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Unit Planning
Lesson Planning
Uplift Williams
Curricular Documents
Overarching Question: How would you use this document for planning &
teaching?
https://uplift.blackboard.com
Your Blackboard login will be your Uplift username, and the password is
uplift. You have the option to reset this password to a custom password
after you login.
Humanities Nimisha Thakore nthakore@uplifteducation.org
English - Michael Tibbets - mtibbets@uplifteducation.org
Math - Stefani Rubenfeld - srubenfeld@uplifteducation.org
Spanish - Gabriel Alcantara - galcantara@uplifteducation.org
CTE - Chris Lahvic - clahvic@uplifteducation.org
Science - Michael Brinkman - mbrinkman@uplifteducation.org
Arts/PE - Sophia Kwong - skwong@uplifteducation.org
Blackboard-Information Dig
Where would you find What would you find Where would you find IB
technology resources?
Find your first Unit Plan. Are there network Where would you find
What is name of the unit provided texts for your the TEKS for your class?
How would you use this information for planning & teaching? What
3. Find the section on lesson types. What is the purpose of this section?
How would you use this information for planning & teaching? Which
4. Find the section that provides strategies. What is the purpose of this
section? How would you use this information for planning & teaching?
Google 1 strategy that interests you and read more about it.
5. Read through the document in greater detail. What are 5 of the most
key skills or concepts youll want scholars to have learned by the end
of the year?
6. Discuss with your group- What are you excited to use from this
2. Go towards the end of your scope and sequence. Read through the
calendar. Put the important dates, such as the end unit dates, into
3. Read the scope and sequence information for the first unit
have this information. What are 2 key skills or concepts you will
4. Discuss with your group- What are you excited to use from this
Common Assessment
1. Take the first common assessment yourself. If you do not have time to
finish it, thats okay. Its important to take the assessments so you can
your content.
2. Discuss with your group- What did you learn from taking the CA
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Unit Planning
KEY CONCEPT(S) (Choose 1-2 from your subject guide) (grades 9 & 10 only)
What are the key concepts for this specific content area?
How will I make explicit and authentic connections to the key concept throughout the unit?
RELATED CONCEPT(S) (Choose 2-3 from your subject guide) (grades 9 & 10 only)
Scholars will be able to add importance or significance to their conceptual learning, demonstrating connections to the world. What are the big
ideas? What do we want our scholars to retain for years into the future?
How will I make explicit and authentic connections to the key concept throughout the unit?
What larger conceptual statement will we address through this unit and its summative assessment?
Describes a complex relationship that is worthy of inquiry
Explains clearly what students should understand and why that understanding is meaningful
Can be qualified (using phrases such as often, may and can) if it is not true in all situations, but is still an important idea
Can be formulated at different levels of specificity
Should tie the global context, key concept, and related concepts to one another
How can students transfer skills and knowledge among disciplines and subject groups?
Utilize effective learning strategies in subject groups and disciplines
Apply skills and knowledge in unfamiliar situations
Inquire in different contexts to gain a different perspective
Compare conceptual understanding across multiple subject groups and disciplines
Make connections between subject groups and disciplines
Combine knowledge, understanding and skills to create products or solutions
Transfer current knowledge to learning of new technologies
Change the context of an inquiry to gain different perspectives
TOK Knowledge Question-A higher-level question that can be explored within the TOK course (related to your unit)
INTERDISCIPLINARY CONNECTIONS
What connections to other content areas will occur throughout this Unit? How will this connection be executed in the Unit? This unit will be
connected to the following content area(s):
How will this connection be executed in the Unit?
PERFORMANCE TASK/ASSESSMENT
What task(s) will allow students the opportunity to respond to the statement of inquiry?
Describe the relationship between the summative assessment task(s) and the statement of inquiry. If helpful, use the GRASPS format:
GOAL: Establish the goal, problem, challenge, or obstacle in the task.
ROLE: Define the role of the students in the task.
AUDIENCE: Identify the target audience within the context of the scenario.
SITUATION: Set the context of the scenario.
PRODUCT: Clarify what the students will create and why they will create it.
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APPROACHES TO LEARNING
How will this unit contribute to the overall development of subject-specific and general approaches to learning skills?
DIFFERENTIATION
How will you differentiate to reach all scholars? What grouping methods or instructional practices will you use? How will you provide
feedback? FORMATIVE ASSESSMENT
(Need to be listed by class period)
What strategies will you put in place to assess how scholars are learning the necessary knowledge and skills on a daily basis?
RESOURCES
What materials and/or texts are needed to execute this plan?
Review the TEKS and the Knowledge & Skills. These should not be revised.
You may want to highlight this section to remind yourself.
Critical Thinking
How can students think critically?
Practice observing carefully in order to recognize problems
Gather and organize relevant information to formulate an argument
Recognize unstated assumptions and bias
Interpret data
Evaluate evidence and arguments
Recognize and evaluate propositions
Draw reasonable conclusions and generalizations
Test generalizations and conclusions
Revise understanding based on new information and evidence
Formulate factual, topical, conceptual and debatable questions
Consider ideas from multiple perspectives
Develop contrary or opposing arguments
Analyze complex concepts and projects into their constituent parts and
synthesize
them to create new understanding
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Reflection
How can students be reflective?
Develop new skills, techniques and strategies for effective learning
Identify strengths and weaknesses of personal learning strategies (self-
assessment)
Demonstrate flexibility in the selection and use of learning strategies
Try new approaches to learning and evaluate their effectiveness
Consider content (What did I learn about today? What dont I yet
understand? What questions do I have now?)
Consider ATL skills development (What can already do? How can I
share my skills
to help peers who need more practice? What will I work on next?)
Consider personal learning strategies (How efficiently and effectively
am I learning?
What can I do to become a more efficient and effective learner? How
can my understanding of personal strengths and weaknesses help me
develop my own strategies for learning?)
Consider ethical, cultural and environmental implications
Keep a journal to record reflections
use either one with the Uplift Williams Lesson Plan Template.
Begin planning your lessons for the 2nd week when your unit actually
will use and ensure that they already have higher-level questions or
you have annotated them with higher-level questions. You will submit
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Objective(s):
SWBAT use Hookes law to determine the spring constant of a spring and calculate the amount
of potential energy stored in a spring.
SWBAT explain periodic motion of a pendulum and calculate the length of a pendulum.
Thursday.
Return to the Smore and open the Classroom Set-Up link. Due next Friday.
11th & 12th grade teachers-swap Global Contexts box for Transfer box (see pg.
2 diagram)