North Vancouver School District

Unit Planning Guide

Subject:

Topic:

Unit Overview:
This unit

Grade:

Related Big Ideas:

Unit Duration:

STAGE 1 DESIRED RESULTS

To include statement about how these four sections are interrelated...
BIG IDEAS

TRANSFER GOALS

BIG IDEA:

TRANSFER:
Students will be able to independently use their learning to

CUT/PASTE from Ministry curricular document

What are the real world applications of this concept?

- What should students remember from this unit?
- Where might students have the opportunity to predict, design,
solve, test and/or improve their own ideas, theories, solutions or
creations?

CONCEPTS:

Teachers unpack the big idea into 2-4 key concepts

Point form

MEANING
UNIT UNDERSTANDINGS:
Students will understand that

ESSENTIAL QUESTIONS:
Students will keep considering

When shaping unit understandings . Consider what experts

understand that beginners do not1-4 understandings per unit
What specifically do teachers want students to understand?
How do the key understandings lead to the development of new
knowledge?
What inferences should students be able to make?

Consider stems such as:

- To what extent
- In what ways might
- What could happen if
- Why
What thought-provoking questions will foster inquiry,
meaning-making, and transfer?
What questions will students explore and address?

ACQUISITION
CURRICULAR COMPETENCIES

CONTENT

CUT/PASTE from Ministry curricular document

CUT/PASTE from Ministry curricular

document

Students will be skilled at

Students will know that

CORE COMPETENCIES

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Which Core Competencies will be integrated into the unit?

FIRST PEOPLES PRINCIPLES OF LEARNING

The unit will make connections with:

CUT/PASTE from Ministry curricular document

August 2016

North Vancouver School District

Unit Planning Guide
STAGE 2 - EVIDENCE
TEACHER EVALUATIVE
CRITERIA:
Rubric:
What performances and
products will reveal evidence
of understanding and
transfer?

AUTHENTIC PERFORMANCE TASK: Assessing for Understanding

Students will be able to demonstrate their understanding by:
What is a GRASPS task?

G R A S P S
Goal
Role
Audience
Situation
Performance or
Product
Standards
Differentiation:
*How does this link to the Big Idea or Essential Questions?
OTHER EVIDENCE: Assessing for Knowledge and Skills
Students will show they have acquired Stage 1 knowledge and skills by:
What other evidence will teachers collect to determine whether Stage 1 goals were achieved?

STAGE 3 LEARNING PLAN

MONITORING PROGRESS
Criteria:
What criteria will be used to
evaluate for understanding
and transfer?
Differentiation:
How is the learning, content,
process and product
differentiated for All, Most and
Some students?

EXECUTE THE LEARNING PLAN

Student success at transfer, meaning, and acquisition depends upon
These learning events/activities are suggested activities and/or guiding questions only. They are not fully
completed lesson plans, and some activities may span over several lessons. Teachers will add, revise and
adapt based on the needs of their students, their own personal preferences for resources, and use a
variety of instructional techniques.
Teachers should consider the following aspects when creating lesson plans for each of these
activities: WHERE TO (Wiggins and McTighe)
Where: are we going in this lesson? Why? What is expected of my students during and after this
lesson?
How: will I hook and hold student interest during this lesson?
Equip: How will I equip students for expected performances? How will I make sure to teach the
foundational skills so that they can understand and complete tasks?
Rethink & Revise: How will I help students reflect, rethink and revise their ideas, writing, and tasks?
Evaluate: How will students self-evaluate and reflect on their learning after each lesson/task?
Tailor:
How will I tailor learning to varied needs, interests and styles? (refer to the NVSD
Adaptations Checklist).
Organize: How will I organize and sequence the learning in each lesson and transition to a new
lesson?
The Learning Events should always be prefaced by focusing on the essential questions:
Formatting should be:
Lesson 1:
Lesson 2:
Lesson 3:
LEARNING EVENTS
Student success at transfer (T), meaning (M), and acquisition (A) depends upon
Are all three types of goals (acquisition, meaning, and transfer) addressed in the learning plan? (A)
(M) (T)
Is the Learning Plan aligned with Stages 1 and 2?
What pre-assessments will teachers use to check students prior knowledge, skill levels, and potential
misconceptions?
What activities, experiences and lessons will lead to achievement of the desired results and success at
the assessments?
Does the learning plan reflect principles of learning and best practices?
How will the learning plan reflect readiness, the learning profile, and the interests of the students?
Possible AbEd connection

August 2016

North Vancouver School District

Unit Planning Guide
RESOURCES
Classroom environment, local environment, and/or community connections
Field trips
People, places, audio-visual materials, related literature
Music, art, computer software, textbooks
REFLECTION :
How will teachers and their students reflect on and evaluate the completed project?
Teacher:

Student:

Next time I teach this unit I would

My students needed:
Process:
Product:
Content:

Potential Student Misunderstanding:

Were any misunderstandings revealed during the teaching of this unit?
How will students get the feedback they need?

August 2016