Ember Unit Plan
Although her standards-based project only focused on her unit plan for the City of Ember, this unit plan is a true representation of how Ms. Estes plans all her units. Each unit of study incorporates the development of reading, writing, listening and speaking skills. The storyboard assignments required students to demonstrate their reading comprehension skills (reading and listening), the time capsule assignment required students to write a proper letter (writing) and the final project promoted student autonomy and required students to practice their presentation skills while explaining their projects to their peers (speaking). (3.1, 4.1)
Skills are developed overtime and rigor is added. For example, early in the year, students were taught how to write chapter summaries by listing five interesting things the
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Estes uses various resources and instructional tools. In class reading varies; teacher led, student led and audio CDs. Technology is not only used by the teacher to present content, but students are also taught how to use technology to demonstrate their learning. Encouraging the use of technology does not only allow students to develop their technology literacy skills, but it also allows them to reach a higher level of understanding and demonstrate a level of creativity that is not obtainable by only using paper and pencils. (3.5)
As a Language Arts and Social Studies teacher, Ms. Estes constantly interrelates ideas and information from both subject areas. In addition, choice 2 of the City of Ember Final Project asked students to use their science skills to create a sustainable electricity source. (3.1, 3.3)
Class assignments developed basic skills and allowed students to utilize their interests to depict their learning. On various class assignments, students had the option of completing traditional paper/pencil assignments or using their creativity to demonstrate their comprehension of the subject matter. (4.1,
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