It can be as simple as deciding on what is the first lesson, the second, the third and so on..
Sometimes I use a Planning Document I made in Excel to organize my lessons and the days I would teach them. I like using the term lesson, because it may take two or three classes to teach the lesson.
For example, in my Hero's Journey Unit Lesson 1 is "Comparing Myths to Raglan's Hero Cycle". I have found that students need a couple of classes to get orientated to the unit, to search through storybooks about myths, identify points on the Hero Cycle in which the myth or legend follows, and then to discuss it. So lesson 1 is at least two classes.
There a couple of other things a person has to do also. To accomplish the Critical Responsive component of the Arts Education curriculum, I often use Feldman's Model of Criticism. It is a good step by step process to lead students through a way of viewing something critically.
Finally, in order to complete the Cultural Historic outcome, I unusually look at history or a cultural group that has dealt with the topic I have chosen. For example, for the "Hero's Journey" Unit - I use the art of the Neoclassical period because at the time people were both enamoured and disappointed with heroes of the revolutions of the time.
