Unit Overview - JENNA RODRIGUEZ
Unit Overview
|Grade/Class |1st grade |
|KNOW |UNDERSTAND |DO |
|Students will know… |Students will understand that… |Students will be able to… |
|-That the story is make-believe. |- They need to use their imagination. |- Use their imagination. |
|-The different kinds of animals. |- They need to pretend they are on |-Use watercolors and crayons. |
|-How to use crayons. |scranimal island. |- Draw scranimals ( an animal made out of |
|-Vocabulary- Make-believe, symbols, |- That these animals they are going to |2 or 3 different animals). |
|fantasy, animals, drawing, and watercolors|create are not real. |- Students will be able to write a short |
| |-They need to look for clues and symbols |story about their scranimal. |
| |to figure out what kind of animals are on | |
| |scranimal island. | |
|Stage 2: Assessment Evidence | |
|SUMMATIVE ASSESSMENT | |
|Student Procedure (guidelines, directions) | Key Criteria ( how teacher will grade) |
| | |
|Artmaking Design Problem: |Artmaking Design Product: |
|Transforms different animals into one make-believe animal. |1. Students will use at least two different animals for their |
|Written Reflection/Critique: |scranimal. |
|Students will name their scranimal and write a short paragraph |2. Use crayons for the scranimals and watercolor for the |
|about their scranimal |background. |
| | |
| |Written Reflection/Critique: |
| |They will name their scranimal and write a short paragraph. |
|FORMATIVE ASSESSMENT | |
|Stage 3: Learning Plan | |
|UNIT TEACHER REFLECTION: |
| |
|Does the unit address enduring ideas about the human experience? |
| |
|Does the unit address enduring ideas about art? |
| |
|Does the unit address key concepts and essential questions? |
| |
|Does the learning plan align with unit objectives and assessment tasks? |
| |
|Does the unit address the knowledge and skills in a logical sequence to achieve unit objectives? |
| |
|Do the enduring ideas, key concepts and essential questions provide focus and cohesiveness throughout unit? |
| |
|Are students aware of assessment expectations? |
| |
|Are enduring ideas, concepts and important skills assessed? |
| |
|Are the key unit and lesson components included and clearly presented? |
| |
|Are students given opportunities to provide evidence of learning? |
DIFFERENTIATION STRATEGIES
| |Flexible grouping |
| |Open-ended activities |
| |Exploration by interests |
| |Negotiated criteria |
| |Anchoring/Extension activities |
| |Independent |
| |Tiered activities/products |
| |Journal prompts |
| |Multiple levels of questions |
| |Scaffolding |
| |Choice: Learner profile, Readiness, Interest |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related searches
- overview of starbucks
- starbucks overview of the company
- overview of photosynthesis
- overview of photosynthesis quizlet
- activity overview of photosynthesis
- brief overview of starbucks
- overview of photosynthesis review worksheet
- overview of philosophers beliefs
- overview of photosynthesis 4.2 answers
- overview of photosynthesis worksheet
- brief overview of a meeting
- section 4.2 overview of photosynthesis