Unit Plan Signature Assignment
Unit Plan Signature Assignment
Unit Plan Signature Assignment
Grade: 12th
Timeline: 4 weeks
Team Members Erik Stevens Andrew Hamilton
Kiyomi
Sugiyama
Subjects History English Foreign
(Civics/Econ) Language
(Japanese)
Rationale:
History- With the topic of this unit plan being “Creating and Maintaining Societies” the aspects
of focus will be the development of laws, government, economy and independence. To start a
new society, one must develop a strong set of laws to be followed. Without a set of laws to
follow, anarchy and chaos will ensue and the society will crumble. For the laws to be followed, a
government must be created to not only enforce these laws, but to create new ones as well. There
are different types of governments besides a democracy, so multiple governments will be
discussed. For a society to succeed, a economy is needed to make use of currency, trade, and
other factors. There are different types of economies, so each type of economy will de discussed.
Foreign Language- Society and culture are closely intertwined, and there are many similarities
and differences in countries throughout the world. In the language classroom, we will examine
code switching in Japanese language and how social hierarchy plays a part in the language we
use through the use of authentic situations as well as Japanese texts. Additionally, through the
use of multimedia, we will learn about Japanese society and how subcultures develop within the
larger culture.
English: In dystopian literature, the fall of a people brings about the creation of new societies
and governments. Reading the piece, “Neptune’s Children” provides dystopian text that provides
the opportunity for the students to connect with the main characters and ask themselves what the
would do in the same similar situation. Since this unit is about creating and maintaining
societies, the student will be given a chance through such a novel to see how societies choose
social leaders, make choices that affect their people, and how governments distribute labor
amongst its people. Using young adult literature that is interesting to read and that the students
can connect will provide the students with a higher level of engagement as they connect what the
kids are doing in the novel to how those who started other societies may have done so, learned
through their history and foreign language classes.
Texts Assessment
National Constitution Center Formative Summative:
https://constitutioncenter.org Assessment:
Checks and
USA.gov https://www.usa.gov Daily Bellwork/Exit Balances Test
Ticket
Creative
The Communist Manifesto
Panel Discussion Government
Assessment
One Vote, Two Votes, I Vote, You Vote Declaration of
Independence Unsent Letters to
Econ Workbook Analysis Politicians
Texts Assessment
Kenjougo (Week 3)
In week 3 we will learn about humble language
which is used to refer to oneself or one's "in group".
Kenjougo will be already known in some set phrases
and compares easily to sonkeigo in thay Kenjougo is
used to "lower" oneself in the presence of others.
Like in the last section, we will fill in our graphic
organizers and use worksheets to practice, as well as
perform role plays to practice speaking.
Application (Week 4)
In the final week of our unit, we will work on our
summative projects. The skits will be first, performed
spontaneously after students practice in small groups
(3 to 4 per group). They will be allowed to use a note
card to refer to during the skits.
Finally, they will finish their presentations. These
should be researched during the course of the unit,
and by the final week they will be revising and
students should have an outline of the topic they are
discussing. They may reference this outline during
their presentation, and should are void simply
reading from their presentation.
Texts Assessment
1. Read Write Think Dystopian Literature Formative: Summative:
Handout 1. Interactive journals 1. Dystopia
2. Hello Poetry: Dystopia. 2. Classroom Literature Test
Discussion 2. Reading
3. Ted-Talks (Dystopian Literature)
3. Jigsaw Activity Comprehension
4. Neptunes Children 4. Poem Analysis. test
5. How to Build a Great Society 3. Dystopian
6. Reuse- rethink-recyle Vocabulary
7. The Ones Who Walk Away From Omelas Tests.
8. Dystopian Literature: An Utopia For
Teenage Angst. 4. Creating a
Society Choice
Summary.
Think-Pair Share
Students will go home and look over the
website: Journaling: This offers the students in the class a
http://giftededucationcommunicator.com/gec- chance to share their own thoughts. There will be
fall-2014/dystopian-fiction-a-literary-outlet-for- no requirements for journaling except that do
teen-angst/ journal. Journals may be done in word picture or
audio formats. I do not want to confine the
As part of the Independent Reading creativity of the students plus some ELL and
Assignment they will have to choose one of SPED students may have difficulty expressing
the following novel listed on the website and their thoughts on paper but are great at sharing
complete a reading log that details important outloud. They will have the opportunity to be
events, characters, and settings that were assessed properly.
essential to the overall plot line. At the end of
Group students with similar learning styles.
their reading of the novel, they will write a
Encourage to propose their own ideas: This is
review on the piece, and how it connects to
used when the students are questioning the
the many aspects of Dystopian Literature.
choices they have made in reflection to the other
choice made in Neptune’s Children.
Analyze your own instruction Strategy: For this
Students will begin their novel, “ Neptune’s the teacher would reflect on whether or not their
Children” and create an interactive journal. instruction of the content was presented in a way
In this journal the students will write down that promoted information retainment and
the major choices the characters made in the connection of material could be used outside of
novel. They will summarize why they made the classroom.
the choices they did and what their thoughts
on the choice were.