Big6 instructional unit planning guide 3-12
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This document outlines an instructional unit planning guide using the Big6 model. It provides prompts for teachers and librarians to plan each of the six Big6 steps: 1) defining the task, 2) strategies for seeking information, 3) locating and accessing sources, 4) using information gathered, 5) synthesizing information into a final product, and 6) evaluating the final product and process. For each step, it prompts planning who will introduce skills, how students will be grouped, sources to be used, time needed, and which teacher or librarian will cover certain skills. The overall purpose is to collaboratively plan an instructional research unit from defining the task to student evaluation.
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Big6 Instructional Unit Planning Guide
This document provides a planning guide for instructional units using the Big6 approach to information problem solving. It outlines key questions to consider for each stage of the Big6 process, including defining the task, identifying needed information, locating sources, engaging with and taking notes from sources, organizing information, and evaluating results. Additional areas addressed include content and information problem solving objectives, prerequisite skills, teacher/librarian roles, grouping, materials, time frame, and unit evaluation. The goal is to present an authentic problem for students to engage with course content and develop information literacy skills through inquiry.
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Week 4 - Assignment
Creating a Unit Plan
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Using the textbook as guidance, create a Unit Plan outline, using the
provided template
that includes:
Introduction:
Describe the demographics of your current (or fictional classroom) including:
Grade Level and Subject Area
Total number of students – ability levels, gender, students with special needs, English Language Learners (ELLs)
Other relevant information (such as socioeconomic status, family background, recurring behavior issues, etc.)
Stage 1:
The first stage is to determine the “Big Picture”; what you want students to learn, conceptually, at the unit’s conclusion. You must:
Identify the content, unit title, unit subject, and at least one Common Core State Standard (CCSS) that aligns with the unit.
Create at least two measurable unit objectives that align with the CCSS.
Describe what you want the students to master including key concepts, “big ideas”, and major understandings (see the textbook, Chapter 4 for guidance).
The following resources are helpful when creating Stage 1:
Common Core Standards - The Standards
Writing measurable learning objectives
.
P21 common core toolkit
Stage 2:
The second stage outlines evidence of learning including pre-assessments, formative assessments, and a summative assessment.
Pre-assessment:
Explain how you will measure student’s level of readiness and preexisting knowledge specific to the content chosen. Include how you will take into account student strengths, interests, and learning needs.
Formative Assessment:
Explain how you will use formative assessments to drive differentiated instruction throughout the unit specific to the content you’ve chosen. Be sure to include how these assessments address UDL principals.
Summative Assessment:
Design a summative assessment that will measure the student’s level of unit mastery. You must include how this assessment addresses UDL principals and DI theory and how the assessment takes into account your diverse student population.
Stage 3:
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Explain how you will use formative assessments to drive differentiated instruction throughout the unit specific to the content you’ve chosen. Be sure to include how these assessments address UDL principals.
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Design a summative assessment that will measure the student’s level of unit mastery. You must include how this assessment addresses UDL principals and DI theory and how the assessment takes into account your diverse student population.
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3) Students take ownership of their learning by examining their own performance, setting goals, and creating plans to improve for the next benchmark. Students graph their results over time and store materials in folders.
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The document discusses the history and current state of the conflict between Israel and Palestine over land rights in the region. It notes that both groups claim historical and religious ties to the land, and that there have been numerous attempts at negotiations and peace agreements over decades but the core issues of borders, settlements, security, and the status of Jerusalem and Palestinian refugees have remained unresolved. The ongoing disputes over land and political control have led to repeated outbreaks of violence and neither side has been willing to make the compromises needed to reach a final peace agreement.
Inserting footnotes in Word and Google Docs
To insert footnotes in Microsoft Word, select the "References" tab and click "Insert Footnote" where you want the footnote marker. Word will automatically number footnotes in superscript. Footnotes are typed at the bottom of the page in single spacing, but the footnote section should be double spaced. In Google Docs, use "Insert > Footnote" which places a number where the cursor is and a box for the footnote text. Footnotes in Google Docs will properly convert when downloading the document as a Word file.
Asking good questions
This document discusses how to write effective research papers by focusing on essential questions rather than just reporting facts. It emphasizes that research papers should be based on new ideas and synthesis, not just summarizing other work. Effective research questions are higher-order and lead to discovery rather than simple coverage of information. They generate multiple perspectives and interpretations instead of single answers. Examples of good research questions are provided that are thought-provoking and lead to further interest in the topic.
Needed Competencies
The document summarizes a discussion on the skills students will need in the future. Participants emphasized that students will need strong critical thinking, problem solving, and communication skills to analyze information from different cultural and linguistic backgrounds. They will also need to be adaptable to changing technologies and able to focus in distracting environments. Being organized, resilient, and able to apply knowledge across different contexts were also highlighted.
12 summer rdg rev hum 11a
The document outlines the required summer reading and work for students taking Humanities 11, which includes both U.S. History and English components. For history, students must read Empire of the Summer Moon and write a 3-page paper exploring how the book has changed their understanding of Texas or American West history. For English, students must read one of four listed books and write a 3-page paper answering questions about the protagonist and their world. Both assignments are due on the first day of school in August and will count as test grades, with late papers penalized 10 points per day.
12 summer rdg rev english 12.horne.pinkston
The document outlines a summer assignment for English 12 students consisting of three parts: 1) Read Jon Krakauer's book "Into the Wild", with the 1997 paperback edition recommended. 2) Watch the 1989 TV miniseries "Lonesome Dove" starring Robert Duvall and Tommy Lee Jones, based on the novel by Larry McMurtry. Options are provided for viewing it. 3) Write a 2-3 page reflection paper considering provided questions about themes of the frontier and ideas of escape depicted in the two works. Details and recommendations are given for completing each part of the assignment over the summer.
12 summer rdg rev hum 10
The document provides instructions for required summer reading and assignments for 10th grade Humanities class. Students must read Poisonwood Bible by Barbara Kingsolver and annotate the text, identifying important elements. They will complete an objective test and writing assignment on the novel in class. The document also lists optional additional summer reading in fiction, drama, and poetry genres.
12 summer rdg rev hum 9
The document provides information about the required summer reading assignment for English 9 students. It details that students must read the novel "Akhenaten: Dweller in Truth" by Naguib Mahfouz. The novel tells the fictionalized story of the Egyptian Pharaoh Akhenaten who tried to change Egypt from worshipping many gods to worshipping only one god, Aten. Students are advised to actively read the novel by taking notes and marking important passages. For assignments, students must create a character list describing the people Akhenaten knew along with whether they supported or opposed him. Students must also write a 8-12 sentence paragraph answering one of three questions about characters, Akhenaten's beliefs, or
12 summer rdg ap latin
Students taking AP Latin are required to read translations of two books over the summer: Vergil's Aeneid and Caesar's De Bello Gallico. Any available translation of each work is acceptable. Students with questions should contact the teacher, Ms. Luongo, by email.
12 summer rdg ap euro
This document outlines the required summer reading and assignment for an AP European History course. Students must read the book "A World Lit Only by Fire" and write responses to 6 questions about Martin Luther and the Reformation and Magellan's explorations. Their written answers to the questions are due on August 27th and must cite examples and passages from the book to support their responses.
12 summer rdg ap chem
The AP Chemistry summer assignment requires students to purchase the textbook Chemistry, The Central Science, 12th ed. by Brown, LeMay, Bursten, and Murphy by July 15th. Students must read the preface and chapters 1 & 2 and be prepared to discuss them on the first day of class. They must also complete the assigned problems from chapters 1 and 2, which are due on Wednesday, August 22, the first full day of classes. Any questions should be directed to the teacher, Mr. Campbell, by email.
12 summer rdg ap bio
AP Biology students are required to read the book "When a Gene Makes You Smell Like a Fish....and Other Tales about the Genes in Your Body" by Lisa Seachrist Chiu over the summer. Students should highlight and take notes while reading as there will be a graded class discussion on the book to start the school year. Any questions should be directed to the teacher, Mrs. Cox, by email.
12 summer rdg rev english 12.horne.pinkston
1. Seniors are assigned a summer reading project for their English 12 pilot course involving reading the book "Into the Wild" by Jon Krakauer, watching the miniseries "Lonesome Dove", and writing a 2-3 page reflection paper connecting the two works.
2. For the reflection paper, students must choose one of two essay prompts about the frontier myth and how the works affirm or disprove it, or about the purpose and effects of escaping to the frontier.
3. The teachers provide guidance on acquiring the materials, taking detailed notes while watching the film, and writing a knowledgeable paper that directly quotes and references both the book and movie. Students are encouraged to find the assignment engaging
Time periods
Students can choose from 14 different world history time periods for their final project including Japan, China, Africa, Vikings, Middle Ages, Renaissance, Reformation, Age of Exploration, Enlightenment, French Revolution, Napoleonic Era, Industrial Revolution, Rise of Nationalism, Age of Imperialism, World War I, World War II, and Cold War.
Time periods
This document provides a list of 14 European history time periods that students can choose from for a final project, including major eras such as the Middle Ages, Renaissance, French Revolution, Industrial Revolution, World War I, World War II, and the Cold War.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
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For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
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Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
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Big6 instructional unit planning guide 3-12
- 1. Instructional Unit Planning Guide Names of teachers and librarian: __________________________ _____________________________________________________ Class: __________________ Date(s): ______________________ Content standards: Information and technology skill standards: Dates for instruction, etc: Big6 #1: Task Definition What is the task? (Consider defining an audience for the students’ final products. What problem will students solve?) What information do the students need to know (look up, find out) in order to accomplish the task? Who will introduce the task to the students? (___teacher, ___library media specialist, ___both)
- 2. How will students be grouped? (___individual, ___pairs, ___ groups of 3 or 4) How much time will this take? Big6 #2: Information Seeking Strategies Which sources will students use to acquire information? (consider library books, materials from subscription databases, sites on the free Web, videos, and human sources—survey, interview, observation—as appropriate) Who will evaluate sources for accuracy and authority? (___teacher/library media specialist, ___student) How will you provide a list of sources to students? (___present list to students, ___ allow class to brainstorm, then teacher/library media specialist will add to and edit the list) How much time will this take? Big6 #3: Location and Access How will students locate sources and information within sources? What instruction do students need prior to locating sources? (Consider index and table of contents, keyword identification and listing related words, various search options on subscription databases, etc.) Who will teach these skills? (___teacher, ___library media specialist, ___both) How much time will this take? Big6 #4: Use of Information How will students use sources? (read, listen, view, etc,) How will students evaluate information for relevancy? What note-taking method will students use?
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