STANDARD(S):_______________________________________________________

1
Component 3a1
UNIT OVERVIEW
UNIT TITLE
COURSE / GRADE LEVEL
ENDURING UNDERSTANDING
BRIEF SUMMARY OF THE UNIT
2
Unit Component 2 (Pennywell) 5th Grade/Science
Units and Unit Names
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9 Unit 10 Unit 11 Unit 12 Unit 13 Unit 14
Livin Large! Change is what MATTERS! Electrifying Information! Shake, Rattle, and Roll
Length of Time in Weeks to
Teach Each Unit
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9 Unit 10 Unit 11 Unit 12 Unit 13 Unit 14
10 8 8 10
Thompson/Thomason LFS
3
Unit Component 2
Units and Unit Names
SAMPLE
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9 Unit 10 Unit 11 Unit 12 Unit 13 Unit 14
Plants, Animals, and Microorganisms Physical and Chemical changes. Electricity Earth Changes
Length of Time in Weeks to
Teach Each Unit
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9 Unit 10 Unit 11 Unit 12 Unit 13 Unit 14
10 8 8 10
Guidance Plan units for approximately 30
weeks. All standards and elements must be
checked over the course of the year.
Thompson/Thomason LFS
4
STANDARD(S)______________________________________
______________________________________

Unit Component 3b1
STAGE 1 DESIRED RESULTS
GUIDANCE
NAME OF UNIT
ENDURING UNDERSTANDINGS (ENDURING
UNDERSTANDINGS MUST COME DIRECTLY FROM THE
STANDARD(S).)
LESSON ESSENTIAL QUESTION(S)
LEQ SHOULD COME FROM
ELEMENTS/
THERE SHOULD BE AN LEQ FROM EACH ESSENTIAL
UNDERSTANDING.
PREPARATION FOR UNIT

• VOCABULARY
• LIST KEY WORDS. THESE
  WORDS WILL MAKE UP THE WORD WALL.
• YOU MAY WANT TO GROUP
  WORDS BY TOPICS TO BE ADDRESSED.

Thompson/Thomason LFS
5
STANDARD(S)______________________________________
______________________________________

Unit Component 3b2
STAGE 1 DESIRED RESULTS
NAME OF UNIT
ENDURING UNDERSTANDINGS
LESSON ESSENTIAL QUESTION(S)

PREPARATION FOR UNIT

• VOCABULARY

Thompson/Thomason LFS
6
Unit Component 4a
STAGE 2
Name of unit
Students Assignment Page for the Culminating
Activity This performance or product assessment
will be the culminating activity of the unit.
PARAGRAPH DESCRIPTION OF THE CULMINATING UNIT
ASSESSMENT
STEPS OR TASK ANALYSIS OF THE CULMINATING UNIT
ASSESSMENT
Thompson/Thomason LFS
7
STAGE 2 OTHER EVIDENCE OF ASSESSMENT
SAMPLE PAGE
Component 4b
STANDARD(S) INSERT STANDARD NUMBER ENDURING UNDERSTANDING FROM STAGE 1 Pull from the standards Demonstrate reading comprehension using a variety of information and informational texts Demonstrates writing competency in a variety of genres ASSESSMENT OPTIONS (KIND) SR - SELECTED RESPONSE CR CONSTRUCTED RESPONSE PA - PERFORMANCE ASSESSMENT IA INFORMAL ASSESSMENT
R1 W2 (pers) Characteristics of literary texts (science fiction) b - Interprets characters traits e determines how each event explains.. F analyzes characterization Elements of a persuasive essay SR Multiple Choice test CR and PA all writing assignments oral presentation group work CR essay
Acquires and uses new vocabulary in reading and writing
R2 W4 Continue with standards and elements A - Uses new vocab in writing Writing Process PA all writing assignments PA and CR All writing assignments
8
STAGE 2 OTHER EVIDENCE OF ASSESSMENT
Component 4c
STANDARD(S) ENDURING UNDERSTANDINGS ASSESSMENT OPTIONS (KIND)







9
CULMINATING ACTIVITY / Project Rubric
(Sample)
Unit Component 4.d1
Scale Criteria 4 3 2 1
Work was successfully completed in the time allowed. All 4 problems were completed successfully. At least 3 problems were completed successfully. At least 2 problems were completed successfully. At least 1 problems were completed successfully.
Team members worked cooperatively in assigned roles. Roles were assigned followed and rotated with all 4 members on task at all times. At least 3 members were on task at all times At least 2 members were on task at all times At least 1 members were on task at all times
Recorded work was neat and readable. All 4 problems were solved and graphed in a neat and understandable format. At least 3 problems were solved and graphed in a neat and understandable format. At least 2 problems were solved and graphed in a neat and understandable format. At least 1 problems were solved and graphed in a neat and understandable format.
Total _____ Total _____ Total _____ Total _____ Total _____
Student in this group
Thompson/Thomason, Learning
Focused Schools
10
ENDURING UNDERSTANDING___________________________
_______________________
Unit Component 4.d2
Scale Criteria 4 3 2 1



Total _____ Total _____ Total _____ Total _____ Total _____
Students in this group
Thompson/Thomason, Learning
Focused Schools
11
STANDARD(S)______________________________________
_____________________________________

STAGE 3LEARNING PLAN
Unit Component 5a
GUIDANCE
Name of unit
INSTRUCTIONAL STRATEGIES
INCLUDE ACTIVATING (A) AND SUMMARIZING
(S) AND
EXTENDING / REFINING (ER) STRATEGIES
INSTRUCTIONAL RESOURCES / TOOLS
INCLUDE NUMBERED
HEADS, COLLABORATIVE
PAIRS, GRAPHIC ORGANIZERS, WEB
SITES, ETC.
THIS
FORM SHOULD BE DUPLICATED FOR EACH TOPIC.
Thompson/Thomason LFS
12
STANDARD(S)______________________________________
_____________________________________

STAGE 3LEARNING PLAN
Unit Component 5b
Name of unit
INSTRUCTIONAL STRATEGIES

INSTRUCTIONAL RESOURCES / TOOLS

Thompson/Thomason LFS