UNIT PLANNING TEMPLATE ORILLIA CAMPUS

BACKWARD DESIGN/DOWNWARD DESIGN CROSS-CURRICULAR PLANNING MODEL

Subjects /Strands: Language – Predicting Grade(s): 2

Number of days: 5 Culminating task due date: Friday December 7, 2018

STEP 1

A. BIG IDEA FOR Readers use strategies to help them make sense of what they read, hear, and view.
THIS UNIT

B. OVERALL
EXPECTATION(S) Language – Writing
1. listen in order to understand and respond appropriately in a variety of situations for a variety of purposes

SPECIFIC
EXPECATION(S) Language – Writing
Comprehension Strategies 1.3 identify several listening comprehension strategies and use them before, during, and
after listening in order to understand and clarify the meaning of oral texts

LEARNING GOAL(S)
Today we are learning how to
1. Make predictions before reading a text using the title and illustrations
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STEP 2

C. CULMINATING TASK
Rich Performance Students will be completing tasks daily as they do with other literacy centres.
Assessment Task –Drake,
pg. 69
ASSESSMENT
TASKS/STRATEGIES Students will be evaluated on their ability to connect images to comprehension strategies related to predicting.

SUCCESS CRITERIA
We will know we are successful when we can
1. Use the images on the cover and the title to help us make a prediction about what a text is about
Complete a graphic organizer documenting predictions and how they connect to the content of a text

ASSESSMENT TOOLS X Checklist Rubric Rating Scale

What recording X Anecdotal Comments Feedback Form Self/Peer Other
strategies will teachers
use?
D. LEARNING SKILLS
AND WORK HABITS TO Initiative
BE ADDRESSED Refer to Self-Regulation
Learning Skills and Work Independent Work
Habits in Growing Success: Responsibility
Assessment, Evaluation
and Reporting in Ontario
Schools Pg. 10.
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STEP 3

E. LESSONS – USING LAKEHEAD TEMPLATE & GUIDELINES

Briefly identify the topic, specific teaching/ learning activity, and specific expectation is for each lesson. Lessons flow together and scaffold
student learning. What teaching skills/concepts expectations are being introduced for completion of culminating task? Outline or sketch out
each lesson in the unit

LESSON WHAT TEACHER WILL DO WHAT STUDENT WILL DO ASSESSMENT RESOURCES

(say write do)
Read Aloud with Teacher will instruct in the Students will complete the Graphic organizer Read Aloud text for each
predicting first lesson and then move graphic organizer highlighting what students lesson
toward independent documenting their think before reading a text
Modelling how to make Graphic organizer
completion of organizer as understanding of how (predicting) and what
predictions based on the unit progresses predictions help to make actually happens in the
the images and text on Overhead Projector
connections to a text text to draw comparisons
the cover a book increasing comprehension and assess comprehension
**Students will
complete the same
organizer building on
predictions across the
course one week

POSSIBLE X Teacher Conference X Observation checklist X Spot Check Teacher Edit

X Exit Card Interview Quiz X Checklist
ASSESSMENT
Self Assessment Checklist Performance Checklist Question and Answer X Discussion
STRATEGIES Concept Attainment, Mind Map, Concept Map Self Assessment Response Form
Select Response Peer Edit Demonstration Thumbs Up/Thumbs Down Other

VARIETYOF Ensure that there are a variety of learning experiences provided to match the class and individual learning profile that
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LEARNING you have developed for this group of learners (see below). Mark any you have used.
EXPERIENCES
Learning Experiences  Guest Speaker  Report Writing
 Inquiry Questions  Inside/Outside Circle  Response Writing
 Anticipation Guide  Inquiry  Response Journals
X Brainstorming  Jigsaw  Role Playing
 Case Study  Journal Writing  Round Robin
 Choice Boards  KWL chart  Simulation
X Class Discussion  Learning Centres  Snowball
 Computer Simulation  Learning Contracts  Socratic Dialogue/ Rich
 Concept Attainment  Metaphors Questioning
 Concept Formation  Movie Review/Analysis  Song Creation
 Concept Creation  Mind Map  Teams Games Tournaments
 Concept Mapping  Model Building  Three Way Debate
 Critical Dialogue  Note Making (student generated) X Think Pair Share
 Cubing  Note Making (teacher generate  Think Pair Square (Graduated)
 Debate (Formal)  Numbered Heads  Think Together – Think Apart
 Debate (Informal)  Jigsaw  Thinking Routines
 Examine Both Sides  Panel Discussion  Tiering
 Four Corners  Placemat  Values Line
 Game  P/M/I  Venn Diagram
 Game Theory  Problem Based Learning  Video Clip
 Graffiti  Puzzle Pieces  Word Wall
X Graphic Organizer  RAFTS  Word Web
 Graph Creation  Research (Guided)  Other
 Graphing  Research (Independent) __________________________

STEP 4
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REFLECTION

Criteria Exemplars Evidence

Questioning My questions will spark student curiosity.

My questions will lead the students to inquiry - pose and

pursue their own questions.

Metacognition Students used metacognitive skills during the unit.

Feedback Assessment as/of was incorporated during the unit and

involved the teacher.
Assessment as/of was incorporated during the unit and
involved student peers.
Scheduled “check ins” were organized during the unit.

Assessment The assessment loop is consistent throughout the unit and

Loop closes with the culminating task.