Unit Planning Template
Shared by: gigi12
Unit Planning Overview I. Expectations and Requirements for 2008-2009 school year A. Curriculum Maps for all courses taught are due on Friday, August 8 (PD day). B. A unit plan (for your 1st unit in one course) is due on Friday, August 15. C. Two additional units, one each semester, are to be submitted. If you are teaching more than one course, your two units should come from different courses. For example, if you are teaching Algebra II and Geometry, you should submit one unit from Algebra II and one unit from Geometry. D. 2nd unit plan is due on December 17, 2008 to your SOS lead. E. 3rd unit plan is due on May 1, 2009 to your SOS lead. F. You are being asked to submit a paper copy of the unit with culminating assessment and scoring guide included as well as an electronic copy to your school of study lead. There is a unit planning template available on the SK website. II. Definitions A. A lesson is one concept (core content) covering from 1 – 3 days. B. A unit is a series of lessons generally at least 2 weeks in nature centered on a theme or major concept. C. A curriculum map is a brief summary of all units taught during the school year, including a sequence of instruction as well as a timeline. III. Other Information A. These are standard based units with the focus usually being core content but there may be exceptions depending on the course. B. There are templates for lesson plans, unit plans, and curriculum maps available on the SK website. C. Special education teachers will collaborate with regular education teachers to fulfill their requirements for unit plans. D. Unit plans will be reviewed and feedback will be given to teachers. E. Assistance in developing curriculum maps, culminating assessments, and unit plans is available by contacting an administrator, school of study lead, or curriculum leader. IV. Additional Resources A. Kenton County SOS webpage - http://www.kenton.k12.ky.us/sos/default.html B. Simon Kenton SOS webpage - http://www.sk.kenton.kyschools.us/Schools%20of%20Study/SOS%20Page.htm C. KDE standards based units webpage - http://www.education.ky.gov/KDE/Instructional+Resources/Curriculum+Documents+and+Reso urces/Teaching+Tools/Units+of+Study/ D. How to Develop a Standards Based Unit of Study - http://www.education.ky.gov/NR/rdonlyres/A8513515-E407-46F3-A28F- F763466F0DEC/0/HowtoDevelopaStandardsBasedUnitofStudy.pdf E. Core Content Organizer for SK - J:\Core Content Organizer All.xls F. Quality instruction notes from the Quality Instruction Rubric (handout) Unit Planning Template Unit Title Teacher School of Study Subject Length of Unit A. Core Content B. KCCT Common Assessments C. Essential Questions D. Context E. School of Study Organizer F. Culminating Assessment (include scoring criteria) G. SOS Learning Experiences H. Unit Sequence (include assessments, instructional methods) I. Resources (materials) J. Modifications K. Collaboration possibilities L. Reflection Unit Planning Guide A. Core Content 1. The specific core content covered in the unit should be identified. 2. Core content needs to be described not just stated by number. 3. Core content 4.1 should be used B. KCCT Common Assessments 1. All core content in the unit should be assessed to the appropriate DOK level. 2. Assessments should include KCCT like open response and multiple choice questions. 3. Indicate which questions are common to all teachers teaching the same course. C. Essential Questions 1. Essential questions provide the framework and focus for the unit. They promote critical thinking, help students connect to the SOS organizer, provide interest to the learner, and may have more than one right answer. 2. Essential questions should: a. Connect to the core content b. Narrow the focus of the organizer c. Encourage critical thinking skills D. Context 1. The context of the unit provides an overview of where students are in the class. 2. It should tell where the students have been, where they currently are, and where they are going. E. School of Study Organizer 1. A statement that communicates the purpose of the unit in a way that engages students. It should focus on a life issue, problem or question that provides a meaningful purpose for student learning. Students should be encouraged to engage in inquiry. 2. Characteristics a. Provides the why for learning b. Should connect to prior knowledge c. Should motivate and engage students d. Should be relevant to the SOS focus F. Culminating Assessment 1. This is the final assessment in the unit and should evaluate the student’s progress in understanding the school of study organizer, core content, and the essential questions. 2. The culminating assessment should: a. Demonstrate critical thinking skills b. Demonstrate learning in different ways c. Allow for diversity among students 3. The culminating assessment should include a scoring guide which specifically defines what the student needs to do and how well they need to do it. 4. Culminating assessments may include but are not limited to projects, presentations, portfolio pieces, and exams. 5. There is plenty of help available in developing culminating assessments. See an administrator or your department chairperson for assistance. G. SOS Learning Experiences 1. These are the various and rigorous instructional strategies and activities that will be used to teach the core content, address the learning styles in schools of study and enrich the unit including the formative assessments. 2. When planning the learning experiences think about how the unit will: a. Address SOS learning styles b. Address multiple intelligences c. Meet the needs of SOS learners d. Incorporate appropriate SOS literacy strategies e. Integrate SOS inquiry f. Connect to other content areas g. Integrate technology h. Address student interest and motivation H. Unit Sequence 1. This is the specific order of lessons that will result in the students being prepared to accomplish the culminating assessment. 2. This can be accomplished by including daily lesson plans, weekly activity sheets, outlining daily activities for the unit, or other similar methods. 3. Consider the following questions: a. What learning experiences will help develop and deepen understanding of important ideas/concepts? b. How will the learning experiences be organized to maximize engaging and effective learning? c. What sequence will work best for my students to understand this content? d. How do the lessons move students from foundational to critical thinking skills? I. Resources 1. This is a list of materials needed to support student learning in the unit. 2. Resources should: a. Relate to the core content b. Enhance student learning c. Allow for the diverse needs of the students d. Help make learning relevant to the students e. Integrate technology in a meaningful way J. Modifications 1. What are the specific accommodations in the unit to account for special education, gifted and talented, and other diverse learners? 2. This is an area where special education collaborators will be particularly helpful. K. Collaboration possibilities 1. Look for other content areas or teachers where collaboration will enhance the learning experience for students. 2. This is a place to list ideas even if they are not possible for this year but may be in the future. L. Reflections 1. After teaching the unit, reflect on the strengths and weaknesses of the lessons, activities, and assessments as well as how to improve the unit. 2. Questions for reflection: a. What worked well and how do I know this? b. What lessons need revisions? How and Why? c. How did my assessments guide/alter my instruction? d. Are there other subjects where collaboration is possible? e. Are there any other resources I could include? f. What will I do differently next time?