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CNMI Public School SystemUnderstanding by Design Collaborative Curriculum Unit PlanningSchool: Oleai Elementary School Grade Level: 3rd Week(s) of : Oct. 10-12, 2012Stage 1: Identify Desired ResultsESTABLISHED GOALSStandard(s) and Benchmark(s):Content Objective(s):Language Arts3.L1.a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.3.L1.a d. Form and use regular and irregular verbs.Mathematics3.QA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities3.QA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., Knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of grade 3, know from memory all products of two one-digit numbers.3.QA.5 Apply properties of operations strategies to multiply and divide. 3.NBT.3 Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 x 80, 5 x 60) using strategies based on place value and properties of operations.Social StudiesC.3.1.1 Describe how a democratic government is made up of people and institutions with the authority to make, carry out, and enforce laws in order to provide for a safe, free, and orderly society.?government?people with authority?institutions with authority?law?constitution?branches of democratic government: Executive, Legislative, and Judicial?levels of democratic government: National, State, and LocalG.3.3.1 Describe the basic elements of maps and globes and how to find locations and follow directions (e.g., title, legend/map key, map symbols, cardinal and intermediate directions, scale, grid, principal parallels-longitude and latitude, meridian-international date line).?elements of maps and globes?finding a location?following spatial direction?compass rose?equatorS.3.9.10 Read, Interpret and create avisuals including pictographs, bar graphs, charts, tables, timelines, illustrations, and maps.Language Objective(s)3.L2 a. Capitalize appropriate words in titles.3. L2 b. Use commas in addresses.3. L2 c. Use commas and quotation marks in dialogue.3. L2 d. Form and use possessives.WHAT UNDERSTANDINGS ARE DESIRED?Big Idea(s)-Students will understand that…Language ArtsA verb is a word that expresses action or being.MathMultiplication is putting equal groups together to find the total. Skip counting is related to multiplication and hundreds charts.Social StudiesThe government is composed of three pass rose is used to indicate cardinal directions.What essential questions will be considered?Language ArtsHow is an action verb different from a linking verb?MathWhat is multiplication?How are skip counting, arrays, and multiplication related?Social StudiesWhat are the roles of the three branches of the US government?How is compass rose used in a map?WHAT KEY KNOWLEDGE AND SKILLS WILL STUDENTS ACQUIRE AS A RESULT OF THIS UNIT?Students will know…Language ArtsAction verbsLinking verbsMathSkip counting100s chartArraysMultiplicationMultiplication chartSocial StudiesThree Branches of GovernmentExecutiveLegislativeJudicialCompass RoseCardinal directionsStudents will be able to…Language ArtsIdentify action verbs in a passageIdentify linking verbs in a passageDifferentiate linking verbs from the action verbsWrite daily journalProofread grammatically incorrect sentences during DOLMathFluently count by 2s, 3s, 4s, 5s, 6s, 7s, 8s, and 9sDemonstrate the process of multiplication through arraysMemorize the Table 2 and 3Social studiesExplain different roles of the three branches of the US and CNMI governmentList down five key words of each branchRead directions using compass roseApply cardinal directions to tell a directionStage 2: Determine Acceptable EvidenceWHAT EVIDENCE WILL SHOW THAT STUDENTS UNDERSTAND?Performance Task(s) (summary in GRASPS form-See Reference):Language ArtsLinking Verb HuntCreate ‘Action Verb’ PoemMemorize Linking Verb & State of Being Verb TableMathColor Hundreds Chart by skip counting (2s, 3s, 4s, 5s, 6s, 7s, 8s, and 9s)Use Math Manipulatives for arraysMemorize multiplication chartSocial StudiesCreate a web on three branchesUse a compass and tell directions with the eight cardinal directionsPerformance Task Rubric:CriteriaAdvance (4)Proficient (3)Developing (2)Beginning (1)VerbsStudents can identify action verbs and linking verbs in sentences and create an Action Verb Poem with 17 or more action verbs.Students can identify action verbs and linking verbs in sentences and create the Action Verb Poem with 10-16 action verbs.Students struggle to identify linking verbs from action verbs and came up with 5-9 words in the Action Verb Poem.Students are unable to identify what are linking and action verbs and came up with 0-4 words in the Action Verb Poem.MathStudents can fluently multiply one digit number by 2s and 3s.Students can multiply one digit numbers by 2s and 3s fairly well.Students started practicing multiplication of 2s.Students are still on skip counting.Social StudiesStudents can list 5 more key words for each of the three branches of the government.Students can list 3-4 key words for each of the three branches of the government.Students can list 1-2 key words for each of the three branches of the government.Students are unable to list down key words for each of the three branches of the government.Add more rows as necessaryOther Evidence(s), quizzes, tests, prompts, observations, dialogues, work sample:QuizzesJournalsDOLNotesWorksheetsPre-assessmentsStudent Self-Assessment and Reflection:JournalsHomeworkNote: See Facet of Understanding ReferenceStage 3: Plan Learning Experiences and InstructionActivity Bank (See Reference on?WHERETO Elements?for guided questions to plan activities): List all activities for the week(s)- class work, projects, homework, learning tasks, assessments, etc.Language ArtsJournal: writing prompts: What is your favorite room in your home and why? Draw the room.Thursday: What is your favorite time of day? Draw about it.Friday: What is your favorite book and why?PresentationJournal manager passes out tickets for those who completed one pageDOL (week 3)5 minutes to work onShow the correct answer2 minutes of correctionLanguage Arts LessonWednesday Pre-assessment: Jr. (K-3): Wednesday: what is a verb? (take notes with captions on)Activity: Verb Charades: “Give each student five to 10 pieces of paper, asking them to write one verb on each paper. Encourage them to be creative. Tell the students that they will be playing charades with these words, so they should choose words that will be challenging to demonstrate. Don't use the obvious "sit, walk and kick." Instead, ask for verbs like "paint, create, celebrate or cook." Help any students that appear frustrated or stuck. Put all the words into a box, and choose one student to draw a verb. His goal is to act out that verb while the rest of the class tries to guess which word he has. ()”Wednesday homework: worksheet: : Create ‘Action Verb’ Poem: Homework: Linking Verbs: memorize the linking verb list & State of Being VerbsLinking Verb Hunt: Grab a library book. With a peer, write down how many linking verbs they found.Worksheet: : on multiplicationsSkip counting 2, 4, 6, 8 (100s chart) (2s, 5s, and 10s) (3)Hundreds chart coloring (worksheet) – 2s & 5s first then 3s, 4s, 6s, 7s, 8s, and 9sHomework: Skip Counting on Number Line 2, 3, 4ThursdayArrays (2) (Brainpop Jr.)homework on arraysFridayManipulatives on Table Twoworksheets on multiplication of 2homework: memorize Table Two for Daily Multiplication QuizSocial StudiesWednesdayCreate a web on three branchesStudy Three Branches of Government for tomorrow’s quizThursdayQuiz on the three branches (listing down 5 key words of each branch)Pre-assessment on map-skillsFriday: Map SkillsMini-lesson on Compass RoseActivity: Reading directions to school places with eight cardinal directions (cafeteria, girls restroom, boys restroom, stage, office, bus stop, Crab Field)RESPONSE TO INTERVENTION (RtI)Tier I Activities:Language ArtsLinking Verb HuntCreate ‘Action Verb’ PoemMemorize Linking Verb & State of Being Verb TableJournalsDOLMathColor Hundreds Chart by skip counting (2s, 3s, 4s, 5s, 6s, 7s, 8s, and 9s)Use Math Manipulatives for arraysMemorize multiplication chartQuizzesSocial StudiesCreate a web on three branchesUse a compass and tell the direction with the eight cardinal directionsQuizTier II Activities:Pulled out for Title 1 class for reading and mathSocial Studies: Peer TutorialTier III Activities:Pulled out for Title 1 class for reading and mathSocial Studies: Peer TutorialSWD AND ELL NEEDS- STEP WISE PROCESSStudent(s) w/ DisabilitiesELL Student(s)What barriers are keeping the students from accessing instruction, participating in activities, demonstrating learning, etc?Student 1: N/AStudent 1: N/AWhat supports will reduce identified barriers?Student 1: N/AStudent 1: N/AHow will the support assist the students in accessing instruction, participating in activities, demonstrating learning, etc?Student 1: N/AStudent 1: N/A4. TARGET SPECIFIC IEP OBJECTIVES AND FOUNDATIONAL SKILLS THAT CAN BE ADDRESSED DURING THE UNIT (SPED). List key words from IEP objectives and/or foundational skills and indicate which IEP objectives and foundational skills can be addressed within each instructional activity.IEP objectives & foundational skills (write key words)N/AUnit instructional activities (write the number of the activity or key words)N/AReferenceInstructional Strategies (CITW)Technology Materials/ Resources:Student Work/Evidences:Identifying Similarities & Differences: Compare ClassifyMetaphorAnalogyGenerating & Testing Hypothesis:Decision MakingExperimentalInquiryHistorical InvestigationInventionProblem SolvingSystems AnalysisNon-Linguistic Representation:KinestheticMental Imagery/SensesPhysical ModelPictograph Other:Advance OrganizerCues and QuestionsNote TakingPracticeProviding FeedbackProviding RecognitionReinforcing EffortSetting ObjectivesData CollectionBrainstorming/ Idea Mapping SoftwareDiagnostic Prescriptive SystemCalculatorsDisplay ToolsClickersInteractive WhiteboardCollaborative ApplicationEducational gamesCommunication ToolsVirtual manipulativeMultimedia (watching)Multimedia (creating)SpreadsheetWeb-based ResearchWord ProcessingOther (make note)Play/SkitsCreating new poem/short stories/songsProjects (3D models, dioramas, etc.)Group discussionPeer/Self EvaluationDebatesInterviewsPeer TeachingProblem SolvingSummarizingOutlineCompare & ContrastStudent DemonstrationSilent ReadingJournaling/WritingReportsOral PresentationsGraphic OrganizersInvestigation/ExperimentLearning GamesParaphrasing/RetellIllustrateMemorizeWorksheetsNote-taking/ ListingDiscussionHands-on LearningBloom’s TaxonomyRememberUnderstandApplyAnalyzeEvaluateCreateTell, list, describe, relate, locate, write, find, state, name, identify, label, recall, define, recognize, match reproduce, memorize, draw, select, reciteExplain, interpret, outline, discuss, distinguish, predict, restate, translate, compare, describe, relate, generalize, summarize, put in own words, paraphrase, convert, demonstrate, visualize, find out more infoSolve, show, use, illustrate, construct, complete, examine, classify, choose, interpret, make, put together, change, apply, produce, translate, calculate, manipulate, modify, put into practiceAnalyze, distinguish, examine, compare, contrast, investigate, categorize, identify, explain, separate, advertise, take apart, differentiate, subdivide, deduceJudge, select, choose, decide, justify, debate, verify, argue, recommend, assess, discuss, rate, prioritize, determine, critique, weigh, value, estimate, defendCreate, invent, compose, predict, plan, construct, propose, devise, formulate, combine, hypothesize, originate, add to, forecastCONSTRUCTING A PERFORMANCE TASK USING GRASPSGoalRoleAudienceSituationProduct, Performance and PurposeStandards and Criteria for SuccessYour task is…The goal is to…The problem or challenge is…The obstacles to overcome...You are…You have been asked to…Your job is…Your clients are…The target audience…You need to convince…The context you find yourself in is…The challenge involves dealing with…You will create a __ in order to___.You need to develop___ so that___.Your performance needs to…Your work will be judged by…Your product must meet the following standardsA successful result will…SIX FACETS OF UNDERSTANDINGExample of Using 6 Facets of Understanding (Topic: Nutrition)1. EXPLANATION: What are the key ideas in..? What are examples of..? What are the characteristics and parts of..? What caused..? What are the effects of..? How might we prove, confirm, justify..? How is..connected to..? What might happen if..? What are the common misconceptions about..? How did this come about? Why is this so?Develop a brochure to help young students understand what is meant by a balanced diet2. INTERPRETATION: What is the meaning of..? What are the implications of..? What does…reveal about..? How is…like…(analogy or metaphor)? How does…relate to me or us? So what? Why does it matter?Discuss what the popularity of fast foods say about modern life?3. APPLICATION: How is…applied in the larger world? How might…help to..? How could we use… to overcome..? How and when can we use this (knowledge or process)? Plan a menu for a class party consisting of healthy, yet tasty snacks.4. PERSPECTIVE: What are the different points of view about..? How might this look from a different perspective? How is this similar to or different from..? What are other possible reactions to..? What are the strengths and weaknesses of..? What are the limits of..? What is the evidence for..? Is the evidence reliable? Sufficient?Conduct a research to find out if the Food Pyramid guidelines apply in the other regions (e.g. Antarctica, Asia, the Middle East) and the impact of diverse diets on health and longevity. 5. EMPATHY: What would it be like to walk in …’s shoes? How might…feel about..? How might we reach an understanding about..?What was…trying to make us feel and see? Imagine: How might it feel like to live with a dietary restriction due to a medical condition>6. SELF-KNOWLEDGE: How do I know..? What are the limits of my knowledge of..? What are my “blind spots” about..? How can I best show..? How are my views about…shaped by..(experiences, habits, prejudices, style)? What are my strengths and weaknesses in..? Reflect: To what extent are you a healthy eater? How might you become a healthier eater?WHERETO ELEMENTSWHERETOWhere are we going? Why? What is expected?How will we hook and hold student interest?How will we equip students for expected performances?How will we help students to rethink and revise?How will students self-evaluate and reflect on their learning?How will we tailor learning to varied needs, interests, styles?How will we organize and sequence the learning? ................
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