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    NVSD Unit Planning Guide September 2016

    Uploaded by

    Jessica Duckles
    This unit planning guide from the North Vancouver School District outlines the key components of a unit plan, including: - The unit overview, grade, duration, and related big ideas - Stage 1 - Desired Results, including the big idea, transfer goals, key concepts, unit understandings, essential questions, curricular competencies, and content - Stage 2 - Evidence, including the teacher evaluative criteria, authentic performance task, and other evidence of learning - Stage 3 - Learning Plan, including monitoring progress, executing the learning plan through suggested lesson events and activities, and resources The guide emphasizes aligning the various stages and components of the unit plan to create coherent and connected learning experiences for students.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    NVSD Unit Planning Guide September 2016

    Uploaded by

    Jessica Duckles
    69 views3 pages
    This unit planning guide from the North Vancouver School District outlines the key components of a unit plan, including: - The unit overview, grade, duration, and related big ideas - Stage 1 - Desired Results, including the big idea, transfer goals, key concepts, unit understandings, essential questions, curricular competencies, and content - Stage 2 - Evidence, including the teacher evaluative criteria, authentic performance task, and other evidence of learning - Stage 3 - Learning Plan, including monitoring progress, executing the learning plan through suggested lesson events and activities, and resources The guide emphasizes aligning the various stages and components of the unit plan to create coherent and connected learning experiences for students.

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    This unit planning guide from the North Vancouver School District outlines the key components of a unit plan, including: - The unit overview, grade, duration, and related big ideas - Stage 1 - Desired Results, including the big idea, transfer goals, key concepts, unit understandings, essential questions, curricular competencies, and content - Stage 2 - Evidence, including the teacher evaluative criteria, authentic performance task, and other evidence of learning - Stage 3 - Learning Plan, including monitoring progress, executing the learning plan through suggested lesson events and activities, and resources The guide emphasizes aligning the various stages and components of the unit plan to create coherent and connected learning experiences for students.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    69 views3 pages

    NVSD Unit Planning Guide September 2016

    Uploaded by

    Jessica Duckles
    This unit planning guide from the North Vancouver School District outlines the key components of a unit plan, including: - The unit overview, grade, duration, and related big ideas - Stage 1 - Desired Results, including the big idea, transfer goals, key concepts, unit understandings, essential questions, curricular competencies, and content - Stage 2 - Evidence, including the teacher evaluative criteria, authentic performance task, and other evidence of learning - Stage 3 - Learning Plan, including monitoring progress, executing the learning plan through suggested lesson events and activities, and resources The guide emphasizes aligning the various stages and components of the unit plan to create coherent and connected learning experiences for students.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 3

    North Vancouver School District

    Unit Planning Guide


    Subject:

    Topic:

    Unit Overview:
    This unit

    Grade:

    Related Big Ideas:

    Unit Duration:

    STAGE 1 DESIRED RESULTS


    To include statement about how these four sections are interrelated...
    BIG IDEAS

    TRANSFER GOALS

    BIG IDEA:

    TRANSFER:
    Students will be able to independently use their learning to

    CUT/PASTE from Ministry curricular document

    What are the real world applications of this concept?


    - What should students remember from this unit?
    - Where might students have the opportunity to predict, design,
    solve, test and/or improve their own ideas, theories, solutions or
    creations?

    CONCEPTS:

    Teachers unpack the big idea into 2-4 key concepts


    Point form

    MEANING
    UNIT UNDERSTANDINGS:
    Students will understand that

    ESSENTIAL QUESTIONS:
    Students will keep considering

    When shaping unit understandings . Consider what experts


    understand that beginners do not1-4 understandings per unit
    What specifically do teachers want students to understand?
    How do the key understandings lead to the development of new
    knowledge?
    What inferences should students be able to make?

    Consider stems such as:


    - To what extent
    - In what ways might
    - What could happen if
    - Why
    What thought-provoking questions will foster inquiry,
    meaning-making, and transfer?
    What questions will students explore and address?

    ACQUISITION
    CURRICULAR COMPETENCIES

    CONTENT

    CUT/PASTE from Ministry curricular document

    CUT/PASTE from Ministry curricular


    document

    Students will be skilled at

    Students will know that

    CORE COMPETENCIES

    CUT/PASTE from Ministry curricular document


    Which Core Competencies will be integrated into the unit?

    FIRST PEOPLES PRINCIPLES OF LEARNING


    The unit will make connections with:

    CUT/PASTE from Ministry curricular document

    August 2016

    North Vancouver School District


    Unit Planning Guide
    STAGE 2 - EVIDENCE
    TEACHER EVALUATIVE
    CRITERIA:
    Rubric:
    What performances and
    products will reveal evidence
    of understanding and
    transfer?

    AUTHENTIC PERFORMANCE TASK: Assessing for Understanding


    Students will be able to demonstrate their understanding by:
    What is a GRASPS task?

    G R A S P S
    Goal
    Role
    Audience
    Situation
    Performance or
    Product
    Standards
    Differentiation:
    *How does this link to the Big Idea or Essential Questions?
    OTHER EVIDENCE: Assessing for Knowledge and Skills
    Students will show they have acquired Stage 1 knowledge and skills by:
    What other evidence will teachers collect to determine whether Stage 1 goals were achieved?

    STAGE 3 LEARNING PLAN


    MONITORING PROGRESS
    Criteria:
    What criteria will be used to
    evaluate for understanding
    and transfer?
    Differentiation:
    How is the learning, content,
    process and product
    differentiated for All, Most and
    Some students?

    EXECUTE THE LEARNING PLAN


    Student success at transfer, meaning, and acquisition depends upon
    These learning events/activities are suggested activities and/or guiding questions only. They are not fully
    completed lesson plans, and some activities may span over several lessons. Teachers will add, revise and
    adapt based on the needs of their students, their own personal preferences for resources, and use a
    variety of instructional techniques.
    Teachers should consider the following aspects when creating lesson plans for each of these
    activities: WHERE TO (Wiggins and McTighe)
    Where: are we going in this lesson? Why? What is expected of my students during and after this
    lesson?
    How: will I hook and hold student interest during this lesson?
    Equip: How will I equip students for expected performances? How will I make sure to teach the
    foundational skills so that they can understand and complete tasks?
    Rethink & Revise: How will I help students reflect, rethink and revise their ideas, writing, and tasks?
    Evaluate: How will students self-evaluate and reflect on their learning after each lesson/task?
    Tailor:
    How will I tailor learning to varied needs, interests and styles? (refer to the NVSD
    Adaptations Checklist).
    Organize: How will I organize and sequence the learning in each lesson and transition to a new
    lesson?
    The Learning Events should always be prefaced by focusing on the essential questions:
    Formatting should be:
    Lesson 1:
    Lesson 2:
    Lesson 3:
    LEARNING EVENTS
    Student success at transfer (T), meaning (M), and acquisition (A) depends upon
    Are all three types of goals (acquisition, meaning, and transfer) addressed in the learning plan? (A)
    (M) (T)
    Is the Learning Plan aligned with Stages 1 and 2?
    What pre-assessments will teachers use to check students prior knowledge, skill levels, and potential
    misconceptions?
    What activities, experiences and lessons will lead to achievement of the desired results and success at
    the assessments?
    Does the learning plan reflect principles of learning and best practices?
    How will the learning plan reflect readiness, the learning profile, and the interests of the students?
    Possible AbEd connection

    August 2016

    North Vancouver School District


    Unit Planning Guide
    RESOURCES
    Classroom environment, local environment, and/or community connections
    Field trips
    People, places, audio-visual materials, related literature
    Music, art, computer software, textbooks
    REFLECTION :
    How will teachers and their students reflect on and evaluate the completed project?
    Teacher:

    Student:

    Next time I teach this unit I would

    My students needed:
    Process:
    Product:
    Content:

    Potential Student Misunderstanding:


    Were any misunderstandings revealed during the teaching of this unit?
    How will students get the feedback they need?

    August 2016

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