Unit Organizers 101*

A Brief Overview of the Purpose, Development and Implementation*Based on Unit/Cycle Organizer Summer Institute,

Presented by John MurphyAugust 2010

Mary S. CoughlinNovember 2010

Use Graphic Organizers As…

• a springboard for lesson plans.• a roadmap for students.• a tool for launching, constructing

and reviewing curricula.

Purpose

•Create a Context for Learning (#’s 1-4)

•Recognize Content Structure (#’s 5-9)

•Acknowledge Unit Relationships (#6)

•Frame Unit Questions (#’s 7-10)

•Tie Content to Tasks (#8)

Resources

• Curriculum/Pacing Guides• Power Standards• Textbooks• Class readings• CFA’s, DWTA’s

Planning and Development

• Line labels should read as complete sentences, thoughts.

• 1-3 Pull from Curriculum Guide4.Bigger Picture (Big Ideas) connect

back to why students are learning the skills and or content.

5.Unit Map should reflect learner outcomes.

6.Unit Relationships should reflect unit objectives.

Planning and Development

7. Unit Self Test (Essential) Questions should answer Bigger Picture; should address topics of Unit Map.

8. Unit Schedule may include CFA’s, group assignments, quizzes, activities, projects, reviews, rough and final drafts.

9. Expanded Unit Map summarizes information for each concept and draws connections through out the unit.

10.New Unit Self-Test Questions are questions that surface as the unit is examined.

Helpful Hints

• Unit Organizers should be used when content expands more then two days.

• Unit schedule does not need to include dates for each task to allow for flexibility.

• Use page #’s from text, resources if content does not fit into expanded map.

• Bubbles should be limited to 4 to 5 per Unit Map.

• Refer to page 53 Appendix B for explanations of unit relationships.

Implementation

• Cue-Do-Review– Cue

• Students that the routine will be used.– Use Unit Map (Page 1) as an introduction to the unit.

– Do• The routine

– Co-construct Unit Self-Test Questions (leading students to essential questions).

– Fill in Expanded Map (Page 2) as learning occurs.

– Review• The information and process

– Refer to Unit Map and Expanded Unit Map when reviewing concepts.

– Have students answer Unit Self-Test Questions to check for understanding.

Helpful Hints

• Explain the purpose, tasks, organization and components of unit organizer.

• Build into Class Notebook or Binder.• Color coding helps students to make

connections, organize information easier.

• Display Unit Self-Test Questions in the classroom.

• Post Unit Organizers to show progression and connections throughout curriculum (Word Walls).

Teacher Concerns• Can this replace my lesson plan? NO• How do you know what information to include? Curriculum

Guide• Why do you need 2nd sheet? Routine/Review• There is not enough room to fit everything…Use electronic

version, page numbers• Can I make my own graphic organizer? No, lose routine

piece• What are unit-relationships identified for? Skills• Why do you need line labels? Help students to process• Do organizers have to look exactly the same? No, but

should have similarities• What programs can I create Unit Organizers in? Excel, PP,

or Word

The causes

and course of

World War I

NAMEDATEThe Unit Organizer BIGGER PICTURE

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UNIT SCHEDULE UNIT MAP

CURRENT UNIT1 32

4

5

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7

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Unit 2, Pt. 1, IMPERIALISM Unit 2, Pt. 2, WORLD WAR I 1920’s – Significant Social & Foreign Events

US Entry

Causes

War in the Trenches

1. What were the main causes of World War I?2. Why did the US enter World War I?3. How did World War I affect American society?4. What was war like for the soldiers in the trenches?5. Why didn’t the US become a member of the League of Nations and why

did the US fail to sign the Versailles treaty?6. How did the Treaty of Versailles sow the seeds for the next war?

Process and Analyze

Problem/Solution

Cause/Effect

Causes War in the Trenches

Homefront

Ending the War

Results

Assessment

Unit Objectives:1.Analyze primary and secondary sources2.Explain the causes and assess the strengths of both sides3.Justify US neutrality at the start of World War I4.Justify US entry into World War I5.Explain the impact of the war on American society6.Analyze Wilson’s 14 points and the Treaty of Versailles

US Entry

8/17/2010

HomefrontEnd of the War

Results

The causes

and course of

World War I

NAMEDATEThe Unit Organizer BIGGER PICTURE

LAST UNIT/Experience CURRENT UNIT NEXT UNIT/Experience U

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UNIT SCHEDULE UNIT MAP

CURRENT UNIT1 32

4

5

6

7

8

Unit 2, Pt. 1, IMPERIALISM Unit 2, Pt. 2, WORLD WAR I 1920’s – Significant Social & Foreign Events

US Entry

Causes

TrenchWarfare

1. What were the main causes of World War I?2. Why did the US enter World War I?3. How did World War I affect American society?4. What was war like for the soldiers in the trenches?5. Why didn’t the US become a member of the League of Nations and why

did the US fail to sign the Versailles treaty?6. How did the Treaty of Versailles sow the seeds for the next war?

Process and Analyze

Problem/Solution

Cause/Effect

Causes

HomefrontEnding the War

Peaceful Negotiations

and the Treaty of

Versailles

Assessment

US Entry

10/1/2010

Trench Warfare

Homefront

End of the War

Results

As motivated by the underlying …

Intensified by…

Provoked by hostile actions/threats from Germany…

Supported byAmerican patriotism on the…

Contributing events to…

The positive and negative results of …