Athens City Schools: Components and Quality Attributes of Standards Based Units (Unit Planning Guide)

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1	Athens City Schools Unit Planner Guide
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3	Stage 1 - Desired Results
4	Priority Standards
5	“Priority Standards must meet three essential selection criteria: endurance, leverage, and a readiness or prerequisite for the next level of learning (Reeves, Accountability in Action and Making Standards Work, 1996-2004).
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7	Supporting Standards
8	“supporting standards are those standards that support, connect to or enhance the Priority Standards. They are taught within the context of the Priority Standards, but do not receive the same degree of instruction and assessment emphasis as do the Priority Standards.
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10	Assessment
11	Formative	Summative
12	How will we design checkpoints for understanding during the unit? How will we provide clear, specific, and timely formative assessments in order to support student progress? How do we use the formative assessment data to support student learning?	How do students demonstrate they have achieved the desired learning? What will we accept as evidence of student understanding and proficiency?
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16	Stage 2 - Standard Alignment
17	Big Ideas	Essential Questions
18	Big ideas are generalizations that make explicit the connections between related ‘unwrapped’ concepts. Determining big ideas enables the writing of essential questions. (Ainsworth, Common Formative Assessment 2.0, pp. 77, 8)	EQs are going to stimulate thought, provoke inquiry, spark more questions, including thoughtful student questions. They are provocative and generative.
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21	Learning Targets
22	Learning targets provide students with tangible goals that they can understand and work toward.
23	Success Criteria
24	Success criteria are the indicators that [teachers and students] can use to check their learning against, as the work to meet learning targets.
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27	Stage 3 - Learning Plan
28	Activities Aligned with Standards
29	Do your activities align to the priority standards? Do your activities scaffold the learning in order to set up students for success? Do your activities provide real-world and relevant information for students? How can I add high levels of DOK to increase the complexity of the lesson(s)? What thought-provoking questions will foster inquiry, meaning-making, and transfer? Does the learning plan reflect principles of learning and best practices? How can technology enhance the learning process? Select one task or activity from the unit for a deep dive: -How did the students interact with the content? -How did the teacher interact with the content? -How did the students and the teacher interact?
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33	Stage 4 - Unit Reflection
34	We should consider: What aspects of the unit went well? What did students struggle with? What did you struggle with? What would you/add revise the next time you taught this unit? Were there any unintended outcomes? What evidence do you have of engaged and empowered students? Final Question - (thinking about the group's responses to the unit reflection questions) What discussions are noted about the role of the 1) teacher? 2) student? 3) content?
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