Critical Attributes of a Standards-Based Unit of Study

You are two or three of a six-person grade level English department team at your high school or
middle school. You have been chosen to develop a Unit of Study for your entire team for a two to
four week period.
You and your team members will plan a ten-day (or so) unit of instruction with fully developed
plans for each day on the topic of your choice. Your unit of study should aim for enduring
understanding which goes beyond facts or skills to focus on larger concepts, principles or processes that
have lasting value. How each lesson builds on the last and culminates in a meaningful way should be
self-evident to the rest of your grade level team.
Your unit must contain ALL of the following elements:
1. Unit introduction that:
provides contextual information

gives a rationale for units content and processes

explains how the unit meets Common Core Teaching Standards

includes a source list and citations of materials used, MLA format

2. Unit calendar that briefly describes each day of the unit

3. Fully developed lesson plans for each day
4. Assessments indicated on each lesson plan (quizzes, homework, ticket out the door, etc.)
5. Opportunities to develop skills in each CCSS category (ie. Reading Informational Texts, Reading
Literature, Writing, Speaking and Listening)
6. At least one fully developed writing assignment with rubric
7. Culminating performance with rubricin other words, the big project at the end of the unit
8. Appropriate use of technology in at least 2 lessons (add value to the lesson, not tech for
techs sake) and an assortment of multi-media resources (minimum of 2)
9. Illustrative materials (e.g., handouts, PowerPoint, teacher-created models), as appropriate
10. Group process piece that explains how the unit work was done (individual reflection to be
submitted separately on Edmodo)
The Unit of Study must demonstrate that you can:

focus instruction on clear objectives tied to Common Cores ELA Standards

connect lessons in a cohesive way that scaffolds skills and concepts

engage students in constructing their own meaning by:

o

Engaging the students as workers, investigators, and problem solvers

Providing context so that students know how said skills can be applied in meaningful ways

Requiring students to use critical, higher order thinking skills

Connecting learning to students lives outside the classroom

Offering learning experiences that encourage creativity, resourcefulness,

flexibility, and adaptability

incorporate strategies that address diversity and show sensitivity to individual differences

propose learning experiences that are developmentally appropriate for learners

incorporate appropriate assessment strategies and processes

The unit will receive a group grade. Your group will give a presentation/demonstration of your

unit (approximately 10 minutes). You will be expected to provide me with a bound hard copy and
a digital copy submitted to Blackboard/WebCampus. Remember that presentation is a crucial
element of life and teaching. I expect the bound unit of study to be professional, aesthetically
pleasing, and easy to read.