Our Goals for Today: Finish Modeling of Step One in Process of Unit Planning, Assign Our Culminating Project/Performance Task, Complete Process for.

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Our Goals for Today: Finish Modeling of Step One in Process of Unit Planning, Assign Our Culminating Project/Performance Task, Complete Process for Step One For Your Units

Set Purpose and Identify Desired Results: First Step in Unit Planning Process Step One: Browse through Curriculum Map and Standards for BSD 9th Grade Language Arts. What do we notice? Step Two: Consider Q3 unit (novel) Circle notable Nouns and Adjectives (stated or implied Big Ideas) Put a box around notable Verbs (performance task/culminating project ideas) Step Three: Look at the instructional and performance objectives Which ones are addressed? Step Four: Choose the “Core Tasks” for the unit. Remember not to take on too many. (We Chose Repeat Step Two. Step Five: Brainstorm Essential Question Ideas (see UBD ch. 4 and Wilhelm p.49-53) Step Six: Test against checklist (Wilhelm p.46) Step Seven: Brainstorm possible performance tasks/culminating projects (Wilhelm p. 61)

Nouns and Adjectives— Big Ideas (Essential Qs) Character Prejudice Story Dialogue Point of view Setting Symbolism Understanding Tolerance Memory Bravery Prejudice Parenting Growing up Courage Cowardice Justice Honesty Hypocrisy Appearance Reality Character traits

Verbs— Performance Task/Culminating Project Ideas Read Respond Determine Evaluate Explain Compare and Contrast Analyze Write Create Describe Illustrate Tell Make Draw Restate

Steps 5 and 6 Step Five: Brainstorm at Least three Essential Question Ideas (see UBD ch. 4 and Wilhelm p.49-53) Step Six: Test against checklist (Wilhelm p.46)

Essential Question Ideas

Step 7 Step Seven: Brainstorm possible performance tasks/culminating projects (UBD chapter 7 and Wilhelm p. 61) Possibilities:

Set Purpose and Identify Desired Results: First Step in Unit Planning Process Step One: Look at the Curriculum Map for the unit you will use for the Annotated Unit Plan Portfolio Circle notable Nouns and Adjectives (stated or implied Big Ideas) Put a box around notable Verbs (performance task/culminating project ideas) Step Three: Look at the instructional and performance objectives Which ones are addressed? Step Four: From the instructional and performance objectives (standards), choose the “Core Tasks” for the unit. Remember not to take on too many. (We Chose Repeat Step Two. Step Five: Brainstorm Essential Question Ideas (see UBD ch. 4 and Wilhelm p.49-53) Step Six: Test against checklist (Wilhelm p.46) Step Seven: Brainstorm possible performance tasks/culminating projects (Wilhelm p. 61)

Where We Are Headed Next Transfer process to planning for your unit Identify skills necessary for completing performance task and acceptable evidence of understanding Create Backwards Plan/Plan Learning Experiences and Instruction