Instructional Unit Planner

Unit Title

Study Skills Using Visual Aids and Note taking

Teacher(s)

Mary Schmidt

Subject and Grade Level

Study Skills

Time frame and Duration

6-9 weeks

Stage 1: Integrate significant concept and unit question,

and ensure it can be assessed
Significant Concept(s)

Global Context
Identities and Relationships

What are the big ideas? What do I want my

students to retain for years into the future?

(Unit Big Idea)

Students will explore identity; beliefs
and values; personal, physical,
mental, social and spiritual health;
human relationships including
families, friends

MYP unit question

Develop good study skills

Learn to take good notes in class
and from textbook
Using graphic organizers and
reading and interpreting charts

(year 4 and 5 only)

(Essential Question)
(2:Instructional Planning)

How does good study habits and good note taking develop
success in school and life?

Assessment
What task(s) will allow students the opportunity to respond to the unit question? List any/all Diagnostic, Formative, and Summative assessments
What will constitute acceptable evidence of understanding? How will students show what they have understood?
(6: Assessment Uses)

Diagnostic Assessments: use of ACCESS scores, STAR reading score, reading passages
Formative Assessments: vocabulary quizzes, written classwork assignments, reading comprehension activities, and quizzes,

word games
Summative Assessments: Reading comprehension test, writing passages, and vocabulary tests

Which specific MYP objectives will be addressed during this unit? (Year 4 and 5 only)

B Organization
At the end of the course, students should be able to:

express ideas with clarity and coherence

C Style and Language Usage

At the end of the course, students should be able to:

use language accurately
use appropriate and varied register, vocabulary and idiom
use correct grammar and syntax
use correct spelling (alphabetic languages) or writing (character languages).
use notes to study and comprehend the lessons and texts.
Interpret charts ,graphics, pictographic
Which MYP assessment criteria will be used? (Year 4 and 5 only)
Organization, Style and Language Usage
Which specific CCGPS standards will be addressed in this unit?

WIDA Standard #1: ELs communicate in English for social and instructional purposes within the school
setting.
WIDA Standard #2: ELs communicate information, ideas, and concepts necessary for academic success in the
content area of Language Arts.
.
ELACC9-10W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and
in formation clearly and accurately through the effective selection, organization, and analysis of content.

ELACC9-10SL4: Present information, findings, and supporting evidence clearly, concisely and the
organization , and logically such that listeners can follow the line of reasoning , development,
substance, and style are appropriate to purpose, audience, and task.

ELACC9-10SL1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, a
with diverse partners on grades 9-10 topics, texts, and issues, building on others ideas and expressing their own cl

ELACC9-10RI2: Determine a central idea of a text and analyze its development over the course of the text, including how it
emerges
and is shaped and refined by specific details; provide an objective summary of the text.

ELACC9-10RI4: Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative
, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone
(e.g., how the language of a court opinion differs from that of a newspaper).

ELACC9-10RL2: Determine a theme or central idea of text and analyze in detail its development over
the course of the text, including how it emerges and is shaped and refined by specific details; provide
an objective summary of the text.
3. Describe how a particular storys or dramas plot
unfolds in a series of episodes as well as how the
characters respond or change as the plot moves
toward a resolution.
ELACC9-10L: 4. Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grades 910 reading and content, choosing flexibly from a
range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a
words position or function in a sentence) as a clue to the meaning of a word
or phrase.
b. Identify and correctly use patterns of word changes that indicate different
meanings or parts of speech (e.g., analyze, analysis, analytical; advocate,
advocacy).
c. Consult general and specialized reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital, to find the pronunciation of
a word or determine or clarify its precise meaning, its part of speech, or its
etymology.
d. Verify the preliminary determination of the meaning of a word or phrase
(e.g., by checking the inferred meaning in context or in a dictionary.
ELACC9-10W4: Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types
are defined in standards 13 above.)
ELACC9-10W2: Write informative/explanatory texts to examine and convey complex ideas, concepts,
and
in formation

ELACC9-10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting,
or trying a new approach, focusing on addressing what is most significant for a specific purpose and
audience. (Editing for conventions should demonstrate command of Language standards 13 up to
and including grades 910.)
ELACC9-10W6: Use technology, including the Internet, to produce, publish, and update individual
or shared writing products, taking advantage of technologys capacity to link to other information
and to display information flexibly and dynamically.
ELACC9-10L6: Acquire and use accurately general academic and domain-specific words and phrases,
sufficient for reading,
writing, speaking, and listening at the college and career readiness level; demonstrate independence
in gathering vocabulary knowledge when considering a word or phrase important to comprehension or
expression.

The goal of CCGPS is for all units to teach all of the standards. Therefore each unit will allow students to work towards mastery of
each standard.
Which CCGPS assessment criteria will be used? See above

Stage 2: Backward planning: from the assessment to the

learning activities through inquiry
Content
What knowledge and/or skills (from my course overview) are going to be used to enable the student to respond to the guiding question?
What CCGPS standards/skills are to be addressed?
(2:Instructional Planning)

Approaches to Learning (All grade levels- describe real world connections used to promote
lifelong learning. Additionally: Year 4 and 5 Use MYP Language of AOIs)

How will this unit contribute to the overall development of subject-specific and general knowledge and skills?

(Vocabulary)
(8: Academically Challenging Environment)

Students will be able to give information about themselves (both orally and written) and their feelings, they will gain an
understanding of American culture, its monetary system, as well as express information about their home cultures and the
countries from which they come. Students will read a short novel and compare the characters experiences to their own.

Learning Experiences
How will students know what is expected of them? Will they see
examples, rubrics, templates, etc.?
How will students acquire the knowledge and practise the skills
required? How will they practise applying these?
Do the students have enough prior knowledge?

(Know/Understand/Do)
(3: Instructional Strategies)

Teaching Strategies
How will we use formative assessment to give students feedback
during the unit?
What different teaching methodologies will we employ?
How are we differentiating teaching and learning for all? Have we
considered those learning in a language other than their mother
tongue? Have we considered those with special educational needs?
(4: Differentiated Instruction, 5: Assessment Strategies, 7:
Positive Learning Environment)

Star reading results

Use of examples, models, visaul aids

Conference with students

Use of rubrics and scaffolding lessons

Small, flexible groups

Use of technology (USAtestpret.com, Moby Max,

online sites, teachers website etc,)

Peer tutors

Participate in conversations with peers

Small in-class writing assignments
Reading comprehension activities
Student reflections (students reflect on what they
learned and how
they learned it, as well as areas in which they still need
help)
Class discussion

Modified assignments for different levels of English

proficiency as determined by ACCESS scores (ex: a
higher-tier student will be given a more complex writing
assignment or a more difficult text to read)
Leveled tests and quizzes for students at different
proficiency levels
Incorporate student choice to demonstrate understanding
of a concept (ex: students can choose to write, give an
oral presentation, draw a picture, etc.) on certain
assignments

Guided reading questions

Graphic organizers to assess gathered information and

writing skills

Weekly lesson plans and teachers website

Scaffolding lessons, concepts

Vocabulary quizzes, dictation, and footing voting to
assess understanding, Thnk-pair and share activites,
Waiting time for different levels of English proficiency.
Exit ticket writing and orally assessing students
understanding of the lesson.
Highlighting main ideas and concepts.
Learning games and get-one/give one checking for
vocabulary and reading comprehension
Guided reading questions

Feedback/Communication:
How will I provide feedback to my students? In-class student-teacher conferences, written feedback on major writing assignments,
How/What will I communicate with my course team? Meetings,emails, and phone calls
How will I effectvely communicate to parents/the community? phone calls, letters home, school events such as parent conferences, ESOL
Visitation Day and Remind( texting), emails

(10:Communication)
(Cut and paste from your CT planner that you filled out at the beginning of the year)

Resources
What resources are available to us?
Classroom computers
Websites and informative reader-ACTION
ESOL newspaper
Moby Max
ESOL book room and ESOL department supplies
Paraprofessional

How will our classroom environment, local environment and/or the community be used to facilitate students experiences during the
unit?
Students will practice reading on Moby Max
Students will type some writing assignments on classroom computers

Ongoing reflections and evaluation

In keeping an ongoing record, consider the following questions.
Students and Teachers
What did we find compelling? Was our disciplinary knowledge/skills challenged in any way?
What inquiries arose during the learning? What, if any, extension activities arose?
How did we reflect both on the unit and on our own learning?
Were there any attributes of the learner profile that were encouraged through this unit? Were there any opportunities for action?

Possible connections
How successful was the collaboration with other teachers within my subject group and from other subject groups?
What interdisciplinary understandings were or could be forged through collaboration with other subjects?

Assessment
Were students able to demonstrate their learning?
Did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? Did I make sure students were invited to
achieve at all levels of the criteria descriptors?
Are we prepared for the next stage?

Data collection
How did I decide on the data to collect? Was it useful?

Reflection:
What areas of personal strength and weaknesses related to professional skills have I identified? What professional goals do I have for myself to
impact student learning and achievement?
What additional opportunities for Professional Development would be beneficial?

(Artifact/Evidence)
(1:Professional Knowledge, 9:Professionalism)

Students and Teachers

Possible Connections
Assessments
Data Collection
Reflection