1. Unit Planning How do we make decisions about what content is most valuable to include in our limited school hours?

2. What are we looking for? A way to— Narrow the curriculum Focus on growth for all Engagement Focus on essential content Freedom and Focus

3. What are we looking for? A way to provide— Freedom and focus Guidance for common assessment Useful language for writing objectives

4. Be able to Translate a GLE into a usable learning objective. Backwards design a unit with clear learning objectives and on-going assessment. Answer the question.

5. Survey the Data Focus areas Available resources Personal expertise

6. Reeves’ Litmus Test Endurance Leverage Readiness for what’s next

7. Criteria of ELOs Are you willing to…? Teach Assess Intervene

8. Usable Learning Objective Know Understand (be able to)Do

9. Problem with GLEs Priorities Scope DOK DI Growth Relevance

10. R1H—3 rd R1H—Apply post-reading skills to demonstrate comprehension of text a.identify and explain the relationship between the main idea and supporting details b.identify cause and effect c.make predictions d.question to clarify e.reflect f.draw conclusions g.analyze h.paraphrase i.summarize

11. Engaging Concepts in Fiction and Non-fiction Mistakes Disasters Catastrophes

12. R1H— Kindergarten R1H—Develop and demonstrate, with assistance, post reading skills after reading or read alouds to respond to text a.question to clarify b.retell c.illustrate d.re-enact stories

13. Kdg Learning Objectives Understand: Know: Detail Retell (R1H) Character, problem, setting (R2C) A conclusion is when you decide what is important about a story. Do: Distinguish between relevant and irrelevant questions (R1H) Retell accurately with details (R1H) Re-enact stories (R1H)

14. Kdg Learning Objectives Understand: When people compare their ideas about a story, they learn more about the story and about each other. Know: Detail Retell (R1H) Character, problem, setting (R2C) A conclusion is when you decide what is important about a story. Do: Distinguish between relevant and irrelevant questions (R1H) Retell accurately with details (R1H) Illustrate with details (R1H)

15. R1H—3 rd R1H—Apply post-reading skills to demonstrate comprehension of text a.identify and explain the relationship between the main idea and supporting details b.identify cause and effect c.make predictions d.question to clarify e.reflect f.draw conclusions g.analyze h.paraphrase i.summarize

16. 3 rd —Learning Objectives Understand: Know: Key detail, supporting idea Main idea Consequence Cause A conclusion is an judgment about the significance of information Do: Summarize an event with main idea and relevant details (R1H) Reflect on the significance of an event (R1H) Use cause and effect reasoning to place blame or predict consequences (R1H)

17. 3 rd —Learning Objectives Understand: Imagining alternative outcomes allows people to anticipate and prepare for disasters. Know: Key detail, supporting idea Main idea Consequence Cause A conclusion is an judgment about the significance of information Do: Summarize an event with main idea and relevant details (R1H) Reflect on the significance of an event (R1H) Use cause and effect reasoning to place blame or predict consequences (R1H)

18. R1H—6 th R1H—Apply post-reading skills to comprehend, interpret, analyze, and evaluate text a.identify and explain the relationship between the main idea and supporting details b.question to clarify c.reflect d.draw conclusions e.analyze f.paraphrase g.summarize

19. 6 th —Learning Objectives Understand: Know: Key detail, supporting idea Main idea Consequence Cause A conclusion is an judgment about the significance of information Do: Summarize an event with main idea and relevant details (R1H) Reflect on the significance of an event (R1H) Predict consequences or place blame with details to support (R1H)

20. 6 th —Learning Objectives Understand: We draw conclusions about the significance of a mistake by considering who it harms and for how long. We judge characters based on whether their response to mistakes increases or reduces the harm they cause. Know: Key detail, supporting idea Main idea Consequence Cause A conclusion is an judgment about the significance of information Do: Summarize an event with main idea and relevant details (R1H) Reflect on the significance of an event (R1H) Predict consequences or place blame with details to support (R1H)

21. Learning Objectives Understand: Student will understand that… Knowledge and skills are only relevant if they are used to build a complex generalization that has applications in the content and the real world. KNOW: Student will know… Names, dates, fact, formulas, statistics, definitions DO: Student will be able to… Skills, products, processes, procedures Understand: Student will understand that… Knowledge and skills are only relevant if they are used to build a complex generalization that has applications in the content and the real world. KNOW: Student will know… Names, dates, fact, formulas, statistics, definitions DO: Student will be able to… Skills, products, processes, procedures

22. KUDs Are These Knows, Understands, or Dos? Based on NC’s EOG’s ENGLISH An author’s voice reflects his/her perspective. Point of view refers to the authors choice of narrator for his/her story. Project the student’s voice into his/her work through reflective interpretation of prior events. MATH Apply geometric properties and relationships, including the Pythagorean theorem. The formula for the area of a triangle is 1/2 b x h. The dimensions of a figure exist in an interdependent relationship with the figure’s perimeter, area, and volume.

23. KUDs Are These Knows, Understands, or Dos? Based on Virginia’s SOLs SCIENCE Design an experiment in which one variable is manipulated over many trials. An experiment is a structured test of a hypothesis. The accuracy of evidence determines the reliability of conclusions. HISTORY Formulate historical questions and defend findings based on inquiry and interpretation. Exploration and colonization result in the redistribution of population. The Middle Atlantic region was settled chiefly by English, Dutch, and German-speaking immigrants seeking religious freedom and economic opportunity.

24. Concept Definition Concept –One or two words –Broad and abstract –Timeless –Universal –Multiple examples from across disciplines that share common attributes

25. Concepts Some of these things are not like the others (circle the items that are not concepts): ConflictHuman RightsModel FamilyChinaDinosaurs CulturePersuasionBears ChangePowerCooperation FitnessRevolutionsObservation

26. Understanding Generalization that explains the relationship between two or more concepts. Broad and abstract Timeless Universal Multiple examples from across disciplines that share common attributes

27. Enduring Understanding Examples Science Energy can change from one form to another within systems, but the total amount remains the same. Social Studies Governments step in when disputes between individuals threaten the common good. Math Comparison allows people to determine value. Comm Arts People use what they already know to make sense of new information.

28. Assessing Understanding or How can you show that you understand something? explain it clearly giving examples use it compare and contrast it with other concepts relate it to other instances in the subject area, other subjects, and personal life transfer it to other settings discover the concept embedded within a novel problem combine it appropriately with other understandings pose new problems that exemplify or embody the concept create analogies, models, metaphors, symbols, or pictures of the concept pose and answer “what-if” questions that alter variables in a problematic situation generate questions and hypotheses that lead to new knowledge and further inquiries generalize from specifics to form a concept use the knowledge to appropriately assess your performance, or that of someone else

29. 2010 Unit Planner

30. Understand: Student will understand that… KNOW: Student will know… DO: Student will be able to…

31. Acceptable Evidence: What would you have to observe to believe that the students have mastered the objective? What product or activity would provide proof that the students can use this knowledge and these skills to show that they understand? Acceptable Evidence:

32. Assessment Design What activity and scoring process will prompt students to generate the necessary evidence of achievement? Assessment Activity and Achievement Record