Middle School Planner

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?)




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?)







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?

Middle School Planner

Documents