Jeremia

Reading Notes: Steppingstones to Curriculum, Chapter 7 Planning Classroom Units

1. Outline
I. Planning Classroom Units
II. Nine Steps in Planning Classroom Units
III. Adapting Units for Classroom

2. Notes
In the beginning of the chapter, the author presents an example of planning a unit with the whole
school. The author explains that an integral unit has a clear thematic focus with internal unity,
external consistency, and meaningful links to related subject disciplines.
The author continues by providing the nine steps in planning classroom units, which
include (1) Determining the significance and relevance of a topic, (2) Brainstorming ideas,
possibly using a planning chart, (3) Formulating a unit focus or creating a thematic statement,
guiding questions, and intended learning outcomes, (4) Designing and sequencing suitable
learning activities, (5) Review and incorporate linkages with government-mandated standards;
adding or revising learning activities accordingly, (6) Plan a schedule, (7) Select resources, (8)
Plan student assessment, (9) Review the effectiveness of the unit.
At the end of the chapter, the author explains that to adapt a unit from other sources, one
needs to determine his/her own focus and intents, and then adjust ideas from the available
sources.

3. Reflection on the Process of Writing Unit Plan

After reading this chapter, I can judge if the unit plan for my teaching practicum meets the criteria
of an integral unit or not. My unit plan is integral because it is internally unified. It means that I
directed all thought and activity toward a theme that is more than just an event in South Africa. It
contains the values and the dispositions that I want to foster. I would like my students to
understand that everyone, be it an African or a helper, is created in the image of God.
Furthermore, I also would like my students to act upon what they learn by treating their helpers
well. I assessed their commitment by having them write an essay about their helpers.
Regarding steps planning in classroom units, the way I planned my unit is somewhat
different from the authors. I followed the first and the second step, which is determining the
significance of a topic and brainstorming ideas. The topic, human rights and social justice issues,
is relevant to the unit of the sixth grade in SPH (Step 1). Then, I consulted my cooperating teacher
and shared some ideas (Step 2). Yet, after brainstorming ideas, I studied the novel as the resource
(Step 7) and planned student assessment (Step 8). This explains why I had a difficulty planning
the summative assessment. I learn in this chapter that it probably would have been easier for me if
 Jeremia

I formulated a focus unit and intended learning outcomes (Step 3) before planning student
assessment because I should know what I want to assess before planning how I want to assess.
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Reference
Van Brummelen, H. (2002). Steppingstones to Curriculum: A Biblical Path. Colorado Springs, CO:
Purposeful Design Publications.