Blank UbD Planning Template



Michelle HeuftELA: UbD Lesson Title: Cloudy With a Chance of Great Word ChoiceSubject/Course: ELA Topic: Creating a Menu With the 6 + 1 Traits of Writing (specific focus on word choice)Grade: 5th GradeDesigner(s): Michelle HeuftPrior Knowledge:Prior to this lesson students would have finished units on ideas, organization and voice, continuing to spiral on prior knowledge students will begin to focus on word choice to create more exciting writing pieces. The focus lesson will incorporate the trait of organization as well. Students will be assessed on their use of “zippy verbs” and “strong adjectives”. Stage 1- Desired ResultsCC Standards:CCSS.ELA-Literacy.W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. CCSS.ELA-Literacy.W.5.3c Use a variety of transitional words, phrases, and clauses to manage the sequence of SS.ELA-Literacy.W.5.3d Use concrete words and phrases and sensory details to convey experiences and events SS.ELA-Literacy.W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)Understandings: Students will understand that…Good word choice means using:Powerful and memorable verbsUnique and memorable adjectivesPrecise nouns and controlling pronoun useSensory words and imageryEssential Questions:How do the words and phrases create vivid pictures that linger in the reader’s mind?How, as a writer, can you incorporate vivid pictures in a reader’s mind through writing well?Students will know…How to use examples to create exciting menu optionsHow to use sensory details to create vivid picturesHow to replace uninviting adjectives and verbs with new exciting onesStudents will be able to …Identify and utilize strong word choiceRead along with and listen to Cloudy With a Chance of MeatballsUse a graphic organizer to create menu options with partners that highlight the use of strong word choiceCollaboratively create a restaurant menu using an online interactive menu makerStage 2- Assessment EvidencePerformance Tasks:Lesson 1: After listening to and reading along with Cloudy With a Chance of Meatballs, students will create menu options for an appetizer, entrée and a dessert with focus on word choiceLesson 1: Students will work as a whole class to create a menu using an online interactive menu maker and previously created graphic organizers with focus on word choiceLesson 2: Students will fill out an outline to organize their ideas using the previously created graphic organizer for their ideas.Lesson 2: Students will create a narrative using previously created graphic organizers. Students will use the 6 + 1 traits to create a piece that is exciting and interesting for the reader. Other Evidence:Discussion of solid structuresGraphic organizers completed ( weak vs. strong house & yummy word choice)Discussion of the “ideal meal” with partnersCreation of menu optionsCreation of online menu collaboratively as a whole groupHighlight strong word choice in menu or on graphic organizersStage 3- Learning PlanPrior Knowledge:Students will have been introduced to the 6 + 1 Traits of Writing with specific focus on ideas, organization and voice. Students will have created their own picture of the 6 + 1 Traits of Writing similar to that on the website . Students will have completed a preview lesson on the trait of word choice. Anticipatory SetStudents will be shown pictures of strong and weak housing structures. Students will fill out the chart with words that describe the pictures in order to help activate their thinking on description and word choice, also highlighting the idea that writing, like a house, must have a strong structure, and discussing that the Traits help create a strong structure for writing piecesUnpacking the CCS:Establishing the Common Core Standards being introduced in this lesson—helping students to understand the end goals for the lesson/unitMini-Lesson:PowerPoint presentation:Introduction to the trait of word choiceKey qualities of word choiceModeling:YouTube book reading of the book Cloudy With a Chance of Meatballs Example of TGI Fridays menu put into the format of the Café menu brainstorm sheetIndividually students will discuss and/or highlight the word choice that is considered descriptive/strong in the TGI Friday menuGuided Practice:Students will create three menu options in small groups (incorporating the trait of organization)Using the graphic organizer created in small groups, the whole class will put together an interactive menu on Formative Assessment:Interactive Quiz on Internet focusing on the Word Choice definition, identifying strong word choice in a passage, and helping the students to create a short passage on a given scenario that will act as evidence in their understanding of the word choice trait.Possible RTI – Tier 1 Planned InterventionsDifferentiated Instruction:Preferential Seating (if needed)Kinesthetic/Tactile: Students will be able to move around as they work, will be interactive with the IPAD/ Laptop)Visual Cues (PPT, YouTube video, hard copy of book)Redirection (Turn & Talk)Reteaching (Cornell Notes method for PPT notes, sample passages from various writing passages, comparing/contrasting strong vs. weak writing passages with focus on word choice)Flexible Grouping (jigsaw within these focus traits or with all focus traitsModify Assignments/Tests (chunked assignments, rubrics, one trait @ a time vs. all traits; pair assignments to promote class community and deeper thinking through communication, use of interactive technology to promote student interest and availability)Peer Partners: Students work in pairs while listening/reading the prepared passagesStudents will work as a whole class to prepare the online menuCollaboration w/Colleagues: Math: analyzing numbers; pricing of menu items taking into consideration of ingredients, cost of labor, time used, rent of building, utilities, etc; competitor pricing; working with decimalsArt/ technology: creating an appealing menuSocial studies: food by geographical region, customsHome/School Communication:Information for unit posted to class websiteResearch-Based Practices/Theory-Driven PracticesThese research-based/theory-driven practices appear in this lessonUnit Backward Design Theory (UbD) Grant Wiggins educational theories (format of this lesson)Evidence of understanding is revealed through performance – when learners transfer knowledge and skills effectively, using one or more “facets” (explain, interpret, apply, shift perspective, empathize, and self-assess).UbD transforms Content Standards and other goals into focused learning targets based on “big ideas” and transfer tasks.Multiple Intelligences (M.I.) Howard Gardner educational theoriesProvides opportunities for authentic learning based on your students' needs, interests and talents. The multiple intelligence classroom acts like the "real" world: the author and the illustrator of a book are equally valuable creators. Students become more active, involved learnersThis lesson used verbal, visual, auditory, kinesthetic—Bloom’s Taxonomy (levels of thinking) Levels of questions on quiz were leveled from recall, to identify, to summarize, to beginning to analyze and connectHelps students develop higher level thinking skillsIncreases the permanent acquisition of learningPrepares students to be successful on the assessmentsData-Driven Teaching: Lesson included different types of formative assessment (use of interactive quiz program allows for automatic feedback to teacher based on each student, whole class, and analysis of questions)Help the teacher more efficiently measure and promote student learningProvides teacher feedback to measure student understanding prior to moving forwardDiversityLesson can be accessible for diverse learners through reading materials from different cultures, time periods, in two-column format with both home language and second language, and connections to other content areas, interactive Blogging assignments can also open communication between cultures/experiencesMaterialsHard copy and YouTube video of Cloudy With a Chance of Meatballs by Judi BarrettPowerPoint (copies or projector) (teacher form & student form)Computer access or iPad accessInternet connectionsPackets if there issues with Internet & Computer accessTechnology UseTeacherStudentPowerPoint for Mini-lessonYouTube video of Cloudy With a Chance of Meatballs reading for modeling/examplesQuizStar for developing assessmentClass Website for communication, samples, and interactive planningYouTube video of Cloudy With a Chance of Meatballs for modeling/examplesInternet access for access to weebly and interactive menu maker ................
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