Instructions: Exchange unit lesson plans with your assigned partner. Provide written feedback to your partner for each of the questions below (use notebook paper to answer questions 1 - 11; answer questions 12-16 in the spaces indicated). Each of you will use the feedback to complete final revisions on your unit. You have until 11:45 to work on your feedback.

1. Read the major concept, guiding question, overall goal, and daily objectives. Do they align with each other? Does the sequence of objectives make sense? Are the objectives aligned with EALR's and GLE's?
2. Look for the initial disequilibrating, or discrepant event. Does it start students posing problems and generating questions?
3. What instruction and/or scaffolding occurs to help students learn HOW to pursue answers to their questions, ask more questions, and represent their increasing knowledge? Advice for your partner?
4. Read over the learning experiences. Do they seem age appropriate? Do you think they would engage students of the age identified? How are the experiences "differentiated" to meet a variety of learning needs? Which needs are addressed? Which needs do not seem to be addressed? You could think here about teaching around the learning quadrant wheel (learning styles), about multiple intelligences, and about special needs.
5. Does the sequence of learning activities make sense? Does one lead to the next? Do the experiences create an integrated flow or are they discrete events? Advice for your partner?
6. How are multiple perspectives related to ethnicity, gender, sexual orientation, etc. included? Advice?
7. What reading and writing lessons are included? Are they appropriate to the content and goals of the unit?
8. If students are asked to do research, is instruction provided to help them plan and implement the research? If kids are asked to use the internet, is instruction provided to help them find and evaluate sites?
9. Look over the formative assessments. Are they appropriate? How do they help the student and the teacher understand what the student knows and can do, and what help might be needed?
10. Read the summative assessment and the rubric. Are they congruent? Are they clearly connected to the learning target and the EALR's and GLE's? Advice?
11. Look over the annotated resources. Do the annotations provide information about the content and an assessment of the usefulness of the content? Advice?
12. What is the disequilibrating or discrepant event?

 

 
 
 
 
 

13. Rate the disequilibrating or discrepant event on the continuum below:

 

 
 
 

1             2             3             4            5             6             7             8             9             10

T                                                         A                                                                             P

E                                                         C                                                                            R

A                                                         T                                                                             O

C                                                         I                                                                             B

H                                                         V                                                                             L

E                                                         I                                                                                E

R                                                         T                                                                             M

T                                                                                                                                         P

E                                                                                                                                         O

L                                                                                                                                         S

L                                                                                                                                         E

I                                                                                                                                         D

N

G
 
 

14. After the introductory learning experience, do the objectives for each of the following 9 to 15 days attempt to meet the overall unit learning target(s)/goal(s)?
15. Do ALL the learning experiences attempt to create a direct relationship to answering the guiding question? If no, which do not?
16. Read and assess each objective in the following ways directly on the lesson plan sheets: