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Kindergarten II- Monique

Name of the unit: The Parts of my Body

Prior Knowledge: Learners are aware of the different parts of their body.

Subject/Subjects covered: Science, Biology, Mathematics and English.

Central Idea: Learners should be familiar with the different parts and functions of their body to stay healthy.

Learning Outcomes: At the end of this unit, students will be able to differentiate the different parts of their body. Students will understand the function of their body.

Key Concepts: 5 Senses, Parts of the body, Healthy habits.

Skills in focus: Understanding, Progression of Knowledge, Mathematics, Vocabulary expansion.

Knowledge acquired: Naming body parts, Identifying functions of body parts.

Real-world connection: Applying new knowledge about the functioning of the body to promote a healthy lifestyle.

Formative Assessment: Teacher’s assessment. Self-assessment of certain tasks.

Refection: Students have time to reflect on their work and give feedback.

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Prior knowledge: Birthday Party
Areas Covered: English
Statement of Inquiry: What can we see in the party?
Learning outcome: I can differentiate the name of places, persons, animals and things
Skills focus: communication, independent learning, critical thinking
Knowledge acquired: Sorting, identifying naming words
Real world connection: communicate with people and observe the world around you. Identifying living and non-living things
Summative assessment: Read stories and identify the naming words through writing them in their paper

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Name of the unit: Human made systems and Communities

Prior Knowledge: Learners understand how they are constantly connected with the world through technology.

Subject/Subjects covered: Numeracy, Literacy and Unit of Inquiry

Central Idea: Technological change impacts on the way communities function

Learning Outcomes: To explore how lives have changed with the revolution of technology and how this change has affected the mindset of people.

Key Concepts: Change, Causation and Connection

Skills in focus: Research and Thinking Skills

Knowledge acquired: Learners will understand how technology is the root cause of all the change in the world.

Real world connection: As learners will decode the theme with the help of the key concepts, they will also analyze how technology has changed with the passing time. They will ponder over the world before technology and the world after it.

Formative Assessment: Create a PowerPoint presentation about the importance of using technology for our benefit and not to harm others

Summative Assessment: Write an essay of 250 words explaining “Is the technology of the modern world harming us more than protecting us?” (Criteria and Rubric will be provided)

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Aim- Introduction on 3 sounds. By songs, sensorial, hand on activity.
Learning outcome - can recognize the sounds and brings things beginning   with those sounds .
Formative assessment is on Screen activity.
Summative assessment is an Observations bases coz we use Montessori approach.

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Name of the unit: Stories

Prior Knowledge: Dolch’s sight words, parts of a book

Subject/Subjects covered: English

Big Idea/central idea/statement of inquiry: Five elements of a story

Learning Outcomes:
A. Understand what the five elements of a story are.

B.  Identify the characters and
setting of the story/ies.

C. Become familiar with the structure of the plot:

1.    Beginning

2.    Middle

3.    End

D. Use the phrases:

1.     “Once upon a time…”

2.    “And they (he/she) lived happily ever after.”

“The End.”

when constructing their own story/when telling a story.
E. Identify the conflict of the story in correlation with the plot.
F. Imagine different ways to find a resolution for the conflict.
G. Identify the theme of the story.
H. Write a complete and coherent story taking in consideration the story elements:

1.    Characters

2.    Setting

3.    Plot

a)    Beginning

b)    Middle

c)    End

4.    Conflict

5.    Theme

Skills in focus: Reading, Writing (Literacy)

Knowledge acquired: Comprehension, Correlation, Creativity, Analysis

Real world connection: Storybooks (e.g., "The Very Hungry Caterpillar" by Eric Carle). Use these stories to communicate effectively. Recount events in a logical way so the listener/reader can follow.

Summative assessment: Macmillan-McGraw-Hill TREASURES; DIBELS screening assessment

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Name of the Unit/ Topic
Aim
Objective
Brainstorming
Introduction
Development
Practice
Skill
Teaching strategies
Assessment (Formative/ on going)
Success criteria
Learning outcome

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Name of the unit : transportation

Prior Knowledge: basic knowledge of the surroundings around the child.

Subject/Subjects covered: math, science, PSED, writing.

Big Idea/central idea/statement of inquiry/:transportation.

Learning Outcomes: ability to identify different means of transportation.

Skills in focus: deafferentation, identification.

Knowledge acquired: different type of cars knowledge.

Real world connection: police cars, personal cars, buss, metro.

Summative assessment name different types of transportation and explain their traits.

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Name if the Unit: Percentage
Aims: to build on the concept of % from primary and previous years
To show the equivalence of fraction, decimals and %
Prior Knowledge: students have prior knowledge of integers & operations on decimals
Learning Outcome: as a result of studying this topic
Understand % are parts of 100 i.e ...
Relation with syllabus
Student activities: scaffolding and differentiation worksheets
Teacher' s student Support and Actions: 20 teacher work and 80 students work
Check Understanding: Probing Questioners, Exit Ticket if the task is an investigation than the outcome of their learnings is checking the Understanding.

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Name of the unit - Business Insurance

Prior Knowledge- Business Management and customer service management

Subject/Subjects covered- Administration of the customer service insurance process

Big Idea/central idea/statement of inquiry/- Client engagement and client care

Learning Outcomes-  To discuss the benefits, cost implications of insurance to a potential the client.

Skills in focus- Client profiling

Knowledge acquired-Terminology  and legal aspects

Real world connection- Real world example

Summative assessment_ design a Insurance application questionnaire and customer service survey.

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name of unit: Triangles
prior knowledge: geometry
subjects: triangles classification, interior and exterior angles of the triangles.
big idea: congruent triangles
Learning outcomes: Identify congruent triangles by postulates and theorems.
Skills in focus: drawing of a triangle, classify a triangle, compare corresponding parts in two triangles, identify transformations.
knowledge acquired: knowledge about triangles, vertices, angles and sides.
real world connection: Bermuda triangle,
summative assessment: MS forms 20 Q MCQ

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Name of Unit: 3d Shapes
Prior Knowledge: Basic shape understanding (square, circle, oval, triangle, and rectangle)
Subject/Subjects covered: Language and Math
Learning Outcomes: To be able to recognize and create 3D shapes
Skills in Focus: Creating, recognizing, imagination
Knowledge Acquired: learning difference between 3d shapes and 2d shapes (ex: circle and ball)
Real World connections: We live in a 3 dimensional world. It is important for kids to learn about the 3d objects/items all around us.
Summative Assessment: make 3d shapes using toothpicks and mini marshmallows. Recognize the difference between 2d and 3d shapes with worksheets and recognize 3d shapes in our everyday lives with discussions

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Joy
Unit: Numeracy for kindergarten
Prior knowledge: Children can identify and know how to count 1 to 5 .
New knowledge: Children will be able to identify and count objects based on their numbers

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Name of the unit - Madani life of Prophet Muhammad (PBUH)

Prior Knowledge - Makkan life of Prophet Muhammad (PBUH)

Subject/Subjects covered - Cambridge o level Islamic Studies

Big Idea/central idea/statement of inquiry/ - Life lessons from historical events

Learning Outcomes - To identify the life lessons from the life of Prophet Muhammad (PBUH) after anayzing the key events from his life.

Skills in focus - Research, Reflection, critical thinking, analysis, application.

Knowledge acquired - Islamic History

Real world connection - Empathetic and Visionary leadership

Summative assessment: Cambridge O level Islamic Studies assessment pattern based on knowledge and application

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Eugenia
Name: All About Me
Prior knowledge: Recognizing and naming emotions/ Body parts/ Vocabulary
Subject covered: Emotional intelligence
Central idea:
LO: get to know ourselves, our emotions and responses to them better
Skills in focus: empathy/resilience
Knowledge acquired:
Real word connection: everyday situations
Summative assessment: observe their responses to others and how they act when faced to change in feelings

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chemistry
grade 11
problem solving
duration 45mins
objective
1. Appreciate scientific study and creativity within a global context by
global context through opportunities that stimulate and challenge them intellectually.
intellectually challenged
2. Acquire a body of knowledge, methods and techniques specific to science and technology.
of science and technology
3. Apply and use a body of knowledge, methods and techniques of science and technology
of science and technology
4. Develop the ability to analyse, evaluate and synthesise scientific
scientific information
5. Develop a critical awareness of the value and need to collaborate and communicate effectively in scientific
the need to collaborate and communicate effectively in scientific activities.
scientific activities
6. Develop skills in scientific experimentation and research, including the use of
including the use of current technologies
7. Develop 21st century communication skills to apply to the study of science.
apply them to the study of science
8. Become critically aware, as global citizens, of the ethical implications of the use of science and technology, including the use of current technologies.
ethical implications of the use of science and technology.
9. Develop an appreciation of the possibilities and limitations of science and technology.
science and technology
10.Develop an understanding of the relationships between different scientific disciplines and their
scientific disciplines and their influence on other areas of knowledge.

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1. Unite planner: What is special to me?

2. Prior Knowledge: Celebration of mother's day.

3. Areas covered: All the seven areas of learning: C&L, PSED, PD, L, Maths, UTW, EAD.

4. Statement of Inquiry: What is special to me?

5. Learning outcomes: I can describe myself using positive words. I can use my simple sentences and extend them using because and 'and'. I can listen to my friends when they are sharing their ideas. I can describe my mark-making. I can use my tripod grip to mark-make. I can use resources and materials with purpose. I can share what is special to me.

6. Skills in focus: speaking using my clear sentences. I can use the resources properly. I can share my knowledge about my life.

7. Knowledge acquired: I can describe myself using positive terms, I can talk about my family and my world.

8. Real world connection: Linking what we are learning in class to their family and house and what is happening in their world.

9. Summative assessment: continuous observation of what children will come up with during their play. The mark-making they made (cards, drawing).

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Unit title: Angles and parallelism
Prior knowledge: Basic algebra
Subject: Mathematics / G8
Central idea: Students will be able to identify, present and find different kids of angles.
Skills in focus: Critical thinking
Real world connection: Globalization
Summative assessment: Apply angles in architecting

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Name of the unit: The Role of Science in Our Lives

Subject & Level of students: English Language & Literature interdisciplinary unit with science. 7th, 8th, and 9th graders.

Prior Knowledge: This cannot be answered until students are asked...

Statement of inquiry: Scientific innovations and human creativity could be viewed as a blessing or a curse depending on a variety of social, ethical, economic, and personal considerations.

Learning Outcomes: Students will learn how to analyze and write an article, how to write an opening speech to a debate and how to engage in a debate with their peers.

Real world connection: Students to examine and think critically about current debates surrounding designer babies and GMOs.

Summative assessment: students will analyze articles, write an article, and engage in a debate.

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Unit: Scratch Programming(Grade 10 &11)
Prior knowledge: basic coding
Subject covered: Coding
Central Idea: To understand flow of Instructions
Learning outcomes: To Program a game Which will keep a track of score for the player and end the game for the player when a certain criteria is met.
Skills in Focus: Planning, Coding, testing, Debugging.
Knowledge acquired: Programming & Coding
Real world connection: Students develop 21st century skills through the use of technology.
Summative assessment: Student's work will be assessed with respect to the final working of the Scratch program. (Level of Skills that students has achieved throughout Programming)

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Lynne (Ballet tutor) Name of unit Demonstrate technical ballet technique.

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Lynne (Ballet tutor) Name of unit Demonstrate technical ballet technique.

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Prior knowldege - DURING First class.
Big Idea 1.Practical assessment based class of classical technique and classical role. Students to perform a ballet class based on technical exercises learnt throughout the term. L.O Students to develop key technical posture, weight placement, control of turnout and working with self discipline throughout the rehearsal process.  Included within examination are set exercises and a set variation. There are two varying styles of variation which students will perform during the exam. summative assesment Students are to perform with a use of expression and communication with the audience. skills in focus Students working at individual levels, demonstrating awareness of classical ballet technique at the barre, in the centre and during a specified performance. Some students to require further breakdown of counting/practical demonstration/written handout and listening to music beforehand. No long term injuries but to be assessed weekly at the beginning of class. Set warm ups, technical exercises and travelling combinations are repeated and built upon during the weeks building to assessment. This is necessary to build, strength, technique and required muscle memory to create a polished, confident performance. Teacher to deliver command, question and answer throughout. real world connection Visual handouts, kinaesthetic demonstration and auditory through speech and music.

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Eliane Sanchez

1.     NAME OF THE UNIT: THE CAT SAT ON THE MAT

2.     SUBJECT/SUBJECTS COVERED: Phonics/ communication and language skills/ writing skills/ Life- skills/ critical thinking/

3.     BIG IDEA/CENTRAL IDEA/ STATEMENT OF INQUIRY:

I can recognize the phase 1 jolly phonics.
I can trace the phase 1 jolly phonics.
I can find jolly phonics sounds every where I go.

Warm ups for each leasson/5 mins: Students will watch 2 mins video The Cat Sat On The Mat.

Student’s differentiation:
Green- yellow – red team

Working on the specific task based on their levels.

Challenging box:

Students will be encouraged to have a  different challenges gives to explore for every stage of th unit plan, investigate and come back with answers.

Student’s feedbacks in front of the class after every lesson.

Teacher’s feedbacks after every lesson.

Conclusion- on the board writing down what we have learned and if there is any specific part we will need to reinforce in the next lesson.

Student self-assessment. Students will paste the phonic sound learned and get a reward for that.

Teacher-formative assessment.

4.     LEARNING OUTCOMES

Recognition of the sounds of phase 1 jolly phonics.
Introduction of decoding words.

5.     SKILLS IN FOCUS

Pronunciation skills

Expanding their attention for a longer period

Tracing the learned sounds.

Listening skills.

6.     KNOWLEDGE ACQUIRED

7.     REAL WORLD CONNECTION

Connecting the sounds with things they students can find in the community around them.

8.     SUMMATIVE ASSESSMENT

Formal assessment one on one with the teacher.

Kg teacher.

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Bassent
Name of unit : division
Prior knowledge :division fact
Subjects to be covered :
1- mental divsion
2- Dividing 2 Digits by 1 digit
3- Dividing 3 digits by 2 digits with remainders

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Name: Rhythm and beat in music
- children will learn the difference between rhythm and beat and exploring through different exercises to feel the rhythm with their bodies being able to understand the concepts, connecting with music with all their senses.
- children will be able to imitate the rhythms  teacher  plays.
- children will be able to follow simple rhythms from different songs
- children will be able to use their bodies and musical instruments to follow the rhythm and beat of a song
- Children will understand the difference between both concepts
- Children will be able to sing different simple songs on rhythm.

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-ESSAY WRITING
-Student Is not able to arrange paragraph though he knows construct sentences
- Parts of an essay
- Use Hamburger technique to write an essay
- Student can be able to arrange paragraphs in correct order, beginning with introduction and ending with conclusion.
- Enhance student's skill to write an essay
- Student is able to properly arrange paragraphs to write an essay.
- Student can be able to follow the step by step as well as he can follow an order in all subjects and actions
- Make the student independently write essay's on given topic. Evaluate student's work samples.

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Name of the Unit-  Normal Distribution
Prior Knowledge:-  Knowledge of Basics of  Probability,  Knowledge of Probability Distribution, Methods to calculate Probability.
Subjects: Examples involving any stream eg. Biology, Mechanics , Demography etc.
Big Idea:-  Evaluation of Distributed Data.
Learning Out come:  Read and Analyze data with Evaluation of information.
Skills in Focus:- (1) Revising Reading Distributed data. (2) Revising calculation of Data. (3) Apply skills in (1) and (2) to Analyze and Evaluate data.
Knowledge Acquired:-  Analysis and Evaluation of Data.
Real world Connection:- Data analytics.
Summative Assessment:- Series of questions starting with Basic skills and moving towards the objective of the Lesson.

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Student grade and subject: 11 and AP Calculus
Name of unit: Unit 2 - Differentiation: Definition and Fundamental Properties

Prior Knowledge: Limits and continuity (unit 1)

Subject/Subjects covered: derivatives and their application (maths and physics)

Big Idea: To be able to differentiate a range of equations using a range of rules

Learning Outcomes: there are 12 learning objectives for this unit.

Skills in focus:
Knowledge acquired:
Real world connection:
Summative assessments

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Click on the + sign at the bottom.
Create your own window, add your name. Think about as many pointers as possible (add any if you want)
Start planning your unit -

Name of the unit

Prior Knowledge

Subject/Subjects covered

Big Idea/central idea/statement of inquiry/

Learning Outcomes

Skills in focus

Knowledge acquired

Real world connection

Summative assessment

You must comment on one of your colleague's idea with constructive feedback, please.

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LJMU Guide to Lesson Planning (4th Edition)

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Teaching is not natural.

The public believes, incorrectly, that classroom instruction is as natural as showing your child how to fish or helping a nephew play Ms. Pac-Man. But those comparisons don't take into account the profoundly specialized discourse of K-12 instruction.

Answering a learner's question with a question, creating a holistic rubric, or (take a deep breath) facilitating a high-level discussion of new content on the Thursday before prom with 35 diverse students (two of whom present ADHD behaviors) while an administrator evaluates you-all of this requires a ridiculous constellation of specialized, unnatural skills.

That alien skill set means that even the most brilliant teachers cannot just wing it. They have to plan.

While the public has no idea how much mental muscle curriculum planning requires, corporations that sell education materials do know. Unfortunately, their support is often in the form of selling a "sure-fire" scripted curriculum that "guarantees" growth (if teachers will just follow directions). There are, however, several reasons why scripted curricula-in-a-box don't work:

What works in one classroom often won't work the next period, so flexibility, intuition, and judgment calls by instructors are needed.

Values and motivations vary by classroom.

Prepackaged curricula undermine teachers' professionalism and agency.

Cultural sensitivity does not come in a package.

All students are not at the same level of development.

Scripted lessons interfere with the all-important teacher-student relationship.

Finally, prepackaged programs are overwhelmingly used with poor minority populations, according to Jonathan Kozol, who argues that this practice is characteristic of a "deeply segregated system in which more experienced instructors teach the children of the privileged." In other words, the rich get quality instruction, and the poor get drill-and-kill worksheets and laminated platitudes. For all these reasons, it is imperative that teachers develop their own unit plans.

Unit Planning

Fortunately, a unit plan can help us master specialized classroom discourse. Don't think of units as just curriculum artifacts. They're also a mapping process that enables teachers to think carefully about research-supported teacher-learner-content interactions that help kids meet standards and grow up to save the world.

Within a unifying theme, a unit guides the sequence and pace of skills and knowledge acquisition described in more granular detail by lesson plans. Its importance should not be underestimated, says education consultant Max Thompson, who identifies bad curriculum design as the cause of widespread achievement gaps. Tangentially, Thompson emphatically states that because it raises achievement and is connected to how people organize their thinking, the "focal point of learning, especially for students impacted by poverty," should be vocabulary.

To assess the quality of an existing unit plan, the four most important questions to ask are:

1. Is the unit aligned with standards, objectives, and guidelines?

2. Is there a balance of teaching strategies, learning strategies, and authentic tasks that engage and meet the needs of diverse learners?

3. Have I sequenced the activities clearly?

4. Do the formative and summative assessments measure the knowledge and skills identified in the objectives?

The next section will help with the necessary, unnatural, invisible, and painstaking process of writing unit plans.

How to Use the Downloadable Unit Plan Document

To help you develop a new unit, overhaul curriculum, or just tweak an existing plan, I created a printable checklist of potential unit elements, broken into eight sequential planning steps:

1. Describe your vision, focus, objectives, and student needs.

2. Identify resources.

3. Develop experiences that meet your objectives.

4. Collect and devise materials.

5. Lock down the specifics of your task.

6. Develop plans, methods, and processes.

7. Create your students' experience.

8. Go!

You may be tempted to save time by skipping steps 1-5 and immediately begin writing your lesson plans, but that will cost you more time and limit the effectiveness of curriculum. Those first five steps will help you map out the learning journey and destination. You're not supposed to do everything on this checklist-think of it as a menu of different formats, features, models, and sequences that you might consider as you develop curriculum.

A universal unit-planning checklist might not support your curriculum development style or suit your grade and content. I hope, however, that the list of possibilities encourages further professional exploration.

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Teaching is not natural. The public believes, incorrectly, that classroom instruction is as natural as showing your child how to fish or helping a nephew play Ms. Pac-Man. But those comparisons don't take into account the profoundly specialized discourse of K-12 instruction.

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The New Teacher’s Companion: Practical Wisdom for Succeeding in the Classroom - ASCD

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Research confirms that the teacher makes the greatest difference in the learning success of students, so it’s important that new teachers get off to a strong start. With help from veteran teacher and mentor Gini Cunningham, inexperienced teachers can better understand and successfully tackle the man