Guiding Questions:
Note: You will need to select your main content standards in order to develop your theme. Work on Parts 2 and 3 together.
Write a narrative responding to the following questions. Please refer to the Child Community Context Study and incorporate the funds of knowledge that exist in the home and community, and your findings on students’ interests, likes, and dislikes to address the outlined questions.
What is the Essential Question(s) for this unit? Essential question(s) refer to concepts or conceptual processes, linchpin ideas, topics, overall objectives, language objectives or goal statements. What is most important about this topic?
How does this unit contribute to the goals of education or uphold your philosophy of education?
Why should it matter to children?
Can emergent bilinguals discuss the topic in their home language as well as English?
What background knowledge do my students bring to this unit? What knowledge may need to be built?
Who can I collaborate with before or during the teaching of the unit? (co-teachers, librarians, paraprofessionals, others)
Resources: 531: Article on essential questions:
502: Wiggins and McTighe (1998). Chapter 1. What is Backward Design? In Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development. Retrieved from https://www.fitnyc.edu/files/pdfs/Backward_design.pdf
Part I: INSTRUCTIONAL UNITS. (Elementary School Units pp. 24-42; Middle School Units pp. 57-86 & High School Units pp. 87-114) in Translanguaging: A CUNY-NYSIEB Guide for Educators (In BB folder titled "Course Resources")
Examples:
Success Criteria:
Clear description of the unit theme with an essential question
Includes big ideas, importance, student background knowledge, collaboration
Points: 20
DUE DATE: February 27 with Part 3