12 Steps to Create a Unit Plan

From the NC DPI Social Studies Workshop (October 17 – 18)

UNCC

Purpose of Workshop

The workshop provided insight on:Concept Based FrameworkOverview of a unit development processWith other MS SS teachers we practiced this

process and created a unit

Purpose of Workshop

After going over what conceptual framework we were presented a 12 step process for creating engaging units.

I-SS is a head of the game when it comes to curriculum understanding and several of the steps are already done for SS teachers thanks to CRW.

Concept Based FrameworkThe Concept-Based Curriculum & Instructional Framework is a three-

dimensional design model that allows teachers to identify what is

important for students to know, understand, and be able to do in a

organized, planned unit of instruction that promotes student

engagement and thinking. During instruction, teachers use

concepts as a tool to help students see patterns and connections

between facts and related ideas in order to reach a deeper

understanding of the content. Definition provided by NC DPI

With a person by you, discuss your understanding of what this means to your planning for instruction?

Concept Based Framework

Conceptual Framework is a move away from teaching from beginning to end. i.e. begin in 1492 and end with 2012 election.

Conceptual Framework investigates connections between historic events to generate a deeper understanding the topic.

12 Step Process for Unit Creation

It is recommended to do the process in PLCs.

CRW has done several of the steps for us.

12 Steps

We’re going to go through the steps very briefly. Normally a unit plan would take a planning period or two to create.

We’re going to practice this process in about 30 minutes.

12 Steps

You will need:Lap top computers with access to the I-SS

Curriculum Guides.HandoutsSit with your grade level PLC, if you are a

singleton (Troutman, SMS, or any other) please work with other singletons.

12 Steps

Step 1 – As a plc identify an essential standard for your unit and give it a fancy title.

Step 2 – would ask you to create an outline of units for the entire year (we’re going to skip this one today). Ideally this is done prior to the school year starting.

Step 3 – brief summary of each unit outlined (skip)

12 Steps

Step 4 – Identify clarifying objectives that support your unit.

“Conceptual Lens”

12 Steps

Conceptual Lens Is a broad, integrating concept or conceptual

ideas. Narrows the scope of the unit. Basically what concepts go with the unit.

Examples of Conceptual Lens

Example: “Our Community”

Diversity Location Roles and

Responsibilities

Example: “American Media”

Persuasive Force Innovation Perspective/Bias

12 Steps

Step 5 – Create a concept/content web

12 Steps

Take a few minutes to fill out the concept/content unit guide as a PLC for your standard.

Step 6 - Generalizations

GENERALIZATION=Enduring Understanding

Two or more concepts in a relationship...Concept

Concept

CONCEPTUAL IDEAS THAT TRANSFER DEVELOP “DEEP UNDERSTANDING’’

What do I understand as a result of my study that I can transfer?

Helpful Guidelines To Remember When Writing Generalizations

Full sentence statements, describing what, specifically, students should understand about the critical concepts in the unit

Guidelines:1. No proper or personal nouns or pronouns2. Use a present tense verb3. Show a relationship between at least two concepts4. Transferable idea that is supported by the factual content 5. Uses a qualifier (often, can, may)6. Think about the connections between and among concepts in

the various strands from your web.

12 Steps

Examples of generalizations for a unit:War may alter the physical and geography of

a place.Leadership may change the course of human

history.Nations often go to war to protect their

political and economic interests.

Common Errors In Writing Generalizations

1. Use of level 1 verbs: impact, affect, influence, is, are, have (need to scaffold)

2. Use of past tense verbs or proper nouns which makes them facts instead of generalizations

3. Lack of clarity (poor word choice or sentence construction)

4. Use of proper nouns or pronouns

5. Use of value statements

6. Only one concept represented

12 Steps

Step 7 – Writing guiding questions to support each generalizationFor time, just write one for your unit

Guiding Questions

• Guide student thinking through the factual material to inductively arrive at the generalization

• Can be factual, conceptual, or provocative (debatable)

• Engages student interest and intellect

• Promotes discussion and debate

• Promotes inquiry

• Each generalization should have 3-5 questions

• A unit may have 2-3 provocative questions for the entire unit.

Factual QuestionsLocked in time, place, or situation

These questions can transfer over time and space.

These questions have no right or wrong answer and should stir debate.

*Conceptual Essential Questions*

*Provocative Essential Questions*

12 Steps

Step 8 – Indentify key factual content Step 9 – Indentify key skills

Fill out graph on back of planning sheet

12 Steps

Step 10 – Assessment; design an aligned assessment

Creating a “Performance Task”

Developing The Performance Tasks

Student Performances:

Reflect the most important Understand (Generalizations), Know (Factual Knowledge), and Able to Do (Skills) of the unit.

Student Performances are the assessment evidence of mastery. Student Performances are not simple “activities.”

Performance Tasks: Provide students with opportunities to actively demonstrate understanding of concepts, generalizations and content in the standards and unit.

Here’s A Performance Task Example

What: As one of a team of cultural anthropologists, analyze the interactions of the early European settlers and American Indians.

Why: In order to understand that: Interaction between different groups ma lead to cultural diffusion.

How: Research one aspect of early Native American Indian and European culture (history, arts, religion, government, daily living, land use...) before and after the interaction between the groups. Drawing from your research, write a case study describing the obvious impacts or

influences that these merging cultures have had on each other over time. As one member of the anthropological team, present an insightful and powerful speech to the state historical society, using visuals or multi-media, detailing the positive and negative lessons to be learned from the historical study of merging cultures.

12 Steps

Step 11 – Develop learning experiences to support the performance task

Step 12 – Identify resources needed for the unit

III. Implement the design in a lesson.

Ask: What LEARNING EXPERIENCES and INSTRUCTIONAL

STRATEGIES will enable students to achieve the desired results?

What enabling KNOWLEDGE (facts & concepts) and SKILLS (processes, procedures, strategies) will students need in order to perform effectively and achieve desired results?

What ACTIVITIES will equip students with the needed knowledge and skills?

Developing Learning Experiences & InstructionStep 11Step 11

Thank you!