How I proceed:
The process for building a Unit Plan is not a simple, straight line. Throughout the process, I am constantly considering the students’ needs.
UNIT PLANNING
- Check the new curriculum identifying the big idea
- Look through pertinent old curriculum (which PLOs may apply and help to give direction)
- Brainstorming on multi-levels: possible assessment pieces; possible essential questions; information through reading texts
, internet, and library books - Peruse lesson and unit plans on-line for valuable inspiration, ideas and resources
- Starting with the big idea, write the essential questions
- Decide the major assessment vehicles (or assessment choices) that students will use to demonstrate their understanding of the essential questions
- Compile initial resources to be used
- Create a hook lesson to capture their interest and help them pose questions on their own
- Constantly check-in with my students’ needs and the big idea to ensure that I remain intentional in my planning
- Identify what prior knowledge is required, vocabulary needs, key concepts to be explored
- When possible I encourage links to other subjects in order to develop more connections
LESSON PLANNING
- Plan with openness to the organics of the class and to what I may discover through my continual formative assessments
- Lessons are mapped out keeping in mind the big idea and essential questions
- Short purposeful hooks and a formative assessment for each lesson is crucial
- Plan extensions and adaptations and foresee both throughout the unit
- Considering each formative assessment, the next lesson is planned in more detail to reflect where the students are in their learning process
PRACTICUM UNITS AND LESSONS
Several of my practicum units were created around the English novel study of “Touching Spirit Bear”. As the novel took place at the southern tip of Alaska, I linked it with an outing to the Vancouver Art Gallery where they students took part in “Emily Carr in dialogue with W-A-L-L-P-A-P-E-R-S” since Emily Carr traveled very close to this area to paint. W-A-L-L-P-A-P-E-R-S explored some environmental issues which was linked to our Science unit on BC’s endangered species. In French (see below), the students explored character development based on their endangered species. Finally, the Kermode Bear (Spirit Bear) is a species at risk in our province.