Two-Column Notes

Date: Name: Class/Subject:

8/22/2017 Kaitlyn Hamlin EDTL 4760
Media Reaction Blog 1: BLA pages 225-234 on Designing Cohesive Unites

Page # The Text Says I Say

Notes (key concepts, direct quotes, etc.) My notes, commentary

225 After you introduce the essential question at the
beginning of the unit, students reflect on it
repeatedly as they gather evidence, explore
various perspectives, and build their knowledge
with purpose and focus. They are then able to
synthesize and evaluate what they have learned
to create meaningful and convincing response to
the question.
Memorization alone will not give students the skills
they need to succeed in everyday life. Having essential
questions can guide ideas and help students engage
in critical thinking. When students are able to dig
deeper and understand information in new ways then
they are opening their minds to bigger questions,
conversations, and knowledge.

229 Once you have determined your essential
question for the unit, design a kick-off activity for
the first lesson that introduces the essential
question, piques student interest, and challenges
students to draw initial conclusions.
Kick-off activities should enhance the essential
question, connect students to their objectives, and
help students engage in to the lesson that follows. The
kick-off is a transition that sets the stage for the main
ideas.

231 Step 3. Determine the sections of the Everything in the lesson, the opening, body, and
unit..These sections, each containing a series of closing should relate back to the essential question.
lessons should provide a clear organization for Doing this allows teachers to scaffold students
students as they gather and weigh evidence from towards bigger ideas. Teachers should always make
 a variety of perspectives, all related to the sure that the information they are giving will give
essential question. students the tools they need to think deeper.

231 While considering the standards, you should
view them through the lens of your essential
question for the unit: What lessons will both
address key standards and enable students to
explore the essential question from different
points of view?
If information does not address the essential question
then the information should be rethought. Teacher
should ask themselves Should I be using this? Does it
hold value towards our objectives?

233 As we explain in Assessments to Inform
Instructions, an effective assessment process in
social studies involves activities in which students
use their various intelligences to both
demonstrate and further their understanding of
key concepts in authentic ways.
Keeping in mind that every students is different, it is
imperative that the assessment process test students
in multiple ways. Assessments should allow students
to show their knowledge in a way that is meaningful
and real. Always assessing the same way might not
allow all students to perform to the best of their
abilities.

Connections to previous MR:

1. Briefly outline the BLA design process.
There are 6 steps to the BLA design process:
1. Develop an essential question for the unit.
2. Design a unit opener activity.
3. Determine the sections of the unit.
4. Identify lesson content that covers key standards and provides evidence on the essential question from different
points of view.
5. Plan assignments for the Interactive Student Notebook that will support the essential question.
6. Create an appropriate assessment for the unit.
2. Compare this to what you have already learned about unit planning.
This is the standard for what I have already learned about unit planning. Since the beginning, I have been taught that
the essential questions are a guide through a lesson. Unit planning requires that teachers build off of the information
they are teaching. Using essential questions to guide the lesson, content standards, assignments, and assessments
will help students engage in the information in a deeper way. The goal is to help students expand their perspectives
will also understanding their content.