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12 Steps to Create a Unit Plan


Step 3 brief summary of each unit outlined ... No proper or personal nouns or pronouns Use a present tense verb Show a relationship between at least two concepts ... – PowerPoint PPT presentation

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Title: 12 Steps to Create a Unit Plan

12 Steps to Create a Unit Plan
  • From the NC DPI Social Studies Workshop (October
    17 18)
  • UNCC

Purpose of Workshop
  • The workshop provided insight on
  • Concept Based Framework
  • Overview of a unit development process
  • With other MS SS teachers we practiced this
    process and created a unit

Purpose of Workshop
  • After going over what conceptual framework we
    were presented a 12 step process for creating
    engaging units.
  • I-SS is a head of the game when it comes to
    curriculum understanding and several of the steps
    are already done for SS teachers thanks to CRW.

Concept Based Framework
  • The Concept-Based Curriculum Instructional
    Framework is a three-dimensional design model
    that allows teachers to identify what is
    important for students to know, understand, and
    be able to do in a organized, planned unit of
    instruction that promotes student engagement and
    thinking. During instruction, teachers use
    concepts as a tool to help students see patterns
    and connections between facts and related ideas
    in order to reach a deeper understanding of the
  • Definition provided by NC DPI
  • With a person by you, discuss your understanding
    of what this means to your planning for

Concept Based Framework
  • Conceptual Framework is a move away from teaching
    from beginning to end.
  • i.e. begin in 1492 and end with 2012 election.
  • Conceptual Framework investigates connections
    between historic events to generate a deeper
    understanding the topic.

12 Step Process for Unit Creation
  • It is recommended to do the process in PLCs.
  • CRW has done several of the steps for us.

12 Steps
  • Were going to go through the steps very briefly.
    Normally a unit plan would take a planning
    period or two to create.
  • Were going to practice this process in about 30

12 Steps
  • You will need
  • Lap top computers with access to the I-SS
    Curriculum Guides.
  • Handouts
  • Sit with your grade level PLC, if you are a
    singleton (Troutman, SMS, or any other) please
    work with other singletons.

12 Steps
  • Step 1 As a plc identify an essential standard
    for your unit and give it a fancy title.
  • Step 2 would ask you to create an outline of
    units for the entire year (were going to skip
    this one today). Ideally this is done prior to
    the school year starting.
  • Step 3 brief summary of each unit outlined

12 Steps
  • Step 4 Identify clarifying objectives that
    support your unit.
  • Conceptual Lens

12 Steps
  • Conceptual Lens
  • Is a broad, integrating concept or conceptual
  • Narrows the scope of the unit.
  • Basically what concepts go with the unit.

Examples of Conceptual Lens
  • Example
  • Our Community
  • Diversity
  • Location
  • Roles and Responsibilities
  • Example
  • American Media
  • Persuasive Force
  • Innovation
  • Perspective/Bias

12 Steps
  • Step 5 Create a concept/content web

12 Steps
  • Take a few minutes to fill out the
    concept/content unit guide as a PLC for your
  • Step 6 - Generalizations

GENERALIZATIONEnduring Understanding
  • Two or more concepts in a relationship...
  • What do I understand as a result of my study that
    I can transfer?

Helpful Guidelines To Remember When Writing
  • Full sentence statements, describing what,
    specifically, students should understand about
    the critical concepts in the unit
  • Guidelines
  • No proper or personal nouns or pronouns
  • Use a present tense verb
  • Show a relationship between at least two concepts
  • Transferable idea that is supported by the
    factual content
  • Uses a qualifier (often, can, may)
  • Think about the connections between and among
    concepts in the various strands from your web.

12 Steps
  • Examples of generalizations for a unit
  • War may alter the physical and geography of a
  • Leadership may change the course of human
  • Nations often go to war to protect their
    political and economic interests.

Common Errors In Writing Generalizations
  1. Use of level 1 verbs impact, affect, influence,
    is, are, have (need to scaffold)
  2. Use of past tense verbs or proper nouns which
    makes them facts instead of generalizations
  3. Lack of clarity (poor word choice or sentence
  4. Use of proper nouns or pronouns
  5. Use of value statements
  6. Only one concept represented

12 Steps
  • Step 7 Writing guiding questions to support
    each generalization
  • For time, just write one for your unit

Guiding Questions
  • Guide student thinking through the factual
    material to inductively arrive at the
  • Can be factual, conceptual, or provocative
  • Engages student interest and intellect
  • Promotes discussion and debate
  • Promotes inquiry
  • Each generalization should have 3-5 questions
  • A unit may have 2-3 provocative questions for the
    entire unit.

Factual Questions
  • Locked in time, place, or situation

Conceptual Essential Questions
These questions can transfer over time and space.
Provocative Essential Questions
These questions have no right or wrong answer
and should stir debate.
12 Steps
  • Step 8 Indentify key factual content
  • Step 9 Indentify key skills
  • Fill out graph on back of planning sheet

12 Steps
  • Step 10 Assessment design an aligned
  • Creating a Performance Task

Developing The Performance Tasks
Performance Tasks Provide students with
opportunities to actively demonstrate
understanding of concepts, generalizations and
content in the standards and unit.
  • Student Performances
  • Reflect the most important
  • Understand (Generalizations),
  • Know (Factual Knowledge), and
  • Able to Do (Skills) of the unit.
  • Student Performances are the assessment evidence
    of mastery.
  • Student Performances are not simple activities.

Heres A Performance Task Example
What As one of a team of cultural
anthropologists, analyze the interactions of
the early European settlers and American
Indians. Why In order to understand that
Interaction between different groups ma lead
to cultural diffusion. How Research one
aspect of early Native American Indian and
European culture (history, arts, religion,
government, daily living, land use...) before
and after the interaction between the groups.
Drawing from your research, write a case study
describing the obvious impacts or influences
that these merging cultures have had on each
other over time. As one member of the
anthropological team, present an insightful and
powerful speech to the state historical society,
using visuals or multi-media, detailing the
positive and negative lessons to be learned from
the historical study of merging cultures.
12 Steps
  • Step 11 Develop learning experiences to support
    the performance task
  • Step 12 Identify resources needed for the unit

Developing Learning Experiences Instruction
Step 11
  • III. Implement the design in a lesson.
  • Ask
    STRATEGIES will enable students to achieve the
    desired results?
  • What enabling KNOWLEDGE (facts concepts) and
    SKILLS (processes, procedures, strategies) will
    students need in order to perform effectively and
    achieve desired results?
  • What ACTIVITIES will equip students with the
    needed knowledge and skills?

  • Thank you!
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