Developing Unit Analysis

Developing and Process of Developing Unit Outline

Establishing a starting point for this assignment was far more difficult than I anticipated. During this semester, I am acquiring countless new resources and teaching tools all while simultaneously reaching a more profound insight into pedagogical theories such as Universal Design for Learning (UDL) and differentiation. These new insight into theoretical knowledge coupled with the excitement of the soon approaching student teaching practicum is creating a certain anxiety in which I feel the need to use all this new information all at once. Nonetheless, I recognize that this overly enthusiastic urge is not only unrealistic, but also counterproductive still, the desire to "get it right" for the

Before making a choice, I went to the Alberta learning program of study (ALPS) (2000) for grade nine and while investigating, I noticed an interesting statement under the heading, "reading and writing" in which, the ALPS draws attention to the fact that reading and writing, "enables students to . . . increase their understanding of themselves and others. . ." (p. 2). This notion of broadening students' awareness of his/her own intrapersonal and interpersonal awareness is particularly important to my teaching pedagogy. Moreover, the reason for selecting the grade 9 ALPS rests simply in that I will be teaching ninth grade starting in November and I want to familiarize myself with learning outcomes (LO). Next, I discussed the ALPS with my mentor teaching and she drew my attention to the fact that theme is a new elements introduced at the grade 9 level. Again, I returned to the ALPS and started brainstorming ideas by extracting specific LOs from the program to construct a rough outline of the unit. Next, I found myself reflecting for a few days, and while grocery shopping, washing laundry, and cooking, I drew conclusions on the following three essential for this unit and my emerging practice. First, I sincerely enjoy reading and analysing novels, and since I feel confident with my skills to teach a novel I selected Of Mice and Men to study with the class. Likewise, I believe that this novel captures the fundamental lesson expressed in the ALPS regarding the appreciation of others' perspective. Second, I am growing more aware of my belief that to be a strong writer and/or reader, students should learn the essentials in a somewhat traditional manner. Perhaps an analogy will best express my position. A friend of mine has experienced considerable success in a punk-rock band; yet, her initial understanding of music was formed as a child playing the cello. Through her rich understanding of the classics, my