6/17/201511

2 Graduation Portfolio Modules 2 Modules Module 1What is GPS? Module 2What are Performance Outcomes? Module 3How are Performance Outcomes Connected to Our Standards? Module 4What kind of Instruction Supports our Work? Module 5How do I Design Performance Tasks? Module 6How do we Design Units that Support this Work? Module 7What makes a High Quality Unit? Module 8How do we give Meaningful Feedback to Students? Module 9How do we connect this GPS work to our work across the network? Module 10How do Students Manage the Process?

6/17/20153 Unit Design Module 6

6/17/20154 Objectives Participants will be able to answer: How do we design units that support this work?

6/17/20155 Introduction Discuss: What are some great instructional units we currently do across departments or schoolwide?

6/17/20156 Backplan from the Graduate Profile Review the graduate profile and performance outcomes – What kind of work should students be producing? – What kind of lessons should students participate in?

6/17/20157 Components of a Unit Design Essential Understandings Essential Questions Strategies/Skills Performance Outcomes Other Outcomes Assessments Resources

6/17/20158 Essential Understanding & Questions Essential UnderstandingsEssential Questions We are the authors of our identity We each have unique qualities The way that others view us does not define who we are Our story as a learner can be re-written Who am I right now? What stories do I tell about myself? What stories do others tell about me?

6/17/20159 Strategies/Skills & Performance Outcomes Strategies/SkillsPerformance Outcomes Free Writing Brainstorming Writing Process (collection, drafting, revising, editing, publication) Close reading/analysis Analysis & Inquiry: Analyzes and evaluates the ideas and arguments presented in texts; understands how texts are situated within their cultural, historical contexts, genre, and/or personal experience and recognizes their significance. Structure & Organization: Presents a clear controlling idea/thesis that guides the writing or presentation; demonstrates coherence and an internal structure that supports the whole document. Reflection & Advocacy: Uses language and multi-media to present a clear and compelling position of advocacy; reflects on new insights, changes in personal views or attitudes, resulting from analysis and inquiry. Command of Language: Demonstrates a command of language; uses digital technology, communication tools and/or networks appropriately to access, integrate, and present information.

6/17/ Other Outcomes, Assessments, & Resources OUTCOMESASSESSMENTSRESOURCES & RESEARCH Difficulty in my past does not define who I am in my future I have positive traits that are similar to well-known and accomplished people and/or characters I have unique abilities that enrich my community A compilation CD that represents who they are as a person and as a learner. Each CD will contain: - Title - Symbol on cover - Liner notes that explain the process of making the CD - Titles of all songs and artists - “Letter to listener” explaining the CD “Reading and Writing Territories” by Nancie Atwell Songs that tell stories about people CD covers from real albums

6/17/ Sequence the Instruction Once you set your outcomes and assessments, it’s time to identify the sequence of instruction

6/17/ Example of a Sequence OVERALL PLANS Part 1: Introduction to course, reading and writing territories, introduce writing process and literacy notebook. Part 2 (collecting): character traits and actions, “types of people”, assigning character traits to ourselves – past, present, and future, initial reading assessment Part 3 (collecting): picking music/lyrics that represent our character traits, doing close reading and analysis of lyrics and showing how they can use this skill for texts in other non-fiction reading. Part 4 (drafting): looking closely at CD covers and using them as “mentor texts”, picking a symbol and cover template and begin first draft. Part 5: (revising/editing): finishing work on CD cover, rehearsing/preparing for presentations Part 6: (publication): students share CDs through presentations and write reflection called “letter to listener”

6/17/ The Example All Put Together Essential Understandings Essential QuestionsStrategies/SkillsPerformance Outcomes Individuals influence groups and groups influence individuals Culture is a determinate in individual behavior How does our personality influence how we learn? What persuades us to make a choice? Reader response Write & think aloud Making connections Visualizing Writing a summary Oral presentation (prosody) Analysis & Inquiry: Analyzes and evaluates the ideas and arguments presented in texts; analyzes author’s style and distinctive use of language reflective of a cultural view; understands how texts are situated within their cultural, historical contexts, genre, and/or personal experience and recognizes their significance. OUTCOMESASSESSMENTRESOURCES & RESEARCHOVERALL PLANS Difficulty in my past does not define who I am in my future I have positive traits that are similar to well- known and accomplished people and/or characters I have unique abilities that enrich my community A compilation CD that represents who they are as a person and as a learner. Each CD will contain: - Title - Symbol on cover - Liner notes that explain the process of making the CD - Titles of all songs and artists - “Letter to listener” explaining the CD “Reading and Writing Territories” by Nancie Atwell Songs that tell stories about people CD covers from real albums Part 1: Introduction to course, reading and writing territories, introduce writing process and literacy notebook. Part 2 (collecting): character traits and actions, “types of people”, assigning character traits to ourselves – past, present, and future, initial reading assessment Part 3 (collecting): picking music/lyrics that represent our character traits, doing close reading and analysis of lyrics and showing how they can use this skill for texts in other non-fiction reading. Part 4 (drafting): looking closely at CD covers and using them as “mentor texts”, picking a symbol and cover template and begin first draft. Part 5: (revising/editing): finishing work on CD cover, rehearsing/preparing for presentations Part 6: (publication): students share CDs through presentations and write reflection called “letter to listener”

6/17/ Intervention Build in time for review, re-teaching, and intervening An integrated unit has checkpoints, moments for feedback, and is flexible for making adjustments Student choice should also be a part of the plan

6/17/ Let’s Get to Work Identify the essential understandings Identify the performance outcomes Develop essential questions Develop a summative assessment Identify your strategies and skills Identify your resources Create a sequence that makes sense Build in checkpoints and intervention ideas

6/17/ Planning Template Essential Understandings Essential Questions Strategies/SkillsPerformance Outcomes OUTCOMESASSESSMENTOVERALL PLANSRESOURCES & RESEARCH

6/17/ Classroom Follow-up How will we communicate these ideas to the student? – Advisory? – Content area courses? – Schoolwide?