SAMPLE: UNIT OVERVIEW TEMPLATE

PRELIMINARY CONSIDERATIONS:

How will/did we get to know the strengths/stretches/interests of our students?
How will we work this information into our goals for and decisions regarding our students? / What approaches are we drawing into this unit that differentiates for my diverse learners?

CLARIFYING THE LEARNING FOCUS:

Which curricular goals will be integrated into this plan? (e.g. Focus PLO’s)
As we work through this plan, students will need to KNOW… / As we work through this plan, students will need to DO…
What are the BIG IDEAS of this learning focus? / What are the ESSENTIAL QUESTIONS that will frame our learning?
What TEXTS will we use for this learning focus?
Challenging Texts: / Accessible Texts: / At Grade Level Texts:

INVENTORY OF ASSESSMENT STRATEGIES:

FORMATIVE Assessment Strategies
Products/Samples: / Observations: / Conversations: (listen & read)
SUMMATIVE Assessment Strategies
Products/Samples: / Observations: / Conversations: (listen & read)
Culminating Activity/Celebration of Learning:

Adapted from: It’s All About Thinking (2013). Schnellert, Watson & Widdess; Student Diversity (2006). Brownlie, Feniak & Schnellert; template designed by JohnMorrone and Jadine Leclaire (SD 23).

THE LEARNING JOURNEY:

Adapt the following chart to reflect the length of the unit.

Lesson
# / Big Ideas for
the lesson / Specific Outcomes
SWBAT… / Learning Tasks (What are your students doing?)
Connecting…Processing…Transforming/Personalizing / Resources / Assessment
Strategies / Criteria for
Successful Learning

Specific outcomes for each lesson
-Clearly stated (specific, do-able, student-friendly)
-Align with both Focus PLO and Learning Task
-Describes what students will LEARN (not what they will DO)
Measurable or observable / Learning Tasks for each lesson
-Align with Big Ideas and specific outcomes
-Are appropriately sequenced
-Incorporate developmentally appropriate, varied tasks
-Are based on sound content knowledge and pedagogy
-Consider the needs of diverse learners (multiple means of engagement, representation and expression)
-Are manageable given time/resource constraints / Assessment Strategies
-Plans integrate pre-assessment considerations
-Are do-able (developmentally appropriate)
-Are congruent (aligns with student outcomes in both content and process)
-Assessment criteria is clearly stated
-Are varied (various assessment methods are used throughout the plan- products, conversations, observations)

Adapted from: It’s All About Thinking (2013). Schnellert, Watson & Widdess; Student Diversity (2006). Brownlie, Feniak & Schnellert; template designed by JohnMorrone and Jadine Leclaire (SD 23).