="id30.htm" TARGET="_top" TITLE="Fall 2002 Schedule"><U>Fall 2002 Schedule</U></A>   |   <A HREF="id29.htm" TARGET="_top" TITLE="Grade Sheet"><U>Grade Sheet</U></A>   |   <A HREF="id33.htm" TARGET="_top" TITLE="Article Assignments"><U>Article Assignments</U></A>   |   <A HREF="id112.htm" TARGET="_top" TITLE="Cultural Relevance"><U>Cultural Relevance</U></A>   |   <A HREF="id98.htm" TARGET="_top" TITLE="Curriculum "><U>Curriculum </U></A>   |   <A HREF="id32.htm" TARGET="_top" TITLE="Unit Assignments"><U>Unit Assignments</U></A>   |   <A HREF="id34.htm" TARGET="_top" TITLE=" Unit Grading Rubrics"><U> Unit Grading  Rubrics</U></A>   |   <A HREF="id61.htm" TARGET="_top" TITLE="Unit Example 1"><U>Unit Example 1</U></A>   |   <B>Unit Example 2</B>   |   <A HREF="id107.htm" TARGET="_top" TITLE="Unit Example 3"><U>Unit Example 3</U></A>   |   <A HREF="id35.htm" TARGET="_top" TITLE="Case Study"><U>Case Study</U></A>   |   <A HREF="id104.htm" TARGET="_top" TITLE="Case Presentation Rubric"><U>Case Presentation Rubric</U></A>   |   <A HREF="id113.htm" TARGET="_top" TITLE="Annotated Lesson Portfolio"><U>Annotated Lesson Portfolio</U></A>   |   <A HREF="id103.htm" TARGET="_top" TITLE="Content Evaluation"><U>Content Evaluation</U></A>   |   <A HREF="id65.htm" TARGET="_top" TITLE="Portfolio Assignment"><U>Portfolio Assignment</U></A></div> <div> </div> </td> </tr><tr> <td valign="top" width=180 BGCOLOR="#990033" TEXT="#080000"> <div> <B>Thematic, Problem-Based Cooperative Learning Unit--Entrepreneurship</B></div> <bR> <div> <A HREF="id106_m.htm#english_9_12" TARGET="TRLX_Middle" TITLE="Unit Example 2"><U><B>English</B></U></A><B>, Business and Math</B></div> <bR> <div> <B>This example contains only the English Lessons</B></div> <bR> <div> <A HREF="id106_m.htm#standards" TARGET="TRLX_Middle" TITLE="Unit Example 2"><U><B>English Standards and NETS standards</B></U></A></div> <bR> </td> <td valign="top" height=395 BGCOLOR="#FFFFFF" TEXT="#080000"> <div> <I>Unit Example 2</I></div> <div> The following is to be used as an example only.  Check your assignment criteria for your unit preparation.</div> <bR> <div> Curriculum Design</div> <div> Mary Burnett, Anna Kennedy, & Edie Callaway-Frazier</div> <div> March 5, 2001</div> <bR> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>Cooperative Learning Unit</B></div> <div> <B>“Entrepreneurship”</B></div> <bR> <bR> <div> <B>Rationale:</B>  In today's society, it is important that we as educators strive to meet the needs of every student by finding non-traditional methods to teach traditional subjects.  Motivating students is very integral to the learning process.  It is an absolute <U>must</U> that we make the lessons fun, as well as educational.  This particular unit teaches several different subjects while at the same time allowing students to have fun.  The actual goal is to teach these three subjects (Math, Business, and English) under the pretense of  teaching the students to “start a business”.  This unit is appropriate for students with disabilities in that it steps away from the old stand-by “learning by memorizing”.  Utilizing cooperative groups gives everyone the chance to do their part.  Students with disabilities can be assigned small, but important parts of the group activity.</div> <bR> <bR> <bR> <div> Edie Callaway-Frazier                                                                Day One</div> <div>  <A NAME="english_9_12"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A>English 9-12</div> <div> Entrepreneurship</div> <DIV ALIGN="LEFT"></DIV> <div>     Lesson Plan (PET)</div> <bR> <div> <B>Objectives:  </B>Students will be able to</div> <div> <IMG BORDER="0" SRC="Wing0a73009f011800000000.gif" HEIGHT="19" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">share what they learned from the speaker during a roundtable discussion.</div> <div> <IMG BORDER="0" SRC="Wing0a73009f011800000000.gif" HEIGHT="19" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">utilize what they learned from the speaker throughout the next two weeks.</div> <bR> <bR> <div> <B>Materials:</B></div> <div> pen/pencil</div> <div> worksheet to take notes</div> <bR> <div> <B>Set:</B>  Have any of you ever thought about what it takes to start a business?  When you see commercials or hear jingles, do you ever think about all the work that goes into creating them?  What about when you buy new shoes or clothes?  Do you every think about all the work that goes into creating the logo for those items?  Well, over the next two weeks, in your Business, Math, and English classes, you will be participating in a unit on Entrepreneurship. Today we will be having a speaker.  Her name is _____________ and she is an Advertising Executive for ______________.  </div> <bR> <bR> <div> <B>Teach to the Objective:  </B>I would like for you all to take out a pen (pass out worksheet).  You will be taking notes.  I would like for you to think about what goes into creating the various types of advertisements associated with businesses.  You all will be responsible for creating a brochure, a logo, and a commercial over the next two weeks.  After the speaker is done, we will have a discussion and you will share at least 5 key pieces of information that you learned from her with the class.  Remember that you will be using this information to create advertisements for your own business. Feel free to ask questions.  (I will take notes, make copies, and pass out to students with disabilities.)</div> <bR> <div> Okay, now that the speaker is done, we will go around the room and share what we learned today about Advertising...................Very good.  </div> <bR> <div> <B>Closure:</B>  I can see from the information you shared with the class that all of you are very interested in this topic.  You will be using what you learned throughout the next two weeks to create advertisements for your own business. I will pass out your group assignments.  Throughout this unit, these people will be your business partners. Be thinking about your logo, brochures, and commercials.  You will create your logo when you come to class on Wednesday.  Each assignment will be worth 150 points.</div> <div>                                              </div> <bR> <div> Edie Callaway-Frazier                                                               Day Two</div> <div> English 9-12</div> <div> Entrepreneurship</div> <div>                                    </div> <DIV ALIGN="LEFT"></DIV> <div> Lesson Plan (PET)</div> <bR> <div> <B>Objectives:</B>   Students will be able to</div> <div> <IMG BORDER="0" SRC="Wing0a73009f011800000000.gif" HEIGHT="19" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">create a logo for their business using the “drawing” feature on Microsoft Works.  </div> <div> <IMG BORDER="0" SRC="Wing0a73009f011800000000.gif" HEIGHT="19" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">explain, on paper, why they chose this particular logo.      </div> <bR> <div> <B>Materials:  </B></div> <div> computer with “drawing” feature</div> <bR> <bR> <div> <B>Set:</B>  The last time we met, we talked about various forms of advertising.  I told you all to be thinking about these items.  Today, you will be creating a logo for the type of business you would like to start.  </div> <bR> <bR> <div> <B>Teach to the Objective:  </B>I would like for you all to get into your groups and go to a computer.  Okay, as you begin to create your logo, think about how this logo represents your company.  What makes you purchase specific products (shoes, clothes, etc.)?  As you work together to create the logo for your company, I will be available for questions. (I will walk around to assist, making sure that I pay special attention to students with disabilities.)</div> <bR> <div> Is everyone done?  Now I would like for you all to write a paragraph explaining in detail why chose this logo for your company.  Remember, this is English class.  I will be checking for grammar and spelling.  Since you are working in groups, I will need for everyone to choose one reason and write paragraph about that particular reason. (I will walk around to make sure everyone stays on task.)</div> <bR> <bR> <div> <B>Closure:  </B>Today we used technology to create logos for our imaginary companies.  I will grade your paragraphs and give them back to you the next time we meet.  You all will be creating brochures for your business the next time we meet, also.  Jot down a few things you want to let everyone know about your business because this is the information that you will include in your brochure.  You can pack lots of information into a brochure.  This is a very cheap form of advertising.  It will be worth 150 points.</div> <bR> <bR> <div> Edie Callaway-Frazier                                                                   Day Three</div> <div> English 9-12</div> <div> Entrepreneurship</div> <bR> <DIV ALIGN="LEFT"></DIV> <div>     Lesson Plan (PET)</div> <bR> <bR> <div> <B>Objectives: </B>Students will be able to</div> <div> <IMG BORDER="0" SRC="Wing0a73009f011800000000.gif" HEIGHT="19" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">utilize the computer to create a brochure for their business.</div> <div> <IMG BORDER="0" SRC="Wing0a73009f011800000000.gif" HEIGHT="19" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">apply what they've learned about grammar while creating the brochure.</div> <bR> <bR> <div> <B>Materials:</B> </div> <div> computer with word processing and “drawing” feature</div> <div> information about the business</div> <bR> <bR> <div> <B>Set:  </B>During our last meeting, I told you all that we'd be creating brochures today.  I asked you to jot down information you'd like to share about your business.</div> <bR> <bR> <div> <B>Teach to the Objective: </B> I want you to get into your groups and show each other the information you came up with about your businesses.  You will then compile this information and organize it.   This is going to be your formal description of your product.  You will then use the brochure program on Microsoft Works to create your brochure.  Don't forget to include your logo in the brochure.  Feel free to ask questions if the need arises. (I will walk around to observe each group, paying special attention to students with disabilities.  I will modify the assignment to fit them if needed.)</div> <bR> <bR> <bR> <div> <B>Closure:  </B>Now that you have your brochure, keep it in a safe place.  When we meet next time, you will write a commercial for television and an ad for the newspaper.  Keep in mind that these types of advertisements are pretty expensive.  You will want to try to make the most out of them.  Spend the next two days thinking about what you want to include in these ads.  They will be worth 150 points each.</div> <bR> <bR> <bR> <bR> <div> Edie Callaway-Frazier                                                                   Day Four</div> <div> English 9-12</div> <div> Entrepreneurship</div> <bR> <DIV ALIGN="LEFT"></DIV> <div> LESSON PLAN (PET)</div> <bR> <bR> <div> <B>Objectives:  </B>Students will be able to</div> <div> <IMG BORDER="0" SRC="Wing0a73009f011800000000.gif" HEIGHT="19" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">compose a short ad to be included in the Sunday edition of the local newspaper.</div> <div> <IMG BORDER="0" SRC="Wing0a73009f011800000000.gif" HEIGHT="19" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">write a script for a short commercial to be sent to radio stations. </div> <bR> <div> <B>Materials:  </B></div> <div> basic word processing program on computer</div> <div> newspaper ads</div> <div> taped radio commercials</div> <div> Who?, What?, When?, Where?, Why? guidesheet</div> <bR> <div> <B>Set: </B> Can someone come up and help me pass out these newspaper ads and guidesheets?  I want you to look over them and tell me a few things that catch your eye about them (graphics, wording, prices, etc.)  That's right.  Now listen to these radio commercials that I've taped.  What catches your attention (volume, promises, etc.)?  Excellent. </div> <bR> <div> <B>Teach to the Objective:</B>   Everyone, get into your groups and go to a computer.  I want you to spend the next 30 minutes or so writing a short ad to be featured in the local newspaper.  Use the examples that I gave you earlier.  Be sure to use graphics and include prices.  These are attention-getters.  Be sure that the ads use proper grammar, punctuation, spelling, etc.  This is still your English class.  (I will make  sure that everyone stays on task since we don't have much time.  Presentations are scheduled for the next class period. I will make sure that students with disabilities take part in creating the graphics.)</div> <bR> <div> Now, let's go on to the radio commercial.  Come up with a script that will make people choose your company over all others.  Remember, a script is nothing more than a short play.  We have gone over many plays in this class.  It should be a piece of cake for you to come up with a short one. (I will make  sure that each student contributes.  I will walk around reminding them that their presentations will be during the next class meeting. I will ask if they have any additional questions.)   </div> <bR> <div> <B>Closure:  </B>Okay everyone.  It's almost time for class to be over.  Your presentations are scheduled for the next class meeting.  You will be responsible for sharing your logo and the reason for choosing it, showing us your brochure, reading your newspaper ad, and acting out your radio commercial.  These are all worth 150 points each.             </div> <bR> <div> Edie Callaway-Frazier                                                                   Day Five</div> <div> English 9-12</div> <div> Entrepreneurship</div> <bR> <DIV ALIGN="LEFT"></DIV> <div> LESSON PLAN (PET)</div> <bR> <div> <B>Objectives:  </B>Students will be able to</div> <div> <IMG BORDER="0" SRC="Wing0a73009f011800000000.gif" HEIGHT="19" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">share their logos and the reasons for choosing them,</div> <div> <IMG BORDER="0" SRC="Wing0a73009f011800000000.gif" HEIGHT="19" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">show us their brochures (including formal product description),</div> <div> <IMG BORDER="0" SRC="Wing0a73009f011800000000.gif" HEIGHT="19" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">read their newspaper advertisements, and</div> <div> <IMG BORDER="0" SRC="Wing0a73009f011800000000.gif" HEIGHT="19" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">act out their radio commercials, </div> <div> using proper grammatical form.</div> <bR> <bR> <div> <B>Materials: </B></div> <div> computers if needed</div> <div> logos</div> <div> brochures</div> <div> ads for newspaper</div> <div> scripts for commercial</div> <bR> <div> <B>Set:  </B>Today is the day we've been looking forward to over the past two weeks.  You all have really worked hard and I am really looking forward to seeing the final products.</div> <bR> <div> <B>Teaching to the Objective:  </B>I have placed numbers in this jar.  I want one person from each group to come to the front.  You will then pick a number from the jar.  Each group will present in that order. (I would probably chose the students with disabilities to come to the front and pick the number.  This would be another way to make sure they are being included in the project.)</div> <bR> <div> Would any of you really be interested in one day starting up your own business?  Well if so, you are off to a great start.  What did you learn while doing these activities?  Will you begin to pay more attention to the various forms of advertisements you come in contact from now on?</div> <bR> <div> <B>Closure:  </B>This unit has been so much fun!!  I hope that you all enjoyed it as much as I did.   You will receive your grades next week.  You all did very well.</div> <bR> <bR> <bR> <div> <B>Assessment:  </B>As I stated before, each assignment was worth 150 points for a combined score of 600 points.  You will be graded as follows: (Assessment is also walking around during the group activities to make sure everyone is on task and to see if anyone needs help.)</div> <bR> <div> For an “A”:  The student has all 4 items.  They are properly done.  The work doesn't looked rushed.  They show that the student has mastered all grammatical concepts.</div> <bR> <div> For a “B”:  The student has all 4 items.  They are all complete, but somewhat rushed.  They show that the student has mastered most grammatical concepts.</div> <bR> <div> For a “C”:  The student has 3 items.  They are all complete.  They show that the student recognizes some of the grammatical concepts, but could still use a little help.</div> <bR> <div> For a “D”:  The student has 3 items.  They are incomplete and rushed.  The student is having difficulty with grammar.  I need to recommend a tutor.</div> <bR> <div> For an “F”:  The student has 2 or fewer items.  They obviously made little use of class time.</div> <bR> <bR> <bR> <div> <B> <A NAME="standards"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A></B><B>Standards:</B></div> <bR> <div> NCTE Standards for the English Language Arts</div> <div> <IMG BORDER="0" SRC="Wing0a73009f011800000000.gif" HEIGHT="19" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Students will adjust their use of spoken, written, and visual language (e.g.,conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.</div> <div> <IMG BORDER="0" SRC="Wing0a73009f011800000000.gif" HEIGHT="19" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.</div> <div> <IMG BORDER="0" SRC="Wing0a73009f011800000000.gif" HEIGHT="19" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Students apply knowledge of language structure, language conventions (e.g. spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.</div> <div> <IMG BORDER="0" SRC="Wing0a73009f011800000000.gif" HEIGHT="19" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Students use a variety of technological and information resources to gather and synthesize information and to create and communicate knowledge.</div> <div> <IMG BORDER="0" SRC="Wing0a73009f011800000000.gif" HEIGHT="19" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).</div> <bR> <bR> <bR> <div> NETS Performance Indicators</div> <div> <IMG BORDER="0" SRC="Wing0a73009f011800000000.gif" HEIGHT="19" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Make informed choices among technology systems, resources, and services.</div> <div> <IMG BORDER="0" SRC="Wing0a73009f011800000000.gif" HEIGHT="19" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Use technology tools and resources for managing and communicating personal and professional information.</div> <div> <IMG BORDER="0" SRC="Wing0a73009f011800000000.gif" HEIGHT="19" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Select and apply technology tools for research, information and analysis, problem solving, and decision making in content learning.</div> <div> <IMG BORDER="0" SRC="Wing0a73009f011800000000.gif" HEIGHT="19" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Investigate and apply expert systems, intelligent agents, and simulations in real-world situations.</div> <div> <IMG BORDER="0" SRC="Wing0a73009f011800000000.gif" HEIGHT="19" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Collaborate with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works.</div> <bR> <bR> <div> Worksheet</div> <div> (Day One)</div> <DIV ALIGN="LEFT"></DIV> <div>                                       <B>5 Key Pieces of Information</B></div> <bR> <bR> <div> I.  What did she say?</div> <bR> <bR> <div>       A.  Why is this important?</div> <bR> <bR> <div> II.  What did she say?</div> <bR> <bR> <div>        A.  Why is this important?</div> <div>        </div> <bR> <div> III.  What did she say?</div> <bR> <bR> <div>        A.  Why is this important?</div> <bR> <bR> <div> IV.  What did she say?</div> <bR> <bR> <div>         A.  Why is this important?</div> <bR> <bR> <div> V.    What did she say?</div> <bR> <div>      </div> <div>         A.  Why is this important?</div> <bR> <bR> <div> <B><IMG BORDER="0" SRC="Wing0a73009f011800000000.gif" HEIGHT="19" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0"> Why are all of these issues beneficial to advertisement?</B></div> <bR> <bR> <bR> <bR> <bR> <div> Worksheet</div> <div> (Day Four)</div> <bR> <DIV ALIGN="LEFT"></DIV> <div>                <B>Guidesheet for Creating a Newspaper Ad</B></div> <bR> <bR> <div> 1.  Who are you? (name of business)</div> <bR> <bR> <bR> <bR> <div> 2.  What is the product? </div> <bR> <bR> <bR> <bR> <div> 3.  When can the product be purchased? (business hours)</div> <bR> <bR> <bR> <bR> <div> 4.  Where are you located? (address)</div> <bR> <bR> <bR> <bR> <bR> <div> 5.  Why should the consumer choose your company over all others?</div> <bR> <bR> <bR> <bR> <bR> <div> <B>(This is simply a guide and can be changed as needed to suit your particular needs.)</B></div> <bR> <bR> <bR> <bR> <bR> <bR> <bR> <bR> <bR> <bR> </td> </tr></table></body>