| Unit Goals |
Boot Camp |
Desired Results
What transfer goals and content goals will be met?
Basic classroom procedures are understood and practiced. (Finding a seat and taking attendance, etc.)
Competent Reflection
Students know and are able to work with everyone in the classroom.
Speak on topic and add value to the conversation (paraphrase and add).
Present to the entire group (all students)
Competent Structured table conversations
Basic awareness of who I am to myself and to others
What should students come away understanding?
Reflection is a process that leads to a deeper understanding of self and others.
I am free to choose my behavior and attitude; this freedom has consequences for myself and others.
There are different ideas about freedom and responsibility; my own ideas may change over time.
I have a responsibility to advocate for the greater good of the class and community.
There is a process in creating written or design products.
What essential questions will students explore and address?
Who am I in this room and why does that matter?
What does quality reflection look like?
What does a quality table conversation look and sound like?
How do I address a crowd and get my point across?
What knowledge and skill will students leave with?
An increased level of self-awareness
Ability to write a competent reflection
Participate meaningfully in a structured table conversation
First attempt at public speaking (large crowd)
First attempt at providing quality feedback to peers
Stage 2: Assessment Evidence
What performances and products will reveal evidence of understanding?
Reflection:
Written reflections evidence the student connects self to experience and impact on others (what, so what, now what)
Table conversations (what, so what, now what), reach collective understanding. Requires inquiry, paraphrase/summary, consensus, report.
Students consistently demonstrate classroom procedures with little or no prompting. (Individual reflection, paired sharing, table talk, exit feedback, group listening, whole group speaking)
What other evidence will be collected to reflect other desired results?
Daily reflections should evidence self-awareness and connections to others
We see supportive behavior, pauses, paraphrasing
Peer revision and editing
Students begin to seek input on ideas from peers and teachers
Detailed conversations requiring more than a one sentence response
Students describe connections between/reasons for activities
Greater acceptance of differences is observable
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