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Unit Planning Guide

Unit Planning Guide

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Published by aharbaugh

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Published by: aharbaugh on Sep 15, 2009
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INSTRUCTIONAL UNIT PLAN (IUP) OVERVIEWBegin with a title page and table of contents, then include the following:Step 1: General Information
Select a Unit Title
Think of a relatively short title for your unit
Subject/Unit Topic(s)
Identify grade level or course (e.g.- Grade 6, Algebra)
State the length of class time in minutes (refer to yearlong internship, clinical placement,or current lateral entry teaching assignment)
Define the student population, student characteristics including accommodations (e.g.IEP, 504 Plan, honors, regular students, mixed academic levels, ESL, ELL, ethnic andcultural background, etc.).
These must be based upon an authentic classroom as stated in the previous bullet.
Instruction and content should be designed to effectively address the diverseneeds of all students.
Length of Time for Unit Plan (7-10 days)
Situate this IUP in the scope and sequence (Provide a context for the content of the IUP) 
Step 2: Demonstrating Depth of Content Knowledge and Defining Unit Content;Identifying Unit Goals
Link to Content Standards
Correlation to NCSCOS (list applicable standards)
Connection to other disciplines (middle grades)
Summary of Unit [This is the scope of the content within the Instructional Unit Plan]
Identify content specific learning outcomes
Behavioral Objectives
This should focus on the specific knowledge, skills, and values,which are to be learned from this unit. This should be written inthe perspective of the learner and not the perspective of the teacher.(SWBAT) These objectives are what you will assess as a result of the unit. Statements should be specific.
Students will be able to:
What students will be able to do as a result of their learning (relating to the achievement objectives) inthis unit?
All learning outcomes
start with a measurable stem verbsuch as describe, explain, analyze, apply, argue, classify, compare,create, define, design, discuss, illustrate, justify, list, predict, present, state, identify, outline....
It is NOT enough to say that students will "know" or students will"understand". This is too broad and relates to unit goals.
Identify important subject matter elements
What is unique to this topic/content that students must know before theycan understand the big ideas of the IUP? (Prior knowledge)
Scope and Sequencing of Content
Outline and organize content to be covered in each daily lesson plan.
What are the unit concepts, skills, and values to be taught within each lesson?
Organize your outline into a unit planning calendar 
Make sure that each day’s content connects to the next day and to previous day(s)and subsequent day(s). All lessons within a unit must be integrated into acommon theme/concept and must be interconnected. This is essential for studentunderstanding.
Step 3: Analyzing Subject Matter Content and Identifying Content Resources
What content is important? What resources should be included? The responses to thesequestions begin with research. You will need to become the content expert to effectivelydetermine what is important and what should be taught as well as the hard decisions of whatshould not be taught. You must also make decisions about what content resources you will use toteach your topic. This requires collecting and analyzing content resources. As you conduct your research develop a bibliography of content resources. Include all materials you use in your  planning and student resources that you integrate into your unit of study.List all technology, print, visual, and human resourcesInclude resources used for background informationInclude information on obtaining materials & resourcesIdentification and analysis of instructional resources
Outside resources
Case studies
Films, Video, Video Clips (i.e- You Tube)
Laboratory Investigations
Teacher resources
Word Problems
WorksheetsUnit should contain a unit bibliography listing supplemental materials 
APA (American Psychological Association - the most commonly used referencing system for theSocial Sciences).Author (year)
 Step 4: Identifying Unit Goals
· What enduring understandings are desired?o What overarching understandings are desired?o What will students understand as a result of this unit?· State essential questions
o What essential questions will guide this unit and focus teaching and learning?o What essential and unit questions will focus this unit?o Develop questions that overview what will be learned from the unit. Thesequestions can be posed at the beginning of the unit. These answers are whatstudents will learn as a result of the instruction.· What key knowledge and skills will student acquire as a result of this unit?
Students will know…
Students will be able to… {these are your behavioral objectives}All goals and objectives must be integrated into lessons.
 Step 5: Scope and Sequencing of Content
Briefly summarize the content to be covered in the unit.
This should be a minimum of a paragraph. You may opt to create an outline of thecontent. This will be acceptable. This also would be a great place to utilize a graphicorganizer for helping you identify your content appropriate for this unit of study.Outline content to be covered in each daily lesson plan
What are the unit concepts, skills, and values?
Develop a unit outline to identify important subject matter elements
A good place to start is with an advanced organizer 
Organize your outline into a unit planning calendar 
Make sure that each day’s content connects to the next day and to previous days andsubsequent days. All lessons within a unit must be integrated into a commontheme/concept and must be interconnected. This is essential for student understanding.
Step 6: Determining Acceptable Evidence
What evidence will show what students understand?
Outline the methods of assessment that will be used throughout the unit plan .
Develop an assessment system for your unit of study.
Overview how grades will be assigned for the entire unit.
Think through what assignments will make up the final unit grade and how eachof these will be weighted.
Types of assessments
(Include criteria to be used to distinguish levels of student proficiency)
Identify prior knowledge
What do students know?
Formative assessments
Formal and informal observations
Informative or in-progress assessments
Methods used for aiding student self-assessment
Summative assessments
Performance tasks

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