Middle School Unit Plan

Grade
Discipline Unit Title Teacher(s
)

Essential Question(s):
Based on ‘Understanding by Design’ or other ideas.

Learning Objectives:
Students will be able to:

Duration / Timing Assumed prior knowledge and skills:

Weeks •

Periods
(double)

Period (single)

Assessment Overview

Tasks, Assignments, Projects and Tests Formative Assessment Trans-disciplinary Skills

or Criteria (check)
Summative
? A B C D Thin Co
SM Soc Res
k m

Type of Assessment - Formative: supports learning and reflection, Summative: grades for reporting

Criteria - A: Knowledge and Understanding, B: Application of Skills and Concepts, C: Organization and Presentation, D: Process

Trans-disciplinary Skills - SM: Self management, Think: Thinking, Soc: Social Skills, Res: Research, Com: Communication

Connections
BIS Vision, Mission and Values Connections with the World
(How does this unit connect with our vision, mission and values?) (How is this unit connected to current local or global issues and how does it
encourage international mindedness?)
 Middle School Unit Plan

Learner Profile Connections with other disciplines

(How will some LP’s be addressed in this unit?) (How can this unit support and/or be supported by other disciplines?)

Use of Connectors Academic Honesty and Information Literacy

(How will you connect your discipline with other disciplines? TDS, KISS, ICT, (How will you use this unit to address issues of academic honesty and
HPD) information literacy?)
Middle School Unit Plan
 Middle School Unit Plan

Grade
Discipline Unit Title
Teacher(s)

Learning Experiences
Knowledge: Skills/Concepts

• •

• •

• •

• •

• •

Resources Required
Texts, worksheets (where can they be found?) Practical Resources

Online/ Web resources & Audio-visual (with URLs) Assessment instructions or rubrics

Differentiation
Differentiated Content Differentiated Process Differentiated Products

(what students should know) (how students make meaning of the content) (demonstration of student learning)

• • •

ESL/ Language Support Special Educational Needs (if Other

strategies applicable)

• • •

Ongoing Reflection and Evaluation

Aspect Successes or positive experiences Improvements to be made

Teaching/ learning
• 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?
• What opportunities were there
for student-initiated action?

Assessment of skills/
knowledge

• How did the assessment tasks

allow students to demonstrate
the learning objectives
identified for this unit?
• How did I make sure students
were invited to achieve at all
levels of the criteria
descriptors?