Curriculum Unit Organization
I. Title
II. Table of
Contents
III. Rationale
Why are you teaching
this unit? What is important for you as a teacher and researcher?
IV. Conceptual
Framework
V. Assessment
Policies and Principles
VI. Unit Overview
VII. Key Concepts
What are the key concepts associated with your content, theme or enduring idea?
VIII. Essential
Questions.
What are essential questions associated with your themes or enduring
ideas?
Are the questions generative and conducive to divergent answers? Are
the questions open-ended, inviting further research and speculation? Do the questions connect to the enduring
ideas of your unit?
IX. Learning Goals.
What do you want your students to know or understand or be
able to do? What do you want them to feel or experience? What are your goals for yourself?
Do the goals reflect a “big idea” in the discipline?
Do the goals align with national art standards?
Do the goals reflect a variety of levels of learning (see Bloom’s
Taxonomy)
Are the goals appropriate to the expected development and cultural
background of your students?
X. Art Learning Standards
How does your unit and learning goals align with state or national
standards?
XI. Lesson Plans including Culminating Project
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