Bronzeville Scholastic Institute Unit Planner**

(See ** at the bottom for helpful steps and assistance to complete this! You can do it!)
Remember Units are complete !hen Steps "# $# and %Prior to teachin&' reflection in Step ( ) *ssessment ) Rubric are submitted!
+eacher(s
)
Witt Sub,ect -roup
Unit +itle Perspective and the Individual Year . Year 4
Year 5
Junior
Senior
Unit
/uration
(0ee1s *2/
3ours)
4 !ee1s
5arch (# $6"7

+8
*pril ""# $6"7
"9 I2:UIRY ;stablishin& the purpose of the unit9
<e= >oncept (Select one)
(refer to survival guide + subject guide)
Related >oncept (select "?$)
(refer to survival guide + subject guide)
-lobal >onte@t (Select one)
(refer to survival guide + subject guide)
Perspective
Identit=
Point of Aie!
Identities and Relationships
Statement of InBuir= (combines <e= ) Related >oncepts ) -lobal >onte@tC starts !ith %Students !ill understand +3*+D)
Use <e= concept and "?$ related e@plicitl=C other concepts and &lobal conte@t ma= be implied or e@plicit9
Is a statement and not a question
Uses student-friendly language teachers ma!e this availa"le and refer to it during unit for direction and focus
Students #ill understand that critical readers analy$e historical conte%t and authors& perspectives to evaluate readers& interpretations of
literary te%ts and of the concept of point of vie#'
InBuir= :uestions ((?. total)
What do you #ant your students to investigate further( )*I+,- Your ./Y and 0/12,/3 concepts #ill help you45
Start #ith 6Students #ill78 and turn them into questions'
0emove the content and !eep the conte%t
2llo# for multiple perspectives and ans#ers
FACTUAL: What is perspective?
What does point of view allow for in perspective?
What does identity have to do with relationships?
CONCEPTUAL: How do individual experiences shape a persons identity?
How can relationships change perspective over time?
How can people improve perspective through relationships?
DEBATABLE: What impacts a persons identity most negative or positive influences?
When is it acceptable for a person to change relationships in order to develop her or his own identity?
!an an individual possess a healthy life perspective without experiencing any positive relationships?
8b,ectives- "nclude
#$) %&' objectives and strands youre using
(()eminder that all objectives and strands should be
used twice each year((
Summative *ssessment
*e specific + if you have more than one
summative assessment, be sure to specify
which objectives and strands go with which
summative assessment
9riterion 2- 2naly$ing
i' Students #ill "e a"le to analy$e the
effects of the creator&s choices on an
audience'
ii' Students #ill "e a"le to :ustify opinions
and ideas; using e%amples;
e%planations and terminology'
iii' Students #ill "e a"le to evaluate
similarities and differences "y
connecting features across and #ithin
genres and te%ts'
8utline of summative assessment tas1(s)
including assessment criteria )<YP
su":ect guide5-
-escribe the summative assessment tas.(s)
students will underta.e in order to
demonstrate achievement of objectives
i' Students #ill analy$e #ord
choice and content to
determine
effect on reader'
ii' Students #ill discuss #hether
they agree or disagree #ith the
author and poet and give
e%amples from "oth te%ts to
illustrate her=his position'
iii' Students #ill read and identity
allusions from a poem "y
1angston *ughes entitled;
6<other to Son8 and compare
them #ith >en&s 9arson&s
auto"iography; ?ifted *ands to
analy$e the effects of the
creator&s choices on an
audience'
Relationship bet!een summative
assessment tas1(s) and statement of
inBuir=
/ustify WH& the summative assessment(s)
relate(s)0lin.(s) bac. to the 1tatement of "n2uiry
+
should see the .ey and related concepts and
global contexts explicitly referred to here33
,his assessment allo#s for students to clearly
understand ho# perspective is created using
the concepts of identity; relationship; and point
of vie#' Students #ill "e a"le to articulate ho#
the !ey and related concepts "uild on
individuality' ,he de"ata"le questions #ill
create the opportunity for students to display
open-mindedness regarding their o#n "eliefs
a"out identity'
Eearner Profile What 4' traits will be tied to the unit?
InBuirers <no!led&eable +hin1ers >ommunicators Principled
8pen?minded >arin& Ris1?ta1ers Balanced Reflective
*pproaches to Eearnin&
"dentify 564 s.ill(s) that students will develop through units learning experience 4oo. at the objectives and summative assessment 7")16, then
the rest8
((!hoose #9: that you will focus on explicitly teaching during the unit33 (;ot all the s.ills you thin. youll need students to use in the unit)
*old, highlight, or otherwise mar. (hint smiley face) the #9: you are focusing on< you may also chec. off or include others, but those will not be the
main foci$
IB *+E s1ills
cate&or=
5YP *+E s1ills
cluster
Specific *+E s1ill
1ee survival guide or appendix 5 of this
document< specify to which cluster the specific
s.ill belongs
Eearnin& ;@perience F *o# does this play out
in the unit(
>855U2I>*+I82
I 9ommunication s!ills Use a variety of media to communicate #ith a
range of audiences'
Students #ill read critically and for comprehension'
S8>I*E
II 9olla"oration 1isten actively to other perspectives and ideas'
S;EG?
5*2*-;5;2+
III @rgani$ation .eep an organi$ed and logical system of
information files and notes- "inder'
IA 2ffective
A 0eflection
R;S;*R>3
AI Information 1iteracy See! a range of perspectives from multiple and
varied sources'
AII <edia 1iteracy
+3I2<I2-
AIII 9ritical ,hin!ing /valuate evidence and arguments' Students #ill create original #or!s and ideas'
IB 9reative ,hin!ing
B ,ransfer
$9 *>+I82 +eachin& and learnin& throu&h inBuir=
>ontent 9 !)19tied to final assessment
!!118and any others that are subject specific3
Eearnin& process What will the STUDENTS be doing?
Students #ill "e a"le to-
Ca' 9ommunicate information and ideas using an
appropriate style for the audience and purpose'
C"' Structure information and ideas in a #ay that is
appropriate to the specified format'
Da' 3evelop several ideas fully; using specific ideas
and relevant reasons; details; and e%amples'
D"' Use relevant transitional #ords; phrases; and
sentences to convey logical relationships "et#een
ideas'
3. CCSS.ELA-Literacy.RL.9-10.1
CCSS.ELA-Literacy.RL.9-10.2
CCSS.ELA-Literacy.RL.9-10.3
CCSS.ELA-Literacy.RL.9-10.4
CCSS.ELA-Literacy.RL.9-10.5
CCSS.ELA-Literacy.RL.9-10.6
CCSS.ELA-Literacy.RL.9-10.7
CCSS.ELA-Literacy.RL.9-10.8
CCSS.ELA-Literacy.RL.9-10.9
CCSS.ELA-Literacy.RL.9-10.10
Eearnin& e@periences and teachin& strate&ies -ay to day of the unit
Gormative assessment 'lan formative assessments leading up to the
culminating tas.(s$ 6here may be a number of these used in your unit$ 'lease
use this space accordingly$
Participation=3iscussion 3escription of- Students #ill de"ate the author
choices
to evaluate point of vie#
and
effectiveness'
Presentation 3escription of-
Pro:ect=Performance 3escription of- Students #ill "e given ru"ric and
tas! description to complete pro:ect'
,est=Eui$ 3escription of- Students #ill ta!e qui$$es over
content and voca"ulary every #ee!; and a test at the end of the unit' ,his
test #ill include a reading passage of at least FGG #ords and a shorter
passage of at least CGG #ords; voca"ulary; content; and a #ritten response in
#hich they are as!ed to analy$e te%t'
Writing 3escription of 1tudents will be as.ed to
summari=e and synthesi=e information in order to evaluate .ey concepts and events
in text$
/ifferentiation >44, 1'>- 91ome 1pecial >ducation 5ccommodations ?
%odifications85lso, always refer to students ">'s8
Si$e- 2dapt the num"er of items that the learner is e%pected to learn=complete
)reduce the length of an assignment; etc'5
,ime- Increase the amount of time the learner has to complete a tas! )provide
students #ith e%tra time; etc'5
1evel of Support- Increase the amount of personal assistance to an individual
learner )one-on-one conferencing; colla"orative team teaching; peer-tutoring; etc'5
3ifficulty- 2dapt the s!ill level; pro"lem type; or rules on ho# the learner may
approach the #or! )allo# the use of a calculator; simplify content; decrease tas!
directions; etc'5
Input- 2dapt the #ay instruction is delivered )visual aids; media presentations;
demonstrations; fle%i"le grouping; etc'5
@utput- 2dapt ho# the student can respond to instruction
Participation- 2dapt the e%tent to #hich a learner is actively involved in the tas!
2lternate ?oals- 2dapt the goals or outcome e%pectations #hile using the same
materials
Su"stitute 9urriculum- Provide different instruction and materials to meet a
learner&s individual goals
Resources What resources will be used to facilitate students experiences during the unit? Websites, technology, media,
communications, partnerships, complex resources?
>en 9arson&s auto"iography; @ifted Hands
'oems
Speeches
You,u"e clips
+e# Yor! ,imes articles
?lencoe 1iterature anchor te%t
(9 R;GE;>+I82 >onsiderin& the plannin&# process and impact of the inBuir=9
Reflection 9onsider the follo#ing questions-
Students and Teacers
What did we find compelling? Was our disciplinary .nowledge0s.ills challenged in any way? What in2uiries arose during the learning?
How did we reflect9both on the unit and our own learning? Were there any attributes of the learner profile that were encouraged?
P!ssi"le c!nnecti!n
How successful was the collaboration with other teachers?
What interdisciplinary understandings were or could be forged through collaboration with other subjects?
Assessment
Were students able to demonstrate their learning?
-id the assessment tas.(s) allow students to demonstrate the learning objectives identified for this unit? -id " ma.e sure students were invited to
achieve at all the levels of the criteria descriptors?
"s there data " should be including to support the reflections "ve written that may be helpful for future lessons and discussions around unit planning?
Prior to teachin& the unit /urin& teachin& *fter teachin& the unit
**Suggestions on steps to complete planner:
1. Choose the objectives and strands you want to assess while still considering the content (including CCSS, maps provided by CPS, and
CRS) you need to tacle. !hen, de"ine the summative assessment using the #R$SPS approach. (Consider the ey and related concepts
and content you want%need to address while planning this.)
&. Complete part 1 ('n(uiry). )eep in mind as you complete part 1 you should be re"erring to your summative assessment.
*. Complete part & ($ction).
+. Complete part * (Re"lection), speci"ically, do the Pre-Re"lection "irst. .uring the unit, complete the /during0 section. !hen, once the unit
is complete do the a"ter section1 'nclude written re"lections, suggestions "or improvement, applicable data and anecdotes around how the
unit went and changes that can be made "or ne2t time. 3ooray1
3elpful items
<e= >oncepts for specific su":ect areas can "e found in the <YP Unit Planning Survival ?uide' .eep in mind that all of these are
appropriate for many different su":ect areas #e must use the specific !ey concepts listed in the Survival ?uide that are specific to
the su":ect at least once in the last t#o years of the <YP programme' 1isted "elo# are *EE of the !ey concepts for the unit planning
purposes-
2esthetics 9hange 9ommunication 9ommunities
9onnections 9reativity 9ulture 3evelopment
Horm ?lo"al Interactions Identity 1ogic
Perspective 0elationships ,ime; place; and space Systems
Related >oncepts are also found in the <YP Survival ?uide for your reference' Please also refer to your su":ect guide for more
information and guidance'
-lobal >onte@ts must "e used in units' @ne per unit should "e addressed; #ith each of the si% addressed each year at least once'
Identities and relationships 8rientation in space and time Personal and cultural e@pression
Scientific and technical innovation -lobalization and sustainabilit= Gairness and development
*ppendi@ * includes specifics that must included for the *pproaches to Eearnin&! >hec1 it out!!
2otes to 1eep in mind
,I2 I Pro"lem Solving Po#erful Practices for your su":ect area
Euarterly 2ssessments created-<ultiple choice covering 90S; #hich should "e included during taught lesson
Euarterly 2ssessments created-+@+-multiple choice should cover <YP; performance tas!s and 99SS
See <YP su":ect guides for <YP o":ectives and ru"rics
9PS frame#or! has aligned common core "y su":ect )see .no#ledge 9enter at https00sites$google$com0a0cps$edu0.c0home5
<YP has aligned common core "y su":ect )See resources in the ,eacher *and"oo! on 3rive5
<odel I> learner profile
Resources for Unit Plannin&
<YP Su":ect ?uides )in hard copy and availa"le in your specific folders in the ?oogle 3rive ,eacher *and"oo! I> Holder
<YP Planning C' Su":ect ?uide 0elated Items
9ollege 0eadiness Standards )90S5-http://www.act.org/standard/
9ommon 9ore State Standards )99SS5- http://www.corestandards.org/
99SS Pasta"le Aersions are in ?oogle 3rive ,eacher *and"oo!I> folder<YP Planning 2+3 in 90S=99SS Holder
I> <iddle Years Programme )<YP5 o":ectives-1ocated in su":ect guides )?oogle 3rive5 or I> @nline 9urriculum 9enter-
http://occ.ibo.org
##Eac teacer as a l!gin $!r te OCC% Please see &s% &ac $!r y!urs i$ y!u d! n!t 'n!( it !r a)e $!rg!tten it%
Als!* te list is p!sted in te +!!gle Dri)e Teacer ,and"!!' -B .es!urces
9PS 9ontent Hrame#or!s- 9PS .no#ledge 9enter=?oogle 3rive,eacher *and"oo! I> 0esources <YP Unit Planning
/a=?to?/a= Eesson Plan +emplate
,his familiar template should "e used to document your day-to-day activities throughout your unit'
,here are also copies of this attached in the unit plan itself' ,his can su"stitute in for the sections
la"eled 61earning /%periences and teaching strategies8 and 6formative assessments'8
2ctivity 5onda= +uesda= 0ednesda= +hursda= Grida=
>ell 0inger
<odeling=/%amples
(;n&a&e)
Small ?roup
2ctivity=3iscussion
(;@ploreH;@plain)
Wrap up= Whole
?roup
(;@plainH;laborate)
/%it
2ctivity=Hormative
(;valuate)
3ome!or1
*ssessments
What is it and is it
3iagnostic;
Hormative; or
Summative(
Appendix A / Appr!aces t! Learning
>ommunication
I9 >ommunication s1ills
*o# can ;@chan&in& thou&hts# messa&es and information effectivel= throu&h
students
communicate
through
interaction(
interaction
?ive and receive meaningful feed"ac!
Use intercultural understanding to interpret communication
Use a variety of spea!ing techniques to communicate #ith a variety of audiences
Use appropriate forms of #riting for different purposes and audiences
Use a variety of media to communicate #ith a range of audiences
Interpret and use effectively modes of non-ver"al communication
+egotiate ideas and !no#ledge #ith peers and teachers
Participate in; and contri"ute to; digital social media net#or!s
9olla"orate #ith peers and e%perts using a variety of digital environments and
media
Share ideas #ith multiple audiences using a variety of digital environments and
media
*o# can
students
demonstrate
communication
through
language(
Readin&# !ritin&# and usin& lan&ua&e to &ather and communicate
information
0ead critically and for comprehension
0ead a variety of sources for information and for pleasure
<a!e inferences and dra# conclusions
Use and interpret a range of discipline-specific terms and sym"ols
Write for different purposes
Understand and use mathematical notation
Paraphrase accurately and concisely
Previe# and s!im te%ts to "uild understanding
,a!e effective notes in class
<a!e effective summary notes for studying
Use a variety of organi$ers for academic #riting tas!s
Hind information for disciplinary and interdisciplinary inquiries; using a variety of
media
@rgani$e and depict information logically
Structure information in summaries; essays; and reports
Social
II9 >ollaboration S1ills
*o# can
students
colla"orate(
0or1in& effectivel= !ith others
Use social media net#or!s appropriately to "uild and develop relationships
Practice empathy
3elegate and share responsi"ility for decision-ma!ing
*elp others to succeed
,a!e responsi"ility for one&s o#n actions
<anage and resolve conflict and #or! colla"oratively in teams
>uild consensus
<a!e fair and equita"le decisions
1isten actively to other perspectives and ideas
+egotiate effectively
/ncourage others to contri"ute
/%ercise leadership and ta!e on a variety of roles #ithin groups
?ive and receive meaningful feed"ac!
2dvocate for one&s o#n rights and needs
Self?5ana&ement
III9 8r&anization S1ills
*o# can
students
demonstrate
organi$ation
s!ills
5ana&in& time and tas1s effectivel=
Plan short- and long-term assignments meet deadlines
9reate plans to prepare for summative assessments )e%aminations and
performances5
.eep and use a #ee!ly planner for assignments
Set goals that are challenging and realistic
Plan strategies and ta!e action to achieve personal and academic goals
>ring necessary equipment and supplies to class
.eep an organi$ed and logical system of information files=note"oo!s
Use appropriate strategies for organi$ing comple% information
Understand and use sensory learning preferences )learning styles5
Select and use technology effectively and productively
IA9 *ffective s1ills
*o# can
students manage
their o#n state of
mind(
5ana&in& state of mind
<indfulness
-Practice focus and concentration
-Practice strategies to develop mental focus
-Practice strategies to overcome distractions
-Practice "eing a#are of "ody-mind connections
Perseverance
-3emonstrate persistence and perseverance
-Practice delaying gratification
/motional management
-Practice strategies to overcome impulsiveness and anger
-Practice strategies to prevent and eliminate "ullying
-Practice strategies to reduce stress an%iety
Self-motivation
-Practice analy$ing and attri"uting causes for failure
-Practice managing self-tal!
-Practice positive thin!ing
0esilience
-Practice 6"ouncing "ac!8 after adversity; mista!es; and failures
-Practice 6failing #ell8
-Practice dealing #ith disappointment and unmet e%pectations
-Practice dealing #ith change
A9 Reflection s1ills
*o# can
students "e
reflective(
(Re?)considerin& the process of learnin&C choosin& and usin& *+E
s1ills
3evelop ne# s!ills; techniques and strategies for effective learning
Identify strengths and #ea!nesses of personal learning strategies )self-
assessment5
3emonstrate fle%i"ility in the selection and use of learning strategies
,ry ne# 2,1 s!ills and evaluate their effectiveness
9onsider content
-What did I learn a"out today(
-What don&t I yet understand(
-What questions do I have no#(
9onsider 2,1 s!ills development
-What can I already do(
-*o# can I share my s!ills to help peers #ho need more practice(
-What #ill I #or! on ne%t(
9onsider personal learning strategies
-What can I do to "ecome a more efficient and effective leader(
-*o# can I "ecome more fle%i"le in my choice of learning strategies(
-What factors are important for helping me learn #ell(
Hocus on the process of creating "y imitating the #or! of others
9onsider ethical; cultural; and environmental implications
.eep a :ournal to record reflections
Research
AI9 Information Eiterac= S1ills
*o# can
students
demonstrate
information
literacy(
Gindin&# interpretin&# ,ud&in&# and creatin& information
9ollect; record; and verify data
2ccess information to "e informed and inform others
<a!e connections "et#een various sources of information
Understand the "enefits and limitations of personal sensory learning preferences
#hen accessing; processing; and recalling information
Use memory techniques to develop long-term memory
Present information in a variety of formats and platforms
9ollect and analy$e data identify solutions and ma!e informed decisions
Process data and report results
/valuate and select information sources and digital tools "ased on their
appropriateness to specific tas!s
Understand and use technology systems
Use critical literacy s!ills to analy$e and interpret media communications
Understand and implement intellectual property rights
9reate references and citations; use footnotes=endnotes and construct a
"i"liography according to recogni$ed conventions
Identify primary and secondary sources
AI9 5edia Eiterac= S1ills
*o# can
students
demonstrate
media literacy(
Interactin& !ith media to use and create ideas and information
1ocate; organi$e; analy$e; evaluate; synthesi$e; and ethically use information
from a variety of sources and media )including digital social media and online
net#or!s5
3emonstrate a#areness of media interpretations of events and ideas )including
digital social media5
<a!e informed choices a"out personal vie#ing e%periences
Understand the impact of media representations and modes of presentations
See! a range of perspectives from multiple and varied sources
9ommunicate information and ideas effectively to multiple audiences using a
variety of media and formats
9ompare; contract; and dra# connections among )multi5media resources
+hin1in&
AIII9 >ritical +hin1in& S1ills
*o# can
students thin!
critically(
*nal=zin& and evaluatin& issues and ideas
Practice o"serving carefully in order to recogni$e pro"lems
?ather and organi$e relevant information to formulate an argument
0ecogni$e unstated assumptions and "ias
Interpret data )cont&d5
/valuate evidence and arguments
0ecogni$e and evaluate propositions
3ra# reasona"le conclusions and generali$ations
,est generali$ations and conclusions
0evise understanding "ased on ne# information and evidence
/valuate and manage ris!
Hormulate factual; topical; conceptual and de"ata"le questions
9onsider ideas from multiple perspectives
3evelop contrary or opposing arguments
2naly$e comple% concepts and pro:ects into their constituent parts and synthesi$e
them to create ne# understanding
Propose and evaluate a variety of solutions
Identify o"stacles and challenges
Use models and simulations to e%plore comple% systems and issues
Identify trends and forecast possi"ilities
,rou"leshoot systems and applications
II9 >reative +hin1in& S1ills
*o# can
students "e
creative(
-eneratin& novel ideas and considerin& ne! perspectives
Use "rainstorming and visual diagrams to generate ne# ideas and inquiries
9onsider multiple alternatives; including those that might "e unli!ely impossi"le
9reate novel solutions to authentic pro"lems
<a!e une%pected or unusual connections "et#een o":ects and=or ideas
3esign improvements to e%isting machines; media; and technologies
3esign ne# machines; media; and technologies
<a!e guesses; as! 6#hat if8 questions and generate testa"le hypotheses
2pply e%isting !no#ledge to generate ne# ideas; products; or processes
9reate original #or!s and ideas use e%isting #or!s and ideas in ne# #ays
Practice fle%i"le thin!ing-develop multiple opposing; contradictory; and
complementary arguments
Practice visi"le thin!ing strategies and techniques
?enerate metaphors and analogies
I9 +ransfer S1ills
*o# can
students transfer
s!ills and
!no#ledge
among
disciplines and
su":ect groups(
Utilizin& s1ills and 1no!led&e in multiple conte@ts
Utili$e effective learning strategies in su":ect groups and disciplines
2pply s!ills and !no#ledge in unfamiliar situations
Inquire in different conte%ts and gain a different perspective
9ompare conceptual understanding across multiple su":ect groups and disciplines
<a!e connections "et#een su":ect groups and disciplines
9om"ine !no#ledge; understanding and s!ills to create products or solutions
,ransfer current !no#ledge to learning of ne# technologies
9hange the conte%t of an inquiry to gain different perspectives