ELA,SocialStudies,andArtPBILUnit

Teacher(s):Tollefson,Cippichio,Mead,Eidell,Powell,Wineburner,Abraham

Class:9thGradeELA,WorldStudies,andArtQuarter:4AcademicYear:201516
STAGEONE:DESIREDRESULTS
EstablishedGoals:
Whatrelevantgoals(e.g.standardsfromyourfield(CRS/CCSS/NGSS/CollegeBoard),courseorprogramobjectives,learningoutcomes)willthisunit
address?

EnglishCCSSStandards:

CCSS.ELALITERACY.RL.910.1
Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetext
saysexplicitlyaswellasinferencesdrawnfromthetext

EnduringUnderstandings
Whatarethebigideas?Whatspecificunderstandingsaboutthemaredesired?

Studentswillunderstandthat...
problemsexistwithintheChicagoAcademyHighSchool
community
actionscanbetakentosolveproblemswithinour
community
theeffectsoftheproblemidentifiedintheCAHScommunity
thereareunderlyingcausestospecificproblemsatCAHS

CommonVocabulary:
communities
individual
action
role
society
conflicts
consequences

StudentObjectives(Outcomes)

EssentialQuestions
Whatprovocativequestionswillfosterinquiry,understanding,and
transferlearning?

Howiscommunitydefined?
Howcanhumanactionsaffect
world/community?

Whatkeyknowledgeandskillswillstudentsacquireasaresultofthisunit?Whatshouldtheybeabletodoasaresultofsuchknowledgeandskills?

Studentswillknow
whatmakesacommunity
whatchangesindividualscanmake
howcommunitiesfunction
whatproblemsofthepastaffectthepeopleoftoday
examplesofconsequencesbeingeffective/ineffective
whatweoweeachotherashumanbeings(compassion)

AssumedKnowledge/AnticipatedMisconceptions:

Studentswillbeableto
analyzecommunitiesandhowtheyfunction
analyzeindividualdecisions/actions
analyzeproblemsofthepast
evaluateif/howtheproblemsofthepastaffectthe
peopleoftoday
determinewhenconsequencesareeffectiveand
ineffective
determinewhatactionsshouldbetakentoaffect
yourcommunityinapositiveway
analyzehowindividualsareaffectedbythepast
StudentOwnership/Choice(Optional):

Whatdostudentsneedtoknowcomingintothisunit?Wheremightmisconceptions Arethereopportunitiesforstudentchoiceinobjectivesoradditional
be?
personalizationofunitforindividualstudents?

Misconceptions
Communitiesareonlyneighborhoods
Highschoolstudentscantaffectchange
ProblemsareonlysolvedbyadultsandIhavenosayin
changingmycommunities
TherearenoproblemsatChicagoAcademyHighSchool
Otherpeopleareresponsible/causetheproblem(Iamnota
contributor)
Youreonlypartofacommunityifyouknoweverypersoninit.
Everyoneinthecommunitymustbepartofthesolutionin
ordertosolvetheproblem.
Problemsolvingistheresponsibilityofstudentcouncil.
Yourenotonlyapartofacommunitybecauseyouwanttobe.

AssumedKnowledge
CommonexperiencesofCAHSstudents
GeneralstructureandpoliciesofCAHSandCPSCodeof
Conduct
Understandinghowtheyreaffectedbytheexpectationsof
theschool.

PerformanceTasks/Assessments:

Studentswillbechoosingthegroupthatthey
wanttoidentifytoworkwith,basedonthe
problemtheyidentified.
Studentsareidentifyingproblemsthatare
importanttothem.
Studentsgettochoosetheactiontheywilltake
tosolveorimprovethisproblem.
Studentswillchoosethemediaorthe
presentationformatthatbestfitstheirpurpose.
StudentsareallmembersoftheCAHS
communityandsmallercommunitiesthroughout
thebuilding.
Studentschoosewhethertheyarecreatinga
solutionplanorexecutingtheactiontobring
aboutchange.

STAGETWO:AssessmentEvidence
OtherEvidence(ifapplicable):

Throughwhatauthenticperformancetaskswillstudentsdemonstratethedesired
understandings?Bywhatcriteriawillperformanceofunderstandingsbejudged?

Throughwhatevidence(e.g.quizzes,tests,academicprompts,
observations,homework,journals)willstudentsdemonstrate
achievementofthedesiredresults?Howwillstudentsreflectupon
andselfassesstheirlearning?

EssentialQuestions:Howcanhumanactionsaffectworld/
community?

Createademonstrationofhowyourindividualactionsaffecta
communityortheworld.SWBAT:

Stage1Summative:
ProjectChecklist
ResearchSummary

Stage2Summative:
SolutionProposal
identifyaproblematChicagoAcademyHighSchool
ActionPlan
createanactionplanthatsolvesoneoftheproblems Stage3Summative:

atChicagoAcademyHighSchool
Stage4Summative:
completeresearchtoincludeotherperspectives
Selfreflection:Reflectontheprocess
aboutyouridentifiedproject(ex:interviews,surveys,

datafromCAHSreportcard/website)
Basedongallerywalk:Whatotherproblemsexistinour
completeaprojectproposalpriortotakingaction
community?Howhaveyourpeersattemptedtofixthese
reflectontheprocessofsolvingaproblemat
problems?
ChicagoAcademyHighSchool

STAGETHREE:LearningPlan(Unitsgenerally36weeks)
Whatlearningexperiencesandinstructionwillenablestudentstoachievethedesiredresults?
ListofInstructionalStrategiesthatwillbeused(includeplansfordifferentiating)

Perdayneedstoinclude:

1.
2.

DailyObjectives
Descriptionofinstructionaltasks/experiences
a. Includesprocessandcontentdescriptors

Thursday
/
Friday

Monday/Tuesday

Wednesday

Week1
Intro
Community
video
discussions
Identify
Problemsasa
group

5.2allclasses5.3noclasses
NoSchoolTuesday(5/3)

ELA:
Definecommunity

ART:
GalleryWalkandCritical
MethodaroundthePicturesof
TrashbyVikMuniz.Filmin
Context:Brazil.Studentsprepare
researchandinformationtousein
PreScreeningPaideia.

SS:createGooglefolder
(shared)
researchBrazil(economic
inequality)

5.4

ELA:
Paideia
(basedon
imagesfocus
onidentity,
community,
dignity)

ART:
PreScreening
Paideiaon
Picturesof
Garbage.
Students
complete
reflectionon
CriticalMethod
ofPicturesof
Garbage.

Week2
Problem
researchca
uses
effectsofthe
problem
possible
solutions

5.9/10
ELA:
independentlybrainstormand
identifyCAHSproblem
assigngroupsbasedoncommon
problem
research:interview&survey

SS:
research:internet

ART:

PostscreeningPaideia

5.11
5.12/13

ART:
Students ART:
Createanartsurfacethat

centeredaroundthesuccessof
Munizsproject.Introduce
PicturesofGarbagePortrait
descriptionandrubric.
Studentsprepareadefinitionof
theircommunityandpersonal
connection.Researchsymbols,
imagesandevidenceoftheir
definedcommunity.

definetheir
communities
and

5.5/6

ShowWasteland(ThursdayMay
5th)Pullallabsentfreshmen

reflectscommunityand
connection.Studentspreparea
layeredtrashsurface.

SS:
summaryofresearchand
annotatedbibliography

Week3
Action
PlanResearch
Proposal

5.16/17

ELA:
solutionproposal(earlierinthe
weeksoSShastimeforaction
planbyendofweek)

ART:

SS:
actionplan

5.18

5.19/20

Week4
Action&
Reflection

5.23/24

5.25

5.26/27

Week5
CreationMedia
Output

5.30MemorialDay5.31All
Classes

ELA:
playdayswithtechtools
(howto)
SS:
createpresentations

6.1

ELA&SS:
create
presentations

6.2/6.3

ELA&SS:
createpresentations

FinalProductDUEFridayby3:09
forallclasses

6.8

Showcase

6.9/10

Reflection

Week6
6.6/7(Interims?)
FinalShowcase

Documentlinks:
Wasteland:FilminContextPreReading
https://docs.google.com/document/d/1Qln90NRL4WZQ7xhrO_IAgmZGva26DEb9dBpNdxmujQ/edit?usp=sharin
g
PreScreeningPaideiaQuestions
https://docs.google.com/document/d/1rqfQxfUvF1J62Qi0WOKAzkbT7g69mHN4mREjIISttFg/edit?usp=sharing
PostScreeningPaideiaQuestions
https://docs.google.com/document/d/1cfyQqCRQbbyOPTSiBg2SESCyIdYfnRJxinlaU1kkqQ0/edit?usp=sharing
PBILAssessmentsSummatives
https://docs.google.com/document/d/1eqyVlwu2XfiZoL5QFKs4cQ_1BVm0vDfSH_Hp2CHYd8/edit?usp=sharing
Teachersample:PBILAssessmentsSummatives
https://docs.google.com/document/d/1H_VdM_vbdB3RrlVvOEutd4nNvqLYqS0JgSEXdYBQ/edit?usp=sharing
Rubric
https://docs.google.com/document/d/1YxbBc4AfNdDrdYHavAfmwGp4ihDM1g9bYwKxObfbvU/edit?usp=sharing

PBILFinalProject

Exceeds:
Takeaction
Meets:
Plantotakeactioninthecommunity
Approaches:
Incompleteplanofaction
DoesNotMeet:
Noplanofaction

CriticalThinking:identifyingsolutiontotheproblem
Collaboration:smallgroups
Communication:presentingtheplanofaction

OverallTheme:
ProblemsatChicagoAcademyHighSchool
Exampleproblems:noquad,badfood,bathroompasses,insufficientartsupplies,nocommon
prep=everythingisbusiness

ResearchMethods:
surveys
interviews

checklist:
kidsproposeproblems,makeamenu,andweformgroups
Englishishomebaseforgroups
projectproposal
definitionoftheproblem
causesandeffects
specificformsofdatagathering(interviewsallgradelevels/adultssurveys,CPSresearch,
realworldresearch/newssources)
clearpresentationofmultipleperspectivesontheproblem

Quarter4ProjectBasedLearning

EssentialQuestion:
Howcanhumanactionsaffectworld/community?
Howiscommunitydefined?

Bytheendofthisunit,youwill:
identifyaproblematChicagoAcademyHighSchool
ConceiveanactionplanthatsolvesoneoftheproblemsatChicagoAcademyHighSchool
Conductresearchtoincludeotherperspectivesaboutyouridentifiedproject(ex:interviews,surveys,
datafromCAHSreportcard/website)
Completeaprojectproposalpriortotakingaction
Executetheprojecttobecontinued...
ReflectontheprocessofsolvingaproblematChicagoAcademyHighSchool


StagesofLearning:

Stage1:Research
1. Wasteland
2. Filmdiscussion(Whatiscommunity?)
3. Howdowedefineourcommunity?WhatistheCAHS?
4. WhatareconcernsorissueswithintheCAHS?(Definegroups)Wordle.
5. Reflectivewriting:whichproblemwillyouchose,andwhy?Menu.Formgroups.
6. Summative:ProjectChecklist
a. definitionoftheproblem
b. causesandeffects
c. specificformsofdatagathering(interviewsallgradelevels/adultssurveys,CPSresearch,
realworldresearch/newssources)
d. clearpresentationofmultipleperspectivesontheprobleminterpretdata

7. Researchstage.(TeacherCheckIn/Checkout)
a. Studentsfollowuponthechecklist,collectingdatafromappropriatesources.(Personally
collectdataoruseoutsideresearch).
b. FormativeAssessment:Studentidentifyquestionsanddatacollectedindailyclassroom
exercise.
CreateAssessment
8. Summative:ResearchSummary.
a. Thoroughpresentationof:
i.
community/contextdescribedindetail,
ii.
problemredefined,causesandeffectsofproblem
iii.
(MUSTUSEEACHRESEARCHSOURCEintextandparentheticalcitations),
iv.
surveyresults,
v.
interviews,
vi.
newquestionsthatarose,
Stage2:Ideation
1. Brainstormsolutions.Createmultiplesolutions.
2. Howwillthisaffectthecommunity?Doesitaddresstheproblem?
3. Summative:SolutionProposal.
a. DifferentPerspectives?
b. Gatherfeedbackonsolutionideas?
c. Doesthissolutionaddressthecauseoftheproblem?
Stage3:Development
1. Backwardsmapfromsolution.
2. Whatweneedtoknow?...
3. Summative:ActionPlan.
Designaplantoimplementthesolution.
i.
Whoisinvolved?
ii.
Whattools/resourcesareneeded?

Stage4:Revision
1. WorkandActionTime
Stage5:Final
1. Showcase:Workspublicforviewingorinteraction.
2. Summative:CommunityReflection.
a. HowhadCAHSbeendefinedasacommunity?

b. Basedontheshowcase,whatsolutionsaddressed

STAGEFOUR:Reflection
Reflectiononinstructionalstrategiesandperformancetasks/assessmentsdata.

SeebelowforconnectionsbetweenFrameworkforTeachingandCAHSUnitPlanTemplate

ThissectionwasincludedasseveralteammemberswantedclarityonhowtheunitplantemplateconnectedtotheCPSFrameworkforTeaching.Thisis
stillaworkinprogressbuthopefullyprovidessomeinsightonhowournewunitplanconnectswiththeframework.TheDistinguishedreferenceserved
asaguideforwhatneededtobeincludedbutthefullframeworkislinkedbelowforfurtherassistance.

http://www.ctunet.com/rightsatwork/text/2013CPSFrameworkforTeachingwCriticalAttributes_20130930.pdf

AlignmenttoCPSFrameworkforTeachingDomain1:PlanningandPreparation
FrameworkComponents

CAHSUnitPlan
Sections
AlignedtoFramework

FrameworkdescriptionforDistinguished
(seealsoCriticalAttributesforeachcomponent)

EstablishedGoals
Assumed
Knowledge/Anticipated
MisconceptionsLearning
Plan

Teacherdemonstratesknowledgeoftherelevantcontent
standardswithinthegradelevelandacrossgradelevels,aswell
ashowthesestandardsrelatetootherdisciplines.Teachersplans
demonstrateextensiveknowledgeofthedisciplinarywayof
reading,writing,and/orthinkingwithinthesubjectarea.Teacher
demonstratesdeepunderstandingofprerequisitelearningand
relationshipsamongtopicsandconcepts.Teachersplansinclude
arangeofeffectivepedagogicalapproachessuitabletostudent
learningofthecontent/skillsbeingtaughtandanticipatestudent
misconceptions.

1b.Demonstrating
knowledgeofstudents

LearningPlan

Theteacherdemonstratesanunderstandingoftheactivenatureof
studentlearningandattainsinformationaboutlevelsof
developmentforindividualstudents.Teacherpurposefullyand
continuallygathersinformationfromseveralsourcesaboutall
studentsindividualbackgrounds,cultures,priorknowledge,skills,
languageproficiencies,learningstyles,multipleintelligences,
interests,andspecialneeds.

1c.Selectinglearning
objectives

EnduringUnderstandings
EssentialQuestions
StudentObjectives
(Outcomes)Learning
Plan

Learningobjectivesarestandardsbased,clear,writtenintheform
ofstudentlearningoutcomes,alignedtomethodsofassessment,
andvariedinwhateverwayisneededtoaccountforindividual
studentsneeds.Teachersequencesandalignsstandardsbased
objectivestobuildtowarddeepunderstanding,masteryofthe
standards,andmeaningfulauthenticapplication.Objectivesreflect
severaldifferenttypesoflearningandprovidemultiple
opportunitiesforcoordinationandintegrationwithinandacrossthe
disciplines.

Student
Ownership/Choice
LearningPlan

Teachercoordinatesindepthknowledgeofcontent,students,and
resources(includingtechnology)todesignunitsandlessons.
Learningtasksarealignedtoobjectives.Tasksarecognitively
challengingforindividualstudentsandrequirestudentstoprovide
evidenceoftheirreasoning.Thereisevidenceofscaffoldingand
differentiationforallstudentstoaccessthecontent/skills.Theunits
andlessonsarepacedappropriately.Unitsandlessonsinclude
gradeappropriatelevelsoftextsandothermaterialssoevery
studentcanaccessthecontent/skills.Thelessonorunithasa
clearstructurethatincorporatesstudentchoice,allowsfordifferent

1a.Demonstrating
knowledgeofcontentand
pedagogy

1d.Designingcoherent
instruction

pathwaysofinstructionalignedwithdiversestudentneeds,and
usesinstructionalgroupingsintentionally.

1e.Designingstudent
assessment

Performance
Tasks/Assessments
OtherEvidence

Theplanforstudentassessmentisalignedwiththe
standardsbasedlearningobjectivesidentifiedfortheunitand
lesson.Assessmentmethodologieshavebeendesignedor
adaptedforindividualstudentsasneeded.Assessmentcriteriaare
thorough,describehighexpectationsforstudents,andprovide
cleardescriptors.Teachersformativeassessmentsarecomplex,
welldesignedorselected,andtailoredforindividualstudents,
whennecessary,inordertomeasurevaryingdegreesofeach
studentslearningandgrowtheffectively.Teacheruses
assessmentresultstodesignunitsandlessonsthattargetthe
diverseneedsofeverystudent.