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—some people struggle with writing essential qs for concepts like “character,” “point of view,” etc. Click here for examples of questions that address these concepts.here Prejudice Story Dialogue Point of view Setting Symbolism Understanding Tolerance Memory Bravery Gender roles Being Human Prejudice Parenting Growing up Courage Cowardice Justice Honesty Hypocrisy Appearance Reality Character traits Family Friendship

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 How can you tell when or if prejudice is getting in the way of making the right decision? Is prejudice just about race or are there other kinds? Where does prejudice come from? How does society’s social implications impact prejudice? What do we stand to lose when we participate in a societal standard we know is wrong? How does point of view affect how stories are told?*** Does it matter who tells the story? Whose story gets told? Is it ever okay to be dishonest? Do all people deserve to be treated the same way? What is courage? How does prejudice guide people’s actions? What makes a family?***

Step 7 Step Seven: Brainstorm possible performance tasks/culminating projects (UBD chapter 7 and Wilhelm p. 61) Possibilities: - MTV video that addresses prejudice -write a newspaper article that explains the trial with character interviews -talk show with character interviews -write a play of the trial, write an explanation of why they wrote what they did -pick a section of the book and retell from a different point of view, justify why doing it

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