In the spring of 2014, I enrolled in the course

EDU 3350, Language Arts and Linguistic

Foundations. During the duration of this course,
I worked diligently to thoughtfully plan a unit of
instruction, which was centered on the tool of
sequencing for first grade students. A large
piece of the planning process was the creation of
a unit calendar, which assisted me in planning
the tools and enduring understandings I wanted
students to carry away with them after the unit
of study was complete. The creation of a unit
calendar also helped me to intentionally plan
how I would scaffold my students as they learn
to apply new tools, how I would employ the
gradual release model of instruction during my
unit, and how my students would demonstrate
effective use and understanding of the tools.
The creation and the use of a unit calendar
allowed me to see the bigger picture and plan
the elements of the unit prior to creating the
lessons. This process of backward design was
extremely helpful as it allowed me to be more
intentional with my planning and focus on the
tools and the process rather than the product,
topic or activities related to a particular theme.

In addition to the benefits mentioned above, the
creation of a unit calendar also assisted me in
developing an appropriate sequence of learning
experiences based on the tools I wanted my
students to add to their tool belts. Seeing the
elements, tools and instructional plans laid out
in a calendar form really and truly assisted me
in thoughtfully planning the exploration,
instruction and application of the tools in a
sensible order. When I first began planning my
unit calendar, I introduced sequencing as it
related to informational texts prior to
introducing sequencing as it related to everyday
activities. After receiving some valuable
feedback and doing some personal reflecting, I
came to realize that my approach was not going
to set my students up for successful
comprehension and application of the tools I
wanted them to add to their tool belts. Thats
when I decided that I must take the tool of
sequencing and relate it to something that is
relevant and well understood by students from
the start. I felt that introducing sequencing using
real life examples would prove to make the
comprehension and application of the tool more
probable than if I was to initially introduce the
tool of sequencing through the exploration of
unfamiliar informational texts.

It took a vast amount of feedback, revamping
and planning to arrive at a solid unit calendar,
however, the revisions and effort I put forth
proved to be well worth it. The creation of my
unit calendar assisted me in not only planning
instruction and lessons based on tools and
enduring understandings, but it also assisted me
in intentionally planning my instructional moves
and activities in a sensible order. When creating
units of study for my future students, I will be
sure to utilize the process of backward design
and planning and base my instructional moves
and activities on tool and processes rather
products and themes.


Standard 7: Planning for Instruction
The teacher plans instruction that supports every student in meeting
rigorous learning goals by drawing upon knowledge of content areas,
curriculum, cross-disciplinary skills, and pedagogy, as well as
knowledge of learners and the community context.