Developing your semester or yearly plan for units you want to teach
1.
2. ORGANIZING UNITS OF INSTRUCTION
Identify the state standards for the grade level or course
for which you will develop units.
For Example:
6th Grade
ESSENTIAL STANDARDS
3. YEARLY/SEMESTER PLAN OUTLINES
Grade level/Course: __________________
NCSCOS Major Concepts
Unit Unit Title Clarifying
Objectives
Create an outline of units you may teach for the entire
1 year or semester.
2
3 3 to 4 units for grades K-3
4 4 to 6 units for grades 4-6
5 to 8 units for grades 7-12
5
6
7
8
4.
5. SAMPLE YEARLY PLAN OUTLINES
Grade level/Course: Third Grade
Clarifying Conceptual Lens(s)
Unit Unit Title
Objectives
3.C&G.2.1, 3.C&G.2.2,
How Do We Meet Our Basic
1 Needs?
3.G.1.1, 3.G.1.3,
3.E.1.1, 3.E.1.2
3.G.1.1, 3.G.1.2,
3.G.1.3, 3.G.1.4,
Where in the World are
2 You?
3.G.1.5, 3.H.1.1,
3.H.1.2, 3.H.1.3,
3.C.1.1, 3.C.1.2
3.C&G.1.1, 3.C&G.1.2,
Understanding Your Local
3 Government
3.C&G.1.3, 3.C&G.2.1,
3.H.1.1, 3.H.1.2, 3.H.1.3
3.H.1.1, 3.H.1.2,
4 Variety Is the Spice of Life 3.H.2.2, 3.H.1.3,
3.H.2.1, 3.C.1.1, 3.C.1.2
6. Sample Civics & Economics Yearly/Semester Plan Outline
Grade level/Course: Civics & Economics
Conceptual
Unit Unit Title Clarifying Objectives
Lens (s)
Principals and Practice: The CE.C&G.1.1, CE.C&G.1.2,CE.C&G.1.3, CE.C&G.1.4, CE.C&G.1.5,
CE.C&G.3.1, CE. C&G.3.2,CE.C&G.3.3, CE.C&G.3.4, CE.E.1.1, CE.E.1.2,
1 Foundations of American CE.E.1.5
Political & Economic Systems
CE.C&G.1.1, CE.C&G.1.3, CE.C&G.2.2, CE.C&G.2.3 , CE.C&G.2.4
2
The American Idea of CE.C&G.2.5 , CE.C&G.2.6 ,CE.C&G.2.7, CE.C&G.2.8 CE.C&G.4.2,
Constitutional Government CE.C&G.4.3, CE.C&G.4.4, CE.C&G.4.5, CE.E.2.3, CE.E.2.4
CE.C&G.1.4, CE.C&G.2.8 CE.C&G.4.1, CE.C&G.4.2, CE.C&G.4.3
3
Active Citizenship: Local, CE.C&G.4.4, CE.C&G.4.5, CE.PFL.2.5, CE.E.1.6 , CE.C&G.3.
State, National, & Global
CE.C&G.2.4 CE.C&G.2.5 , CE.C&G.2.6 ,CE.C&G.2.7, CE.C&G.2.8
CE.C&G.3.1, CE. C&G.3.2,CE.C&G.3.3, CE.C&G.3.4 CE.C&G.3.5,
4
Political & Legal Systems: CE.C&G.3.6 , CE.C&G.3.7, CE.C&G.3.8, CE.PFL.2.1, CE.PFL.2.2, CE.PFL.2.3,
Balancing Interests CE.E.3.1 , CE.E.3.2, CE.E.3.3 , CE.C&G.5.2, CE.C&G.5.3 CE.C&G.5.4
CE.C&G.5.5, CE.C&G.5.1
CE.C&G.2.1 , CE.C&G.2.2 ,CE.C&G.2.3 , CE.C&G.2.4 CE.C&G.2.5
CE.C&G.2.6 ,CE.C&G.2.7, CE.C&G.2.8, CE.C&G.3.1, CE.
Decisions, Decisions, C&G.3.2,CE.C&G.3.3, CE.C&G.3.4, CE.C&G.3.8, CE.C&G.4.4, CE.PFL.2.1,
CE.PFL.2.2, CE.PFL.2.3, CE.E.3.1 , CE.E.3.2, CE.E.3.3 , CE.C&G.5.3,
5 Decisions: Civics, Economics CE.C&G.5.4 ,CE.C&G.5.5, CE.PFL.1.1, CE.PFL.1.2, CE.PFL.1.3, CE.PFL.1.4,
and the Real World CE.PFL.1.5, CE.PFL.1.6,
7. Your Turn
Grade level/Course: __________________
Clarifying Conceptual Lens
Unit Unit Title
Objectives
1
2
3
4
5
6
7
8
8. Sharing From The Groups
Conceptual
Clarifying Lens
Unit Unit Title
Objectives
1
2
3
4
5
6
7
8
Notes de l'éditeur
Go back to unpacking document. Generalizations in that doc are reference/examples only. You can come up with more! MSL’S WILL BE BASED ON STANDARD NOT GENERALIZATIONS. Generalizations guide instruction!
Transition slide. First step: start with standards! So you know what you want to target
RULE OF THUMB. Developmentally appropriate and whatever schema you have chosen
Thoughts for this slide: Teachers will now work together in groups to develop come up with what they think 3 good units. Doing only 3 for the sake of time so make sure to stress to the participants why they are only doing 3. Tell them not to worry about the conceptual lens just yet. We will focus on that as soon as they have worked with organizing units and deciding what these units will focus on as far as learning. Share out through GoogleDoc-articulate your thinking (why?)
Thoughts for this slide: Have two to three groups share their work before moving to the Conceptual Lens piece.
