IntegratedUnitPlannerDon

=Integrated Unit Planner=

Critical Content/Concept Web

 * Unit Theme**: Implementing the Common Core/Standards Based System
 * Conceptual Lens: Change**
 * Unit Length:6 Sessions**
 * Grade Level(s): 9-12**

At Lewiston Public Schools we are developing a viable learner-centered curriculum that is based on the Maine Learning Results, National Common Core Standards, organized into units of study. The purpose of such a curriculum framework is to ensure there is focused and strategic instruction across the school district on specific areas of knowledge and skills and to assess such learning in a manner that guarantees every learner will master the desired knowledge or skills.Standards Based format provides a vehicle for teachers to keep track of the progress of individual learners on each Standard using teacher-designed formal and informal assessments as well as district summative assessments. To these ends a set of K – 12 measurement topics are being designed in math, language arts, science and social studies, as well as in all specialty areas. The specific knowledge and skills contained in the measurement topic learning targets is the guaranteed and viable curriculum for children in the district. A defined and available curriculum also allows children to set learning goals and work at teacher pace as they strive to reach proficiency or advanced levels of learning. A standards-based system requires that assessment practices involve a clear understanding of the measurement topic and learning targets,(Common Core) within it as well as identify what it will look like when accomplished. The purpose in this unit is to build a processes that allows us to: Make the learning target explicit, public, and accessible so that the measurement topic is known and can be met because learners know what is expected (i.e., written descriptions such as rubrics and key exemplars). Use formative assessment data to check and adjust instruction, monitor student progress, give explicit feedback, track progress, and celebrate success. Involve learners in discussions about assessment, including grading, throughout the teaching/learning process. Give learners “voice and choice” in determining how they demonstrate evidence of learning. Assessment results and scores measure against a performance level, not against the performance of others. Use quality assessments and accurately record evidence of achievement. Along with the above instructional changes is a new teacher evaluation and goal setting criteria. This is based on the National teacher Standards, and encompasses, all learning environments and disciplines.
 * ===Unit Overview=== ||


 * English || Mathematics || Science || Social Studies || Second Language || Art || Insert Integration Area ||
 * CCSS || CCSS ||  ||   ||   ||   ||   ||

Designer(s):Don Ferrara and David Theriault
Teachers will: Understand that the complexities of the common core, UBD's and the differences between the previous standards and assessment practices will have an impact on teaching, learning, and assessment.

Essential Question: How does the change to common core impact teaching, learning, and assessing in the classroom.

Mission Statement: Lewiston High School Mission Statement:

Our mission is to foster academic and personal excellence by cultivating essential skills and positive attitudes while educating students to become productive citizens.

Core Values, Beliefs and Learning Expectations Academic:

The ability to communicate by way of written expression. The ability to deliver a developed oral presentation. The ability to use technology effectively. The ability to recognize a problem and think critically to solve it. The ability to locate, read, and interpret information from different sources.

Civic and Social: The ability to show respect for people, ideas and property.

The ability to demonstrate good citizenship in the school and in the community.

The ability to demonstrate responsibility for personal decisions and actions.

To ensure that all students have opportunities to learn and demonstrate these expectations, LHS faculty identified three levels of responsibility for teaching and assessing the various expectations.

Primary responsibility means that courses must provide initial, instruction in the academic expectation area and assess the expectations using the common school-wide rubric.

Secondary responsibility means that course must provide review and continuing instruction in the required academic expectations and assess those expectations using the school-wide rubrics

Supporting responsibility means that courses must reinforce the academic expectations for student learning.