1. MAIN MENU 1. Introduction 2. Unit Info 3. Unit Overview 4. Subtasks
5. Analysis and Revision
Click a Subtitle to jump to that section. Click the Spacebar to go to next slide. 1

2. 4. Subtasks 4.1 Describe each subtask
4.2 Select and cluster expectations
4.3 Select teaching/learning strategies
4.4 Select assessment strategies
4.5 Identify adaptations
4.6 Identify resources for each subtask
4.7 Prepare for teaching the subtask
4.8 Note reflections
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3. Click on Subtasks Tab (1) and Subtask Description (2).
4.1 Describe each subtask
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Describe subtask here
Click on Subtasks Tab (1) and Subtask Description (2).
For each Subtask, describe, in two or three sentences, how the activities/learning experiences are constructed to focus on specific knowledge and skills acquisition or refinement (i.e., the clustered expectations).

4. 4.1 Describe each subtask
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For the Initial Assessment Subtask, describe the activity used to assess achievement of the key knowledge and skills identified as Prior Knowledge. Identify how to facilitate meeting the needs of all learners.

5. 4.1 Describe each subtask
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The description of the Culminating Task from the Unit Overview Page 1 has automatically been copied into the Culminating Subtask description.

6. 4.1 Describe each subtask
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You can navigate from one subtask to another by clicking Select Subtask. This is a handy Planner feature that allows you to fill in the same field (e.g., “Expectations”) sequentially for each subtask.

7. HERE ARE SOME QUESTIONS TO CONSIDER:
4.1 Describe each subtask
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HERE ARE SOME QUESTIONS TO CONSIDER:
· Do subtasks provide opportunities to learn and practise the knowledge and skills required for the unit and its culminating task?
· Do the subtasks show evidence of effective design (e.g., backward mapping from culminating task; structuring tasks to address clustered expectations and the focus of the unit)?

8. QUESTIONS TO CONSIDER (cont):
4.1 Describe each subtask
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QUESTIONS TO CONSIDER (cont):
· Are subtasks described clearly and accurately?
· Are subtasks appropriate to the grade level of the students?
· Does the initial assessment subtask, if present, identify and assess prior knowledge and skills required for the work of the unit?

9. 4.2 Select and cluster expectations
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Click on Expectations (1).
Select and cluster the learning expectations into logical, conceptual groupings that will form the basis of each subtask. Click the “+” symbol (2) to view expectations (3) from the holding tank or full curriculum documents.

10. 4.2 Select and cluster expectations
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Use Find (magnifying glass) to search for related expectations.
This selects and clusters the learning expectations into logical conceptual groupings that will form the basis of each subtask.

11. 4.2 Select and cluster expectations
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Click the “+” symbol to the right of an expectation to attach it to the subtask.

12. 4.2 Select and cluster expectations
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Click the Trash Can icon (1) to remove an expectation from the unit.
If an expectation is to be assessed, click on the box beside “Assess” (2).

13. 4.2 Select and cluster expectations
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The coded expectations now appear underneath the “+” for each subtask.
When a unit is completed (locked), all expectations attached to subtasks are listed in the Expectation Summary.

14. 4.2 Select and cluster expectations
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HERE ARE SOME QUESTIONS TO CONSIDER:
· Are the key learnings introduced and assessed in an appropriate sequence across the subtasks?
· Are the clustered expectations addressed in the planned subtasks?
· For combined grades, does the clustering reflect differences in knowledge and skills?

15. 4.3 Select teaching/learning strategies
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Click Teaching/Learning (1).
Click the “+” symbol to view teaching/ learning strategies (2) with its drop-down menu (3), and the student groupings (4). Click the “+” symbol to the right (5) to select.

16. 4.3 Select teaching/learning strategies
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In the text box, briefly summarize how the strategies and groupings are applied practically, step-by-step in this subtask.

17. 4.3 Select teaching/learning strategies
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Use the Teacher Companion to browse (1), copy (2), or bookmark (3) teaching/learning strategies.

18. 4.3 Select teaching/learning strategies
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HERE ARE SOME QUESTIONS TO CONSIDER:
· Are the teaching/learning strategies described and explained clearly (e.g., do they present the roles of the teacher and students; do they use the present tense)?
· Do the teaching/learning strategies support the intended learning (e.g., do they link the expectations and assessment; do they provide ongoing opportunities for practice, remediation, and consolidation; are they the most appropriate to the discipline and/or course type; do they address problem-solving and life skills)?

19. 4.3 Select teaching/learning strategies
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QUESTIONS TO CONSIDER (cont):
· Are the teaching/learning strategies varied and balanced in type and purpose (e.g., direct instruction, inquiry and research models, integration of technological applications)?
· Do the student groupings facilitate the instruction/learning?
· For combined grades, do the teaching/learning strategies support the learning as identified through grade-level expectations?

20. 4.4 Select assessment strategies
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Click on Assessment (1).
Click the “+” symbol to view assessment strategies (2) and recording devices (3). Click the “+” symbol to the right (4) to select.

21. 4.4 Select assessment strategies
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In the text box, briefly describe how students will demonstrate their learning and how assessment strategies and devices will be applied practically, step-by-step. Consider the assessed expectations and focus on the categories of knowledge/skills from relevant Achievement Charts.

22. 4.4 Select assessment strategies
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Use the Teacher Companion to browse (1), copy (2), or bookmark (3) assessment strategies.

23. 4.4 Select assessment strategies
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HERE ARE SOME QUESTIONS TO CONSIDER:
· Are the assessment strategies described and explained clearly?
· Are the recording devices appropriate for tracking the achievement of the expectations?
· Are assessment strategies and recording devices varied and balanced in type and purpose (e.g., exemplars and rubrics; diagnostic, formative, and summative assessment)?

24. 4.4 Select assessment strategies
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QUESTIONS TO CONSIDER (cont):
· Do the assessment strategies give students the opportunity to demonstrate their achievement of the curriculum expectations (e.g., across all four categories of knowledge and skills)?
· Do the assessment strategies provide opportunities for ongoing improvement?
· For combined grades, is the assessment reflective of the learning as identified through grade level expectations?

25. 4.5 Identify adaptations 1 Click Adaptations (1).
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Click Adaptations (1).
Briefly describe adaptations which include adjustments for exceptional pupils, students with special education needs, and/or ESL/ELD students. Teachers should consult individual student IEPs for specific directions on required accommodations and/or modifications.

26. 4.5 Identify adaptations
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Use the Teacher Companion to browse (1), copy (2), or bookmark (3) Special Education and ESL/ELD strategies.

27. HERE ARE SOME QUESTIONS TO CONSIDER:
4.5 Identify adaptations
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HERE ARE SOME QUESTIONS TO CONSIDER:
· Do subtasks include relevant and feasible adjustments that address individual and unique learning needs or special circumstances?
· Are the adaptation strategies described and explained clearly?

28. 4.6 Identify resources for each subtask
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Click Resources (1).
Follow the suggestions regarding unit resources (Slides 42-47) to identify and attach resources recommended for the specific subtask (2).

29. 4.6 Identify resources for each subtask
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HERE ARE SOME QUESTIONS TO CONSIDER:
· Are subtask resources identified and described clearly and accurately (e.g., bibliographic form, titles, names, ISBN numbers, active web sites)?
· Are subtask resources of recognizable quality (e.g., authoritative, current, and reflecting Canadian context, where possible)?
· Do subtask resources support teaching and learning (e.g., varied and balanced in type and purpose; available in classroom and school/public libraries)?

30. 4.6 Identify resources for each subtask
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QUESTIONS TO CONSIDER (cont):
Do subtask resources accommodate different learning styles and needs?
Are copyright and license restrictions that are applicable to specific resources noted (e.g., copyrighted materials have been listed but not copied; registered names have not been used)?
Is AppleWorks used as the integrated application for the creation of blackline masters (e.g., handouts) to support province-wide sharing of units?

31. 4.7 Prepare for teaching the subtask
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Click Subtask Notes (1).
Briefly describe specific ideas for planning and implementing the subtask’s activities/learning experiences (e.g., background information for teachers; description of classroom organization).

32. 4.7 Prepare for teaching the subtask
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Note cautions and sensitivities, as appropriate (e.g., suggestions about possible problems encountered with unit’s focus or activities).

33. 4.7 Prepare for teaching the subtask
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Consult the Teacher Companion for considerations in using teaching and assessment strategies. In this example, the Planner’s Find feature has found the word “music” in all Teacher Companions records. Click a title to view the record.

34. 4.7 Prepare for teaching the subtask
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HERE ARE SOME QUESTIONS TO CONSIDER:
· Are the Notes to Teacher appropriate to the subtask’s purpose and activities?
· Do the Notes to Teacher provide useful information and reflection for teachers using or adapting the subtask?

35. 4.8 Note reflections Click Reflections (1).
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Click Reflections (1).
Outline potential changes and improvements you would make to the subtask, or raise questions or concerns for future thought.
Record any decisions you wish to pass on to others in the Subtask Notes because the contents of this field are not passed along in the published unit. 1

36. Designing an Elementary Unit in the Open Environment
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Designing an Elementary Unit
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