UNIT PLANNING TEMPLATE

BACKWARD DESIGN/DOWNWARD DESIGN CROSS-CURRICULAR PLANNING MODEL

Subjects /Strands: Language / Social Studies Grade(s): 4

Number of days________________________ Culminating task due date: ________________

STEP 1
What is important for students to know? What are the enduring understandings? What is the big open question to inform
BIG IDEA FOR learning and link curricula? (consider starting with big ideas in Science or Social Studies)
THIS UNIT
Not all early societies were the same. (Social Studies A3, Page 96)

It is important for students to know the key aspects of a few early societies from different regions/ geographical areas (3000 BC –
1500) (Social Studies A3, Page 96)

OVERALL What will students learn? Select expectations from each curriculum document (for this unit use Language- Media, and one of
EXPECTATION(S) Science or Social Studies) that unit will address.
Social Studies:
A3. Understanding Context: demonstrate an understanding of key aspects of a few early societies (3000 BCE–1500 CE), each from a
different region and era and representing a different culture, with reference to their political and social organization, daily life, and
relationships with the environment and with each other (FOCUS ON: Significance) (Social Studies, Page 98)
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Language:

Writing: (Page 86)

1. generate, gather, and organize ideas and information to write for an intended purpose and audience
2. draft and revise their writing, using a variety of informational, literacy, and graphic forms and stylistic elements
appropriate for the purpose audience
4. Reflect and identify their strengths as writers, areas for improvement, and the strategies they found most
helpful in the writing process.

Media Literacy: (Page 89)

3. Create a variety of media texts for different purposes and audiences using appropriate forms, conventions, and
techniques

Oral Communication
1. Listen in order to understand and respond appropriately in a variety of situations for a variety of purposes
2. Use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes

SPECIFIC What specific expectations from the curriculum documents (may use more than one subject) will be addressed
EXPECATION(S) throughout the lessons? Include an expectation sort, indicating which will be assessed and which will be covered but not
formally assessed.

Social Studies:

A3.1 Identify the location of some different early societies on a globe or on print, or digital and/or interactive maps and
demonstrate the ability to extract information on early societies, relationship with the environment from thematic maps.
(pg 100)
A 3.2 demonstrate the ability to extract information on daily life in early societies from visual evidence
(pg 100)
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Language:

Writing:
1.1 identify the topic, purpose, and audience for a variety of writing forms (e.g., a cinquain or shape poem modelled on
the structures and style of poems read, to contribute to a student poetry anthology for the school library; a set of
directions to complete a science experiment on pulleys and gears, for a class presentation; a timeline of significant
events in the writer’s life, to accompany a biography for a class collection) (pg. 86)
1.5 identify and order main ideas and supporting details and group them into units that could be used to develop a
summary, using a variety of graphic organizers (e.g., a Venn diagram, a paragraph frame) and organizational pat- terns
(e.g., generalization with supporting information, cause and effect)
2.1 write more complex texts using a variety of forms (e.g., a storyboard using captions and photographs or drawings to
recount a significant event in their life; a report, including jot notes, comparing the environments of two or more regions in
Canada; a letter to the author about the student’s reaction to a particular text; a summary of the role of a medieval per-
son; a review of a book or website; an original folk tale, fairy tale, or tall tale, or an extension of an existing tale; a board
game related to a unit of study)
2.7 make revisions to improve the content, clarity, and interest of their written work, using several types of strategies
(e.g., reordering sentences; removing repetition or unnecessary information; changing the sequence of ideas and
information and adding material if appropriate; adding transition words and phrases to link sentences and/or paragraphs
and improve the flow of writing; adding or substituting words from other subject areas, word lists, and a variety of
sources, such as a dictionary or thesaurus and the Internet, to clarify meaning or add interest; checking for and removing
negative stereotypes, as appropriate)
4.3 select pieces of writing that they think reflect their growth and competence as writers and explain the reasons for their
choice

Media Literacy:
3.2 identify an appropriate form to suit the specific purpose and audience for a media text they plan to create (e.g., a
poster advertising a school science fair; a flyer to encourage students to participate in the fair) (pg 90)
3.3 identify conventions and techniques appropriate to the form chosen for a media text they plan to create (e.g., a board
game related to a unit of study from a curriculum subject area could include a list of game rules; a board showing the
game name, movement path, obstacles, and finish line; and visual details that will appeal to the intended audience) (pg
90)

Oral Communication:
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LEARNING Clearly identify what students are expected to know & able to do in language they can understand. What is the
GOAL(S) strategy/task that will provide information for assessment?
What are the questions that the students will be able to answer at the conclusion of the unit of study?

 I will write my fable following themes present in my early civilization

 I will learn how to organize my ideas for my fable
 I will learn to edit and revise my fable
 We will select the piece of writing that best represents our early civilization
 I will learn how to use modes of media to showcase my fable
 I will learn to use effective strategies for presenting

STEP 2
CULMINATING TASK Complete explanation of what students will do/write/say to demonstrate their understanding of the big idea? How is it
Rich Performance differentiated? What Achievement Chart Categories will be addressed?
Assessment Task –
Drake, pg. 69 Students will chose between one of the five separate groups we have investigated throughout the unit. (The groups are
First Nations, Greek, Egyptian, Aztec and Norse). Once students have chosen their desired group they will be tasked with
creating and generating a legend/fable consistent with the themes from these groups. Students will individually create
their writing piece, following an editing/revision process. After feedback and revision, students will meet with their group at
this point and share their individual fable. From this meeting the group will decide on a combination or one of the fables
that they feel best represents their group. Groups will then be tasked with creating a mixed media
Presentation that will shared with an audience in a “fair” setting.

ASSESSMENT Assessment “of” Learning: What will students say/write/do to demonstrate their learning of the specific expectations at the
TASKS/STRATEGIES end of the unit of study? Does it reflect all or most of the Achievement Categories? Are assessments “balanced” (say,
write, do, perform)?
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Students will be assessed on their individual writing piece (Writing/Social Studies Expectations).
Students will be assessed as a group on their final fair presentation for their use of mixed media (Oral/ Media Literacy
Expectations)

SUCCESS CRITERIA How will students demonstrate what they will learn? What will successful acquisition of the learning goals look like and
sound like? How will we know they have learned?

 I can represent my early civilization (First Nations, Greek, Egyptian, Aztec or Norse)

 I can use a graphic organizer (Mind map, double entry journal, Graffiti Wall)

 I can use the CUPS procedure to edit my work

 I can give at least two stars and a wish to my editing partner

 I can analyze multiple pieces of writing and determine the best fit for our early civilization (First Nations, Greek,
Egyptian, Aztec or Norse)

 I can use at least two appropriate media forms to showcase our fable

 I will use appropriate tone and volume in my presentation

ASSESSMENT Checklist Rubric Rating Scale

TOOLS
What recording Anecdotal Comments Feedback Form Self/Peer
strategies will
teachers use? Other
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D. LEARNING Identify skills and attach assessment tool.

SKILLS AND WORK
HABITS TO BE
ADDRESSED Refer to
Learning Skills and Independent Work – individual writing
Work Habits in Growing
Success: Assessment, Collaboration – working with group to present fable in mixed media fair
Evaluation and
Reporting in Ontario
Knowledge and Understanding – students will demonstrate their knowledge of early civilizations in their fable
Schools Pg. 10.
Responsibility – students will have to time manage their writing piece, as well as collaboration with group members

Organization – Students graphic organize, checklists, and have a role to fulfill in the group work component

Self Regulation: students will have to stay on task during independent and group work

STEP 3

LESSONS – USING LAKEHEAD TEMPLATE & GUIDELINES

Briefly identify the topic, specific teaching/ learning activity, and specific expectation is for each lesson. Lessons flow
together and scaffold student learning. What teaching skills/concepts expectations are being introduced for completion of
culminating task? Outline or sketch out each lesson in the unit

LESSON WHAT TEACHER WILL WHAT STUDENT WILL ASSESSMENT RESOURCES

DO DO (say write do)
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Learning activity, Example: Example: Mode/Strategy/Tool;

specific expectation, Instruct/Guide/Model/ Thinking skills Key questions and
teaching/learning Literacy skills prompts/
strategies Assist/ Assess Creative skills

POSSIBLE Teacher Conference Quiz

Exit Card Question and Answer
ASSESSMENT Demonstration
Self Assessment Checklist
STRATEGIES Concept Attainment, Mind Map, Concept Map
Teacher Edit
Checklist
Select Response Discussion
Observation checklist Thumbs Up/Thumbs Down
Interview Self Assessment Response Form
Peer Edit Other
Spot Check
VARIETYOF Ensure that there are a variety of learning experiences provided to match the class and individual learning
LEARNING profile that you have developed for this group of learners (see below). Mark any you have used.
EXPERIENCES
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Learning Experiences  Guest Speaker  Report Writing

 Inquiry Questions  Inside/Outside Circle  Response Writing
 Anticipation Guide  Inquiry  Response Journals
 Brainstorming  Jigsaw  Role Playing
 Case Study  Journal Writing  Round Robin
 Choice Boards  KWL chart  Simulation
 Class Discussion  Learning Centres  Snowball
 Computer Simulation  Learning Contracts  Socratic Dialogue/ Rich Questioning
 Concept Attainment  Metaphors  Song Creation
 Concept Formation  Movie Review/Analysis  Teams Games Tournaments
 Concept Creation  Mind Map  Three Way Debate
 Concept Mapping  Model Building  Think Pair Share
 Critical Dialogue  Note Making (student generated)  Think Pair Square (Graduated)
 Cubing  Note Making (teacher generate  Think Together – Think Apart
 Debate (Formal)  Numbered Heads  Thinking Routines
 Debate (Informal)  Jigsaw  Tiering
 Examine Both Sides  Panel Discussion  Values Line
 Four Corners  Placemat  Venn Diagram
 Game  P/M/I  Video Clip
 Game Theory  Problem Based Learning  Word Wall
 Graffiti  Puzzle Pieces  Word Web
 Graphic Organizer  RAFTS  Other ___________
 Graph Creation  Research (Guided)
 Graphing  Research (Independent)

STEP 4

REFLECTION

Criteria Exemplars Evidence

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Questioning My questions will spark student curiosity

My questions will lead the students to inquiry -

pose and pursue their own questions.
Metacognition Students used metacognitive skills during the unit.

Feedback Assessment as/of/for was incorporated during the

unit and involved the teacher.
Assessment as/of was incorporated during the unit
and involved student peers.
Scheduled “check ins” were organized during the
unit.
Assessment The assessment loop is consistent throughout the
Loop unit and closes with the culminating task