Unit Planner(IB Guide code = IBG; Appendix code = A)

Teacher Name: / Subject:
Unit Title: / Length of Unit: weeks(which equates to instructional hours)

Unit Goals/Enduring Understandings: (IBG.30)

  • What do you want your students to know or

be able to do by the end of the unit?

  • Think of 3-5 important concepts/skills you want your

students to remember when they’re 30 years old

  • Use specific language
  • Consider academic skills as well as content knowledge

Essential Question(s): (IBG.32)

  • What is one question that could serve as the summative assessment?
  • How can you reengineer that question so that it

addresses the broader conceptual underpinnings of your discipline instead of facts in that particular unit?

  • How can you word the question best for your students?
  • Consider adding skill based essential questions as well

Check Type(s): / Brief Description:
☐ short answer
☐ in-class writing
☐ take home paper
☐ project
☐ multiple choice
☐ oral presentation
☐ self reflection
☐ performance
IB Assessment Criteria:
(check boxes
& circle numerals) / ☐A i. ii. iii. iv. v. ☐B i. ii. iii. iv. v.
☐C i. ii. iii. iv. v. ☐D i. ii. iii. iv. v.

Summative Assessment: (IBG.11)

  • describe the summative in the box
  • cannot be solely multiple choice
  • students are responding to & producing full sentences (somewhere on assessment)
  • should have a rubric (IBG.18)
  • consider includingPerformance Based Tasks (IBG.14)
  • identify which IB criteria are being assessed (A.7-8)

Key Concept: (IBG.36; A.2)

  • pick one that best matches your Essential Question & unit goals
  • all key concepts are the same across subjects; see full list & read the descriptions inAppendix (A.2)
  • think about how this concept represents the real-world relevance of the unit’s content

Related Concept: (IBG.36; A.3)

  • these are subject-specific concepts listed in Appendix (A.3)
  • pick two that that extend learning / offer new perspectives
  • OR, you can add your own concepts if none fit your unit

Global Context: (IBG.36; A.4-6)

  • this is NOT about international mindedness
  • this is about how your content/skills apply in the real world
  • select one as well as an exploration bullet point in Appendix(A.4-6) (you can write your own exploration)

Statement of Inquiry: (IBG.39)

  • combine the words from your Key Concept, Related Concept, and Global

Context sub-topic to create a statement (not a question)

  • this statement should be broad exploration of an idea (like an Essential Question)
  • a good statement should be confused for a different subject area

Common Core Standards Addressed: (IBG.26; A.10)

  • select 2-3 standards that are the focusof this unit (not spiraled)
  • consider aligning with ATL skill
  • all standards are listed in Appendix (A.10)

ATL Skill: (IBG.28; A.9)

  • find ATL skills that match the Common Core Standards you’ve

already selected

  • all ATL skills are listed in Appendix (A.9)

AVID-like strategy

  • describe strategies that are explicit ways to teach Common Core & ATL skills

IDENTIFY THE SKILLS

Skills for the Unit / CCSSConnection / ATL Skill Connection
1.
2.
3.

HOW YOU EXPLICITLY TEACH THOSE SKILLS

AVID-like Strategies
1. / 2. / 3.

Inquiry Questions: (that lead to formative and then to summative) (IBG.42; A.1)

  • Factual: What is a basic, factual question that students need to know to build their knowledge base? (DOK 1)
  • Conceptual: What is a question that forces students to see connections between facts into larger ideas? (DOK 2-3)
  • Debatable: What is a question that could mirror the depth of knowledge required for an assessment? (DOK 3-4)
Formative Assessment (IBG.14): / Check Type(s): / Brief Description:
  • a mid-point check to see how students are progressing
  • must provide data to the teacher and individual feedback (not just a grade) to the student
  • results inform how instruction should be adjusted to meet needs of students
  • should measure some Common Core/ATL skills (see page 3 of this planner)
  • consider if the DOK prepares students for the summative assessment
/ ☐ short answer
☐ in-class writing
☐ take home paper
☐ project
☐ multiple choice
☐ oral presentation
☐ self reflection
☐ performance /



Major Lessons & Learning Experiences: (IBG.47)

  • What are some important lessons that you’ve built?
  • Consider aligning with Inquiry Questions
  • How do these lessons scaffold toward the Summative Assessment?
  • How do these lessons teach Common Core, ATL skills, and the Learner Profile?

Check Type(s): / Brief Description:
☐ lecture
☐ group work
☐ project based learning
☐ inquiry
☐ modeling
☐ discussion
☐ demo / lab
☐ check for understanding

Teaching Methods:

  • What type of instructional methods do you use?
  • Consider using Inquiry Based Learning (IBG.53)
  • Consider Performance Based Tasks
  • (IBG.14)
  • Are you following NUSD lesson norms (objective, aligned to standards, CFU, & closure)?

Differentiation: (IBG.55)

Differentiate by Ability / Support English Language Learners
(SIOP) / Support for I.E.P.s and 504s
(accommodations/modifications)

Student Reflection:

What tools do students use toactively/explicitly reflect about their learning? / What tools do students use to reflect upon the Learner Profile?

Teaching Reflections: (IBG.55)

  • Complete the self-reflection on the next page first.
  • For completereflection including assessment data analysis, see Unit Reflection Protocol document.

Prior to Teaching / During Teaching / After Teaching
  • How will you make the content interesting to engage all students?
  • Based on your self-reflection (12 point self-reflection; next page), what is your implementation goal for this unit?
/
  • What difficulties did we encounter while completing the unit or the assessment task(s)? What can we adjust or change?
  • What skills (CCSS/ATL) need more practice?
/
  • For Next Year: What were the learning outcomes of this unit? (see Unit ReflectionProtocol document)
  • For Next Unit: How will we build on our experience to plan the next unit?

What an MYP Classroom Looks Like:A Teacher’s Self-Reflection / Consistent in my classroom / Not yet consistent / I am still learning this
  1. A mirror of the IBO mission statement and IB Learner Profile
Kind, accepting, positive: a place of continuous learning for every student
  1. Evidence of statement of inquiry, conceptual learning, and inquiry questions
Questions and statements are posted in the classroom to provide a larger purpose for learning targeted content and make students aware of specific skills they will learn.
  1. Evidence of formative and summative assessments
Instruction that targets specific learner outcomes requires focused and frequent assessment of student skills and knowledge. Formative assessment is done during instruction so teachers can make instructional decisions based on student readiness and needs. Summative assessment is done after instruction to provide information on the impact of instruction.
  1. Opportunities for students to practice critical thinking
Teacher presents focused questions or tasks that invite critical reflection about the content of the curriculum using tools students have learned over time.
  1. Use of technology where appropriate
    Teacher incorporates technology which enables student to identify, assess, evaluate, and acknowledge a wide range of informational sources; including the use of the MYP inquiry (Design) cycle

  1. Interdisciplinary focus where appropriate
    Holistic learning breaks down artificial barriers of different subjects commonly found in schools, enabling students to discover the relationships between different knowledge areas and the real world.

  1. Evidence of global context integration
    The six areas of global contexts are used as a “lens” through which the teacher will present the content and connect to the real world.

  1. Student centered
A broach teaching approach that encompasses replacing lectures with active learning, integrating self-paced learning programs and/or cooperative groups situations, ultimately holding the student responsible for his or her advances in education.
  1. Evidence of Internationalism
Developing students’ attitudes, knowledge, and skills as they learn about their own and others; culture (global perspective). For example, using world literature and history, studying a foreign language, highlighting the diverse population of our school community, studying different perspectives (texts, theories, issues, art, music) discussing culture in connection with the Global Context, and examining views from different countries in relation to politics, economics, religion, and socio-economics.
  1. Criterion referenced assessments and rubrics
    Every subject has specific criteria to be used when creating rubrics for assessments. The criteria are directly from the aims and objectives for each particular subject. Each objective is formally assessed two times in the year.

  1. Interactive
    Students participate as equal partners in ongoing discovery process. They are interactive with anyone else in a constructive way.

  1. Lessons planned with the end in mind
    Lessons are mapped to emphasize the end point: the summative assessment and the students’ opportunity to show their learning and understanding of the statement of inquiry in a variety of ways.

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