Unit Planning

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Unit Planning

• Using OCUP

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1. Define the purpose

• What do I want my students to learn?
• Think about the culminating task, subtasks, and
  prior knowledge
• Map the initial assessment to determine the level
  of readiness of the learners

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2. Choose the overall expectations for the
strand(s)

• Use the learning continuum from the planner to
  complete this task
• Teachers in a Catholic system may refer to the
  Ontario Catholic Student Graduate Expectations
  and Journey Activities as a foundation for the
  learning experience

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3. Choose the specific expectations for the
strand(s)

• Again, the continuum will provide this information

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4. Cluster your expectations using common
words or concepts

• This will enable you to see the enduring
  understandings (the enduring concepts, skills,
  applications, and/or concepts that follow
  throughout the learning continuum e.g.
  conservation, map globe skills)

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5. Map these clusters onto the Achievement
Chart to address the categories

• Knowledge and Understandings
• Thinking, Inquiry, and Problem Solving
• Communication
• Application and Making Connections

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6. Determine meaningful connections to other
subject areas/expectations

• This will enable you to begin the process of
  integrating the curriculum strands

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7. Design a culminating activity and scoring
rubric/checklist to accompany the culminating
task

• The culminating task is the product that students
  will produce as a result of this unit
• Ideas may be presentations, dioramas, portfolios,
  skits

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8. Design down from the culminating activity
into sequential subtasks

• This model is used extensively in curriculum
  design
• Further information can be accessed by studying
  the work of Grant Wiggins and Jay McTighe
  (Understanding by Design)

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9. Create varied teaching/learning strategies

• Provide students with opportunities to
  demonstrate their knowledge/skills independently
  and cooperatively
• Ideas can be gathered from the companion library
  of the Unit Planner

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10. Incorporate remediation, accommodations,
and extensions as required

• Consideration should be given to different
  learning styles/multiple intelligences
• Students with IEPs who have been identified
  should be considered at this stage
• Refer to the Spec Ed companion library

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11. Develop a range of assessment strategies
to be used throughout the unit

• Ensure that students are assessed for grade level
  expectations
• Utilize a variety of techniques e.g. anecdotal,
  checklists, rubrics, quizzes, conferences,
  learning logs
• Refer to the companion library for specific ideas

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12. Gather, organize, and prepare resources and
materials

• Use a variety of teaching and learning resources
  for the various subtasks
• Remember to address the various learning styles
• Try to utilize the concepts of collaborative
  learning or the cooperative learning structures
  of Spencer Kagan