Unit Plan Template
EXAMPLE
UNIT: Civics- Classroom Community
TIME FRAME: 6 Weeks
TEACHER/GRADE: 2nd Grade
UNIT STANDARDS (Teachers should list the standards to be addressed within the unit):
1.
2.
3.
4.
List ways that people express their ideas respectfully (DOK 1)
Describe ways in which you can take an active part in improving your school or community (DOK 1-2)
Describe important characteristics of a responsible community member (DOK 1-2)
Give examples of ways that individuals, groups, and communities manage conflict and promote equality,
justice, and responsibility (DOK 1-2)
5. Identify examples of power and authority and strategies that could be used to address an imbalance,
including bullying as power without authority (DOK 1-3).
6. Identify and give examples of appropriate and inappropriate uses of power and the consequences (DOK
1- 3).
7. Demonstrate skill store solve conflicts or differences (DOK 1-3).
BIG IDEA: (These are what students will discover as a result of instruction and learning activities. They are the main ideas of the
learning, the conclusions, or the generalizations. These should apply to more than one area of study)
The classroom will have contributing members that use multiple ways to participate and resolve
conflict.
ESSENTIAL QUESTIONS: (Essential questions center round major issues, problems, concerns, interests, or themes relevant to the
classroom. Essential questions should lead students to discover the big ideas. They need to go beyond who, what and where. They need
to lead to the how and why)
How will you resolve conflict?
How will you participate in the classroom?
What are some ways in which we are different?
How will you show respect to others?
What are some ways that someone can bully? (second step)
Why would someone bully? (second step)
What do you do when you get bullied? (Second Step)
Learning Tasks: (Teachers list the various tasks
Skills: (These are what the students need to be able to do in
students will engage in throughout the unit. (Content) –
Should be separated by Reading Tasks, Writing Tasks,
Discussion Tasks, and Language/Vocabulary Tasks):
relation to the tasks. These skills are translated statements from the
standards and represent measurable verbs, instructional targets, and
descriptors for the sake of consistency across teachers in the same
content area and grade level):
I can solve my own problems.
Sections highlighted in yellow are to be completed by end of day on 9-4
Sections highlighted in turquois are to be completed by end of day on 10-20
Unit Plan Template
EXAMPLE
I can follow classroom rules.
I can participate in learning activities.
I know how to ask a question.
I can demonstrate SAILS.
Listening, focus, communicating, sharing, speaking,
following directions.
KEY TERMS/VOCABULARY:
Conflict
Contributing
Respect
Community
Resolve
Participate
Equality
Bullying
Appropriate
Inappropriate
Consequences
Ownership
Assessments: List types of assessments that will be used throughout the course of the unit.
*If you do not have assessments for
this unit, they should be created before moving on to the lesson design* (Label Assessments as Diagnostic, Formative, or Summative):
Weekly Behavior logs
second step participation
WRR folder
Learning Activities: (Any agreed upon
Resources / Text Selections: (Teachers will list the
activities/lesson plans can be listed here):
titles/genres for study):
Second Step
WRR
Classroom meetings
Kevin Henkes, Leo Leoni, Second step.
Sections highlighted in yellow are to be completed by end of day on 9-4
Sections highlighted in turquois are to be completed by end of day on 10-20
Unit Plan Template
EXAMPLE
Additional Notes:
Sections highlighted in yellow are to be completed by end of day on 9-4
Sections highlighted in turquois are to be completed by end of day on 10-20