Assignments

=**WHAT IS EXPECTED FOR MY UNIT PLAN?**=
 * Stage 1
 * Include the template
 * Standards
 * EU’s, EQ’s (2-4 Topical, 2-4 Overarching each)
 * K and S
 * Knowledge: List: Events, vocab., formulas, people (Content)
 * Skills: What do students have to be able to do?
 * Stage 2
 * GRASPS
 * Performance Task (description)
 * Other assessments (Quiz, tests…)
 * Rubric for PT only

>> >> // How will you hook students at the beginning of the unit? (Lesson Plan Number) // >> >> // What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge? // >> // (Lesson Plan Number) // >> >> // How will you cause students to reflect and rethink ? How will you guide them in rehearsing, revising, and refining their work? (Lesson Plan Number) // >> >> // How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit? (Lesson Plan Number) // >> >> // How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit? (Short paragraph) // >> >> // How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students? (Checklist for you) // >> >> // What pre-assessments will your use to check student’s prior knowledge, skill levels, and potential misconceptions? (Short paragraph) // >> >> // Are all three types of goals (transfer, meaning, and acquisition) addressed in the learning plan? (Checklist for you) // >> >> // Does the learning plan reflect principles of learning and best practices ? (Checklist for you) // >> >> // Is there tight alignment with Stages 1 and 2? (Checklist for you) // >> >> // Is the plan likely to be engaging and effective for all students? (Short paragraph) // >> >> // How will you monitor students’ progress toward transfer, meaning, and acquisition, during lessons? (Short paragraph) // >> >> // What are potential rough spots and student misunderstandings ? (Short paragraph) // >> >> // How will students get the feedback they need? Assessments, discussions, one on one opportunities. (Short paragraph) // >> =**ALSO:**= = = =**PRESENTATION**=
 * Stage 3
 * 10 lessons-about 10 class periods-about 1-2 pages each.
 * PT = 1 lesson
 * Hook = 1 lesson
 * Use WHERETO as a checklist to make sure all elements are there and include it as part of your template.
 * You do not need all copies of quizzes and tests, but you need to refer to them.
 * Be sure that your lesson plans all relate back to EQs and/or EUs.
 * Fill in the whole template under Stage 3, Learning Plan.-See below:
 * // Where are your students headed? Where have they been? How will you make sure the students know where they are going? (Checklist for you) //
 * 3 Reflections-one for each stage
 * Curriculum Map
 * 3 Diigo entries at least


 * //EQ: What effect has this course had on my teaching?//
 * Don’t summarize UbD
 * Brief overview of your unit
 * //Big Idea//
 * //Grade and/or course//
 * Develop 5 key points around the EQ.
 * Develop either PowerPoint and/or handouts
 * One component of presentation: something creative or original.

=**For 4-9-12:**=

1. Read Tomlinson and Armstrong articles on “Docs” and be ready to discuss. (MI Armstrong, How to DI) 2. Create Google Docs with at least 1 lesson ready for next week. 3. Keep on working on unit.

=**For 4-2-12:**= Assignments due by April 2: (I talk about these on the Podcast) 1. Complete reflections on Stage 1 and 2 which includes and integrates School Wide Assessment. At least a page for both. Share a Google Doc with me for each. (two docs) 2. Continue working on both Stage 1 and 2. 3. Begin brainstorming lesson plan ideas. 4. Read: (links on Diigo under tag “UbD”.)


 * UbD Introduction
 * UbD in a Nutshell

=**For 3-12-12:**=
 * Using the template on Google Docs complete your final draft of Stage 1.
 * Write your Stage 1 reflection and be ready to hand in for the next class

=**For 3-5-12:**=
 * Using the template on Google Docs complete your first draft of Stage 1.
 * This includes honing your EQs and EUs as well as standards, knowledge and skills
 * Questions? Email Bill.

=**For 2-27-12:**= = = =**For 2-20-12:**=
 * Prepare a written draft of your Enduring Understandings and Essential Questions and
 * 4-6 EQs and 4-6 EUs
 * Begin gathering the content you will need for your unit.
 * Read Chapter 6 in the text.
 * Study the unit designs on pages 6-11 in the Workbook. They display “activity-oriented” units and Backward Design units.
 * Review the UbD educators wiki at: http://ubdeducators.wikispaces.com/
 * Put another Diigo entry on the site.
 * Prepare a written draft of your Big Idea and 5 Essential Questions on the Google Doc template.
 * Read Jamie McKenzie’s article //The Merely Demanding Question//-link at: http://nec-cid.wikispaces.com/Articles
 * Solidify your unit topic for next week.
 * Read Chapter 5 in the text.
 * Add a Toolbox item to Diigo.

=**For 2-13-12:**= = = =**For 2-6-12:**=
 * **[|Watch Heidi Hayes Jacobs video on curriculum mapping.]**
 * Develop a Big Idea or two for your unit and be ready to discuss in class next week. This will be the basis for your curriculum map and UbD Unit.
 * Share a “toolbox” idea/link on the NEC Diigo site for the class.
 * **Read Chapters 1 and 2 in the UbD text**
 * **Think about possible topics for your unit and be ready to discuss.**