8/7/2019 Middle School Planner
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Middle School Unit Plan
Discipline Unit Title
Grade
Teacher(s
)
Essential Question(s):
Based on ‘Understanding by Design’ or other ideas.
Learning Objectives:
Students will be able to:
Duration / Timing Assumed prior knowledge and skills:
Weeks •
Periods
(double)
Period (single)
Assessment Overview
Tasks, Assignments, Projects and Tests Formative
or
Summative
?
Assessment
Criteria
Trans-disciplinary Skills
(check)
A B C D SMThin
k Soc ResCo
m
Type of Assessment - Formative: supports learning and reflection, Summative: grades for reporting
Criteria - A: Knowledge and Understanding, B: Application of Skills and Concepts, C: Organization and Presentation, D: Process
Trans-disciplinary Skills - SM: Self management, Think : Thinking, Soc: Social Skills, Res: Research, Com: Communication
Connections
BIS Vision, Mission and Values
(How does this unit connect with our vision, mission and values?)
Connections with the World
(How is this unit connected to current local or global issues and how does it
encourage international mindedness?)
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Middle School Unit Plan
Learner Profile
(How will some LP’s be addressed in this unit?)
Connections with other disciplines
(How can this unit support and/or be supported by other disciplines?)
Use of Connectors
(How will you connect your discipline with other disciplines? TDS, KISS, ICT,
HPD)
Academic Honesty and Information Literacy
(How will you use this unit to address issues of academic honesty and
information literacy?)
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Middle School Unit Plan
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Middle School Unit Plan
Discipline Unit TitleGrade
Teacher(s)
Learning Experiences
Knowledge: Skills/Concepts• •
• •
• •
• •
• •
Resources Required
Texts, worksheets (where can they be found?) Practical Resources
Online/ Web resources & Audio-visual (with URLs) Assessment instructions or rubrics
Differentiation
Differentiated Content
(what students should know)
Differentiated Process
(how students make meaning of the content)
Differentiated Products
(demonstration of student learning)
• • •
ESL/ Language Support
strategies
Special Educational Needs (if
applicable)
Other
• • •
Ongoing Reflection and Evaluation
Aspect Successes or positive experiences Improvements to be made
Teaching/ learning
• What inquiries arose during the
learning? What, if any,
extension activities arose?
• How did we reflect—both on the
unit and on our own learning?
• What opportunities were there
for student-initiated action?
Assessment of skills/
knowledge
• How did the assessment tasksallow students to demonstratethe learning objectivesidentified for this unit?
• How did I make sure studentswere invited to achieve at alllevels of the criteriadescriptors?