Unit Planner
(IB Guide code = IBG; Appendix code = A)
Teacher Name:
Subject:
Unit Title:
Length of Unit:
Unit Goals/Enduring Understandings: (IBG.30)
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What do you want your students to know or
be able to do by the end of the unit?
Think of 3-5 important concepts/skills you want your
students to remember when they’re 30 years old
Use specific language
Consider academic skills as well as content knowledge
Essential Question(s): (IBG.32)
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What is one question that could serve as the summative
assessment?
How can you reengineer that question so that it
addresses the broader conceptual underpinnings of your
discipline instead of facts in that particular unit?
How can you word the question best for your students?
Consider adding skill based essential questions as well
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describe the summative in the box
cannot be solely multiple choice
students are responding to & producing
full sentences (somewhere on
assessment)
should have a rubric (IBG.18)
consider including Performance Based
Tasks (IBG.14)
identify which IB criteria are being
assessed (A.7-8)
instructional hours)
Students will be able to…
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Essential Question(s):
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Content-Based:
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Skill-Based:
Check Type(s):
short answer
☐ in-class writing
☐ take home paper
☐ project
☐ multiple choice
☐ oral presentation
☐ self reflection
☐ performance
Brief Description:
IB Assessment Criteria:
☐A i. ii. iii. iv. v.
☐C i. ii. iii. iv. v.
Summative Assessment: (IBG.11) ☐
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weeks (which equates to
(check boxes
& circle numerals)
Students are…
☐ Responding to Text
☐ Producing Full Sent.
Include Copy the hardest question/prompt from the summative assessment in the space below.
What is the DOK Level Present in this question?
☐ 1 ☐ 2 ☐ 3 ☐ 4
☐B i. ii. iii. iv. v.
☐D i. ii. iii. iv. v.
CCSS/ ATL skills? ☐ Yes
☐ No
Rubric? ☐ Yes
☐ No
1 Key Concept: (IBG.36; A.2)
• pick one that best matches your Essential Question & unit goals
• all key concepts are the same across subjects; see full list & read the descriptions in
Appendix (A.2)
• think about how this concept represents the real-world relevance of the unit’s content
Related Concept: (IBG.36; A.3)
• these are subject-specific concepts listed in Appendix (A.3)
• pick two that that extend learning / offer new perspectives
• OR, you can add your own concepts if none fit your unit
Global Context: (IBG.36; A.4-6)
• this is NOT about international mindedness
• this is about how your content/skills apply in the real world
• select one as well as an exploration bullet point in Appendix
(A.4-6) (you can write your own exploration)
Key Concept:
Related Concept #1:
Global Context:
Related Concept #2:
Exploration Bullet Point:
Statement of Inquiry: (IBG.39)
• combine the words from your Key Concept, Related Concept, and Global
Context sub-topic to create a statement (not a question)
• this statement should be broad exploration of an idea (like an Essential Question)
• a good statement should be confused for a different subject area
Statement of Inquiry:
2 Common Core Standards Addressed: (IBG.26; A.10)
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select 2-3 standards that are the focus of this unit (not spiraled)
consider aligning with ATL skill
all standards are listed in Appendix (A.10)
ATL Skill: (IBG.28; A.9)
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find ATL skills that match the Common Core Standards you’ve
already selected
all ATL skills are listed in Appendix (A.9)
Go back to your summative, learning goals, and EQ. Are these skills included? AVID-like strategy
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describe strategies that are explicit ways to teach Common Core & ATL skills
IDENTIFY THE SKILLS
CCSS Connection
Skills for the Unit
ATL Skill Connection
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3.
HOW YOU EXPLICITLY TEACH THOSE SKILLS
AVID-like Strategies
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3 Inquiry Questions: (that lead to formative and then to summative) (IBG.42; A.1)
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Factual: What is a basic, factual question that students need to know to build their knowledge base? (DOK 1)
Conceptual: What is a question that forces students to see connections between facts into larger ideas? (DOK 2-3)
Debatable: What is a question that could mirror the depth of knowledge required for an assessment? (DOK 3-4)
Summative
Assessment
Debatable Question:
Conceptual Question:
Factual Question:
Formative Assessment (IBG.14):
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a mid-point check to see how students are
progressing
must provide data to the teacher and individual
feedback (not just a grade) to the student
results inform how instruction should be adjusted to
meet needs of students
should measure some Common Core/ATL skills
(see page 3 of this planner)
consider if the DOK prepares students for the
summative assessment
Check Type(s):
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short answer
in-class writing
take home paper
project
multiple choice
oral presentation
self reflection
performance
Brief Description:
Copy hardest question/prompt from formative assessment in space below.
What is the DOK Level Present in this question? ☐ 1 ☐ 2 ☐ 3 ☐ 4
Include CCSS/ ATL skills? ☐Yes ☐No
Rubric? ☐Yes ☐No
Students are…
☐Responding
to Text
☐Producing
Full Sent.
4 Major Lessons & Learning
Experiences: (IBG.47)
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What are some important lessons that
you’ve built?
Consider aligning with Inquiry Questions
How do these lessons scaffold toward the
Summative Assessment?
How do these lessons teach Common
Core, ATL skills, and the Learner Profile?
Teaching Methods:
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Learning Experiences:
What type of instructional methods do
you use?
Consider using Inquiry Based Learning
(IBG.53)
Consider Performance Based Tasks
(IBG.14)
Are you following NUSD lesson norms
(objective, aligned to standards, CFU, &
closure)?
Check Type(s):
☐ lecture
☐ group work
☐ project based learning
☐ inquiry
☐ modeling
☐ discussion
☐ demo / lab
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Brief Description:
check for understanding
Differentiation: (IBG.55)
Differentiate by Ability
Support English Language Learners
(SIOP)
Support for I.E.P.s and 504s
(accommodations/modifications)
5 Student Reflection:
What tools do students use to actively/explicitly reflect about
their learning?
What tools do students use to reflect upon the Learner Profile?
Teaching Reflections: (IBG.55)
• Complete the self-reflection on the next page first.
• For complete reflection including assessment data analysis, see Unit Reflection Protocol document.
Prior to Teaching
During Teaching
After Teaching
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How will you make the content interesting to engage
all students?
Based on your self-reflection (12 point self-reflection;
next page), what is your implementation goal for this
unit?
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What difficulties did we encounter while completing
the unit or the assessment task(s)? What can we
adjust or change?
What skills (CCSS/ATL) need more practice?
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For Next Year: What were the learning outcomes of
this unit? (see Unit Reflection Protocol document)
For Next Unit: How will we build on our experience
to plan the next unit?
6 What an MYP Classroom Looks Like: A Teacher’s Self-­‐Reflection 1.
A mirror of the IBO mission statement and IB Learner Profile Consistent in my classroom Not yet consistent I am still learning this Kind, accepting, positive: a place of continuous learning for every student 2.
Evidence of statement of inquiry, conceptual learning, and inquiry questions Questions and statements are posted in the classroom to provide a larger purpose for learning targeted content and make students aware of specific skills they will learn. 3.
Evidence of formative and summative assessments Instruction that targets specific learner outcomes requires focused and frequent assessment of student skills and knowledge. Formative assessment is done during instruction so teachers can make instructional decisions based on student readiness and needs. Summative assessment is done after instruction to provide information on the impact of instruction. 4.
Opportunities for students to practice critical thinking 5.
Use of technology where appropriate 6.
Teacher incorporates technology which enables student to identify, assess, evaluate, and acknowledge a wide range of informational sources; including the use of the MYP inquiry (Design) cycle Interdisciplinary focus where appropriate Holistic learning breaks down artificial barriers of different subjects commonly found in schools, enabling students to discover the relationships between different knowledge areas and the real world. 7.
Evidence of global context integration 8.
Student centered 10. Criterion referenced assessments and rubrics 11. Interactive 12. Lessons planned with the end in mind Teacher presents focused questions or tasks that invite critical reflection about the content of the curriculum using tools students have learned over time. The six areas of global contexts are used as a “lens” through which the teacher will present the content and connect to the real world. A broach teaching approach that encompasses replacing lectures with active learning, integrating self-­‐paced learning programs and/or cooperative groups situations, ultimately holding the student responsible for his or her advances in education. 9.
Evidence of Internationalism Developing students’ attitudes, knowledge, and skills as they learn about their own and others; culture (global perspective). For example, using world literature and history, studying a foreign language, highlighting the diverse population of our school community, studying different perspectives (texts, theories, issues, art, music) discussing culture in connection with the Global Context, and examining views from different countries in relation to politics, economics, religion, and socio-­‐economics. Every subject has specific criteria to be used when creating rubrics for assessments. The criteria are directly from the aims and objectives for each particular subject. Each objective is formally assessed two times in the year. Students participate as equal partners in ongoing discovery process. They are interactive with anyone else in a constructive way. Lessons are mapped to emphasize the end point: the summative assessment and the students’ opportunity to show their learning and understanding of the statement of inquiry in a variety of ways. 7 8