Decide overarching unit.

Research jobs that relate to that topic, and pick a few interesting jobs. 

Allow students to pick the job of interest. 

Ask students any specifics needed to do the job (Example: if a student is a teacher, what specifically do you want to teach, or if you are an engineer what would you like to build? Although not all jobs have more specific questions)

Develop phenomena with the PT related to their question, so that students know where to go.

Discuss what students already know (pre-assess) and what students will need to know by the end (the goal)

Have students read, write, watch and talk to each other about their job, and necessary vocabulary skills for the activity. 

Plan some type of activity designed around the SEP.

Any assessment that goes with the activity should have words from the CC and DCI and be tiered, and lead students to the ideas you want them to understand. 

Students should then communicate their knowledge in some way to other students.

Compare their gained knowledge with previously known knowledge.

Allow them to revise or extend their knowledge.

Use the PT to assess students' depth of knowledge using words from the CC, DCI, and SEP. 

I have changed my practice in many ways, but this seems to me to be the most straightforward at incorporating the 3 dimensions, SBG, pre and post-assessment, student discourse and the inquiry model, and intentional reading and writing while allowing for accommodations and supports for all types of learners.   I set all of this up like a checklist for the students and activities they need to accomplish.