1.   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

2. 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)

3. 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

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

5. 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)

6. Essential Question Ideas

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

8. 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)

9. 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