Content
Enhancement
Samples
Part of the
Strategic Instruction Model
from
The University of Kansas
Cyndi Gibson, certified professional developer
The Unit Organizer
4
NAME
DATE
BIGGER PICTURE
Elida Cordora
1/22
The roots and consequences of civil unrest.
2
LAST UNIT /Experience
Growth of the Nation
8
1/22
UNIT SCHEDULE
Quiz
1/29
Cooperative groups over pp. 210-225
"Influential Personalities"
projectdue
1/30
Quiz
Cooperative groups over pp. 228-234
Review for test
2/7
Review for test
2/6
Test
The Causes of the Civil War
3
NEXT UNIT /Experience
The Civil War
UNIT MAP
was based on
Sectionalism
was influenced by
pp. 201-236
Areas of
the U.S.
emerged because of became greater with
Differences
between
the areas
Events in
the U.S.
What was sectionalism as it existed in the U. S. of 1860?
How did the differences in the sections of the U.S. in 1860 contribute to the
start of the Civil War?
What examples of sectionalism exist in the world today?
Leaders
across the
U.S.
descriptive
compare/contrast
cause/effect
6
UNIT
RELATIONSHIPS
UNIT SELF-TEST
QUESTIONS
2/6
7
CURRENT
UNIT UNIT
CURRENT
Cooperative groups over pp. 201-210
1/28
2/2
5
1
The Unit Organizer
9
The Causes of the Civil War
Elida Cordora
1/22
Expanded Unit Map
was based on the
Areas of the
U.S.
Sectionalism
West
South
North
NEW
UNIT
SELF-TEST
QUESTIONS
was influenced by
pp. 201-236
developed because of
became greater with
Leaders of
change
such as
-Henry Clay
-Stephen Douglas
-Zachary Taylor
-Harriet Beecher Stowe
-Douglas Filmore
and included
such as
and included and included
-John Brown
-1820
Missouri
Compromise
-Jefferson Davis
Social
Political Economic -1846 Mexican War
-Abraham Lincoln
Differences Differences Differences
-1850 Compromise of 1850
-1850 Fugitive Slave Law of 1850
-1852Uncle Tom's Cabin
-1854 Kansas-Nebraska Act
-1854 Republican Party formed
-1854 Bleeding Kansas
-1857 Dred Scott Case
-1858 Lincoln Douglas Debates
-1859 John Brown's Raid
-1860 Lincoln Elected
-1860 South Carolina Secedes
-1861 Confederacy formed
Differences
between the
areas
10
NAME
DATE
Events in the
U.S.
How did national events and leaders pull the different sections of the U.S. apart?
The Unit Organizer
4
BIGGER PICTURE
Basic Math Idea and Skills
2
LAST UNIT/Experience
Addition and Subtraction
8
UNIT SCHEDULE
5
3
Working with Decimals
NEXT UNIT/Experience
Measurement
UNIT MAP
11/5 Problems on p. 54.
Expressing number
values in relation to "10"
11/6 Problems on pp. 55-57
11/8 Quiz on names and
rounding
11/9 Class demonstrations
Using Math Skills
CURRENT
CURRENT
UNIT UNIT
1
David Mendez
11/5
NAME
DATE
through
word names
11/10 Problems on pp. 59-61
with
pp. 54-72
by
rounding
with
percents
fractions
11/11 Problems on pp. 63-65
11/12 Conversion quiz
11/13 Problems on pp. 67-69
11/14 Problems on pp. 70-71
How do you change a fraction into a decimal? (Now, show me!)
How do you change a percent into a decimal? (Now , show me!)
Steps
Pros and Cons
6
UNIT
7
How can rounding help us solve problems?
RELATIONSHIPS
UNIT SELF-TEST
QUESTIONS
11/15 Class demos and
review
11/16 Test
The Teaching Device: The Lesson Organizer
Lesson Organizer
4 UNIT or BACKGROUND
Causes of the Civil War
DATE:
11/21
NAME:
Ms. Mendez
(sectionalism)
was based on
emerged because of
Differences between the areas
Areas of the U.S.
and included
and included
Economic
Differences
2
became greater with
Political
Differences
Relationships
1
Events in the U.S.
Leaders across the U.S.
and included
Social
Differences
LESSON TOPIC
3 Task-Related Strategies
Economic Differences
compare / contrast
self-questioning
is about
5 Lesson Map
North
was influenced by
the
conflicting interests in the way
people made a living. . . . .
between....
and the
West
the
South
6 Challenge Question
7 Self-test Questions
What are the types of economic differences that appear between groups of people in a community? Can tension exist?
1. What were the economic characteristics of
the three sections?
2. How did the economic similarities and
differences fuel the fires of war?
8 Tasks
1.First half of class, discuss as group the economic
differences.
2. Second half of class, work in groups to answer
the challenge question on page 213 of the text.
Anchoring Table
Unit:
3
Known
Information
2
teachers
4
administrators
Known Concept
1
Decision making
in your school
Characteristics of Known Concept
penalties
not sure if
powers are
written down
teachers
make
assignments
administrators expel
Characteristics Shared
6
Decisions are made by
administrators & teachers.
5
2 groups are involved.
Rules, written or understood, tell
how power is divided.
rules
Name:
Rules tell how power is divided.
Date:
New Concept
Federalism
in the U.S.A.
Characteristics of New Concept
Decisions are made by state &
national govts.
Rules, based on Constitution,
tell how power is divided.
Some powers belong to
administrators (expel).
Some powers belong to one
group.
Some powers belong to
teachers (give assignments).
Some powers belong to the
other group.
Some powers belong to states
(education, marriage, gambling).
Some powers belong to both
(make rules, set penalties).
Some powers belong to both
groups.
Some powers belong to both
(tax, punish crimes).
7 Understanding of the New Concept:
Some powers belong to national
govt (war, money).
Federalism in the U.S.A. is a form of government in which decisions are made by both
state and national govts. Rules to decide how power is divided are based on the Constitution. Some powers (e.g., make
war, coin money) belong to the national govt. Other powers (e.g., education, marriage, gambling) belong to the states.
Some powers (e.g., tax, punish crimes) belong to both.
ANCHORS
Linking
Steps:
1 Announce
the New Concept
2 Name
Known Concept
3 Collect
Known Information
4 Highlight
Characteristics of
Known Concept
5 Observe
Characteristics
of New Concept
6 Reveal
Characteristics
Shared
7 State
Understanding of
New Concept
 Term
Battle of the Bulge
 Core idea
Last German offensive of World War II
Use it to describe...
Example of...
• Refusing to give up
despite the odds
against you.

 Clarifiers
• Allies surrounded; out of
supplies.
• Terrible winter storm.
• Worst U.S. casualties of
Don’t confuse it with...
Not an example of...
• Giving up when the
odds are against you.

 Example sentence
 Knowledge connections
• “Hail, Mary” pass play
made by losing team at
the end of a football
game.
the war.
• Patton’s army saved the
day.
General George Patton led the allied forces in the Battle of the Bulge.
Comparison Table
Comparison Table
2
1
3
Overall Concept
Concept
1
Characteristics
3
Concept
C
O
M
P
A
R
I
N
G
Communicate Targeted Concepts
Obtain the Overall Concepts
Make lists of Known Characteristics
Pin down Like Characteristics
Assemble Like Categories
Record Unlike Characteristics
Identify Unlike Categories
Nail Down a Summary
Go Beyond the Basics
Characteristics
9
Extensions
2
Overall Concept
VERTEBRATES
1
Concept
1
Birds
3
Characteristics
3
Most fly
Warm-blooded
Live worldwide
Feathers
Backbone
Young hatch from eggs
4
Like Characteristics
5
4
Like Categories
Concept
Mammals
Unlike Characteristics
6
Unlike Characteristics
7
Unlike Categories
6
Most travel by foot
Warm-blooded
Live worldwide
Hair
Backbone
Most young born live
Like Characteristics
Unlike Characteristics
Most fly
Feathers
Young hatch from eggs
8
Summary
6
Communicate Targeted Concepts
Obtain the Overall Concepts
Make lists of Known Characteristics
Pin down Like Characteristics
Assemble Like Categories
Record Unlike Characteristics
Identify Unlike Categories
Nail Down a Summary
Go Beyond the Basics
Characteristics
Warm-blooded
Live worldwide
Backbone
6
C
O
M
P
A
R
I
N
G
Unlike Characteristics
Most travel by foot
Hair
Most young born live
9
Extensions
Explore how many
heart chambers
birds and mammals
have, and enter
the information on
the table
5
Like Categories
How body temperature
is regulated.
Where they live.
How their bodies are
supported.
7
Unlike Categories
How they travel.
What covers their
bodies.
How young are born.
8 Summary
Birds and mammals are two vertebrates that are alike with regard to how their body temperature is
regulated, where the live and how their bodies are supported. They are different in terms of what
covers their bodies and how they travel from one place to another. They are also different in terms of
how their young are born.
The FRAME Routine
Key Topic
Evolution of Europe
is about…
how European civilization evolved through the ages
Main idea
Main idea
Main idea
Main idea
The Middle Ages
The Renaissance
The Reformation
The Age of Discovery
Essential details
Essential details
Essential details
Essential details
Life was either
very good or bad;
two classes
Trade increased;
new middle class
Merchant (middle)
class allowed trade
specialization
Increase in leisure
time = more time
for exploration
Common person
uneducated
Increase in
education & the arts
Increase in education
= more people read
Bible themselves
New map making
technology &
navigating skills
Art focused on
religion
- very dull colors
Arts focused on
humans; very realistic
Artists used woodcuts
to spread
Protestant ideas
Maps became more
real and less fantasy
Feudalism type of
government
“City- states” govt.
allowed Renaissance
to start
Pope’s weakened
power = end of
Holy Roman Empire
Monarchs were able
to support explorers
So What? (What’s important to understand about this?)
Stages in history never just occur for no reason–
key things happen that cause big changes in society.
Key Topic
The FRAME Routine
Polygons
is about…
labeling shapes according to the number of sides
Main idea
Main idea
Main idea
3 sides
3 angles
4 sides
4 angles
5 sides
5 angles
TRI means 3
QUAD means 4
Triangle
Main idea
Octagon
8 sides
8 angles
OCT means 8
Quadrilateral
Main idea
Decagon
Pentagon
PENT means 5
Main idea
Main idea
Hexagon
6 sides
6 angles
HEX means 6
Main idea
10 sides
10 angles
DEC means 10
So What? (What’s important to understand about this?)
Polygons are closed, flat figures with straight lines for sides.
The LINCS Table
1 Term
palisades
3 Reminding Word
pal
4 LINCing Story
My pal, Joe, dove
from the cliff into
the ocean.
5 LINCing Picture
2 Definition
A line of steep
cliffs a long a
river or ocean.

Key Words
elephant




human
warm-blooded
CONVEY CONCEPT
Mammal
OFFER OVERALL
CONCEPT
CLASSIFY
CHARACTERISTICS
warm-blooded
Always Present
walks on 2 legs
nurse the young
walks on 4 legs
has hair
swims in water
is cold-blooded
Never Present
moves on the ground

EXPLORE EXAMPLES
shark
Examples:
snake
elephant
alligator
bat


Nonexamples:
human
whale
walk on 4 legs
cold-blooded
Sometimes Present
can fly
bird
can fly

NOTE KEY WORDS
nurse the young
whale
CONCEPT DIAGRAM

Vertebrate
duckbill
platypus
shark
bird
PRACTICE WITH NEW EXAMPLE
TIE DOWN A
DEFINITION
A mammal is a warm-blooded vertebrate that has hair and nurses its young.

Key Words
events




telling
CONVEY CONCEPT
story
OFFER OVERALL
CONCEPT
communication
CLASSIFY
CHARACTERISTICS
Always Present
Sometimes Present
Never Present
telling
fiction
merely facts
connected events
history
merely opinion
time related
song
merely description
verse

EXPLORE EXAMPLES
Examples:
Nonexamples:
Gone with the Wind
names of U.S. senators
Grimm's Fairy Tales
newspaper
editorial
"The Midnight Ride of Paul Revere"
history
Legend of
Davy
Crockett
M.L. King's "I Have a Dream" speech
"America the Beautiful"
newspaper article about a rescue
newspaper
article

NOTE KEY WORDS
Gone with
the Wind
Grimm's
Fairy Tales
CONCEPT DIAGRAM



newspaper editorial
PRACTICE WITH NEW EXAMPLE
TIE DOWN A
DEFINITION
A story is a communication that tells events in a time-related fashion.
Question Exploration Guide
1
What is the critical question?
Why is conflict important to the plot in a narrative?
What are the key terms and
explanations?
2
Conflict?
A struggle between people or within a person
Plot?
Connected events in a narrative
Narrative?
A story with an introduction, high point, and resolution
Resolution?
How the conflict is ended
What are the supporting questions and answers?
3
Who has a conflict?
A main has a conflict.
Why is conflict important in the
introduction?
It grabs the reader’s interest in the main character’s problem.
Why is it important at the high point?
Why is it important in the resolution?
4
5
The main character must make an important decision.
We see the solution and learn the author’s message.
What is the main Idea answer?
The conflict get us interested to see the main character’s decision about a
problem and learn the author’s message.
How can we use the main idea again?
Select a narrative we’ve read, describe the conflict, and explain how the author uses
conflict as described in the main idea.
6
Is there an Overall Idea? Is there a real-world use?
Select a real-life conflict shown on T, or described in a newspaper or magazine. Explain how the
storytellers have kept you involved in the conflict as described in the Main Idea and what, if any,
message has been delivered.
Question Exploration Guide
1
What is the critical question?
How do the larval and adult stages of amphibians differ?
What are the key terms and
explanations?
2
Amphibians?
Vertebrates that are usually aquatic as larvae and terrestrial
as adults
Larval stage of amphibians?
Fishlike feeding stage that develops from an egg in complete
metamorphosis
Metamorphosis?
Marked transformation in form and mode of life during
development from the larval stage to the adult stage
What are the supporting questions and answers?
3
What are Characteristics
of the larval stage?
What are the
characteristics of the adult
stage?
What are the categories
of difference?
4
Differences
Characteristics
of larval stage
1. Breathe with gills
2. Single-loop circulation
3. 2-chambered heart
1. Respiratory system
2. Vessels of the
circulatory system
3. Heart in the
circulatory system
Characteristics of
adult stage
1. Breath with lungs/skin
2. Double-loop
circulation
3. 3 chambered heart
What is the main Idea answer?
Find an amphibian that does not fit this main idea and explain.
5
How can we use the main idea again?
The systems of the adult stage of most amphibians are more complex than the larval phase.
6
Is there an Overall Idea? Is there a real-world use?
Find and discuss an environmental problem that inhibits the development of an amphibian from the
larval stage to the adult stage.
Question Exploration Guide
1
What is the critical question?
How does the destruction of the rain forest in South America contribute to the greenhouse effect?
What are the key terms and
explanations?
2
Rain forest?
Thick evergreen forest in hot, wet areas
Greenhouse?
Glass house that traps sun’s heat to grow plants
Greenhouse effect?
Carbon dioxide (CO2) absorb and hold earth’s heat in the atmosphere
What are the supporting questions and answers?
3
How is the rain forest being
Farmers burn forest to get more crop land.
destroyed?
What are effects of the
destruction?
Why is it called the
Forest can’t remove CO2 from air AND the
Burning releases CO2 into atmosphere.
Greenhouse Effect?
What is the result of the
CO2 helps form a layer around the earth (acting like glass in a greenhouse
Greenhouse Effect?
More heat is trapped on earth’s surface
4
5
What is the main Idea answer?
When farmers burn forest, CO2 increases, and traps more heat on earth.
How can we use the main idea again?
How would cutting rather than burning forest affect the atmosphere?
6
Is there an Overall Idea? Is there a real-world use?
What happens in one part of the world can affect us all.
Question Exploration Guide
1
What is the critical question?
What is the algorithm and an associated acronym for multiplying binomials?
What are the key terms and
explanations?
2
Algorithm
A set of steps for performing a math operation.
Binomial
A mathematical expression comprised of two terms joined by a plus sign (+) or a minus sign (-).
Acronym
A word formed by the first letters of different words.
What are the supporting questions and answers?
3
What is step 1?
F = Multiply the First terms in each binomial
(2x-y)(3x+2y) 2x * 3x = 6x2
What is step 2?
O = Multiply the Outside terms in each binomial
(2x-y)(3x+2y)
What is step 3?
2x * 2y = 4xy
I = Multiply the Inside terms in each binomial
What is step 4?
(2x-y)(3x+2y)
What is step 5?
-y * 3x = -3xy
L = Multiply the Last terms in each binomial
-2 * 2y = -4y2
(2x-y)(3x+2y)
S = Set up and Summarize the answer.
6x2 + 4xy-3xy - 4y2
4
5
=
6x2 + xy - 4y2
The algorithm contains 5 steps involving multiplying the terms in a sequence and summarizing the
What is the main Idea answer? answer. The word “FOILS” is an acronym that can be used to remember the steps.
How can we use the main idea again?
Solve this new problem using the FOILS algorithm. (3x + 4y)(2x + 2y)
6
Is there an Overall Idea? Is there a real-world use?
Explain how the FOILS acronym helps you as a learner. Create your
own memory device for another math algorithm.