Understanding By Design Unit Template



Understanding by Design Unit Template

|Title of Unit |All about me |Grade Level | |

| | | |One and two |

|Curriculum Area | |Time Frame | |

| |ELA | |4-6 wks |

|Developed By | |ELA Context | |

|School | |

|Identify Desired Results (Stage 1) |

|Content Standards –Curricular Outcomes |

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|CR1.1 |

|Comprehend and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written, and multimedia) that address: |

|identity (e.g., All About Me) community (e.g., Friends and Family) social responsibility (e.g., Conservation) and relate to own feelings, ideas, and |

|experiences. |

|CR1.2 |

|View and comprehend the explicit messages, feelings, and features in a variety of visual and multimedia texts (including pictures, photographs, simple |

|graphs, diagrams, pictographs, icons, and illustrations). |

|CC1.1 |

|Compose and create a range of visual, multimedia, oral, and written texts that explore and present thoughts on: identity (e.g., Feelings) community (e.g., |

|Neighbourhood) social responsibility (e.g., Plants and Trees). |

|AR1.1 |

|Identify, with teacher guidance, what good viewers, listeners, readers, representers, speakers, and writers do. |

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|CR2.1 |

|Comprehend and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written, and multimedia) that address: |

|identity (e.g., Just Watch Me) community (e.g., People and Places) social responsibility (e.g., Friendship) and make connections to prior learning and |

|experiences. |

|CR2.4 |

|Read and demonstrate comprehension of grade-appropriate literary and informational texts read silently and orally by relating and retelling key events and |

|ideas in sequence with specific details and discussing how, why, and what if questions |

|CC2.1 |

|Compose and create a range of visual, multimedia, oral, and written texts that explore: identity (e.g., My Family and Friends) community (e.g., Our |

|Community) social responsibility (e.g., TV Ads for Children) and make connections to own life |

|AR2.1 |

|Reflect on and assess their viewing, listening, reading, speaking, writing, and other representing experiences and strategies by participating in |

|discussions and relating work to a set of criteria (e.g., “What did I learn |

|Essential Questions | |

|Open-ended questions that stimulate thought and inquiry linked to the content |What do you want students to understand & be able to use several years from |

|of the enduring understanding. |now? |

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| |Students will understand that they are valuable and unique and that they |

| |will hold a special place in the world. |

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|What makes me special? | |

|How am I the same as others? | |

|How am I different from others? | |

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| |Misconception |

|Unit Question (ELA context) |(Optional) |

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|How can I write an autobiography? | |

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|Knowledge (knowing) |Skills (doing) |

|Students will know… |Students will be able to… |

|Cr2.4 |CR2.1 |

|c. Understand and apply the appropriate cues and conventions (pragmatic, | |

|textual, syntactical, semantic/lexical/morphological, graphophonic, and other)|View, listen to, read, and respond to a variety of texts including First |

|to construct and confirm meaning when reading |Nations and Métis resources that present different viewpoints and |

|cc2.1 |perspectives on issues and topics related to identity, community, and social|

|e. Tell, draw, write, and dramatize stories about self, family, community, and|responsibility and relate to own experiences. |

|family/community traditions to express ideas and understanding. |c. Connect situations portrayed in texts (including First Nations and Métis |

| |texts) to personal experiences and prior learning. |

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| |Cr2.4 |

| |f. Read aloud with fluency, expression, and comprehension any familiar text |

| |that is appropriate for grade 2. |

| |G. Follow written instructions |

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| |Cc2.1 |

| |a. Use words, symbols, and other forms, including appropriate technology, to|

| |express understanding of topics, themes, and issues and make connections to |

| |own life |

| |cr1.1 |

| |b. Make and share connections among texts, prior knowledge, and personal |

| |experiences (e.g., family traditions). |

| |c. Relate aspects of stories and characters from various texts to personal |

| |feelings and experiences. |

| |Cc1.1 |

| |b.Dictate to another person and compose stories that tell personal feelings,|

| |ideas, experiences, opinions, observations, and reactions. |

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|Assessment Evidence (Stage 2) |

|Performance Task Description |

|The performance task describes the learning activity in “story” form. Typically, the P.T. describes a scenario or |Helpful tips for writing a |

|situation that requires students to apply knowledge and skills to demonstrate their understanding in a real life |performance task. |

|situation. Describe your performance task scenario below: | |

| |Goal: |

|Goal-students will write a short autobiography |What should students accomplish by |

| |completing this task? |

|Role- student will be themselves | |

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|Audience- student, teacher | |

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|Situation- students are writing an autobiography to become published. | |

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|Product- an autobiography | |

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|Hello students I am Mrs or Mr an owner of a publishing house. I have been looking for some autobiographies to publish. | |

|I have heard that this particular class is a very interesting class. So my hopes are for you students to write | |

|autobiographies and for myself to be here guiding you on your way to being published. | |

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| |Role: |

| |What role (perspective) will your |

| |students be taking? |

| |Audience: |

| |Who is the relevant audience? |

| |Situation: |

| |The context or challenge provided to|

| |the student. |

| |Product/Performance: |

| |What product/performance will the |

| |student create? |

| |Standards |

| |(Create the rubric for the |

| |Performance Task) |

|BLOOMS TAXONOMY: |Digital Taxonomy for Bloom: |

|REMEMBERING: Can the students recall or remember the |KNOWLEDGE: Highlighting, bookmarking, social networking, searching, googling |

|information? |COMPREHENSION: Advanced searches, blog journaling, twittering, commenting |

|UNDERSTANDING: Can the students explain ideas or concepts? |APPLICATION: Running, loading, playing, operating, hacking, uploading, sharing, editing |

|APPLYING: Can the students use the information in a new way? |ANALYSIS: Mashing, linking, tagging, validating, cracking, reverse-engineering |

|ANALYZING: Can the students distinguish between the different |SYNTHESIS: Programming, filming, animating, blogging, wiki-ing, publishing, podcasting, |

|parts? |video casting |

|EVALUATING: Can the students justify a stand or decision? |EVALUATION: Blog commenting, reviewing, posting, moderating, collaborating, networking, |

|CREATING: Can the students create new product or point of view?|posting moderating |

|Standards Rubric |

|The standards rubric should identify how student understanding will be measured. |

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|Cover |

|With help, they cover of my book has the title and name of the author. It has a picture of me. |

|The cover of my book has the title and/or name of the author and/or It has a picture of me. |

|The cover of my book has the title and name of the author. It has a picture of me. |

|The cover of my book has the title and name of the author. It has a picture of me. |

|I added extra details to make it look interesting |

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|Body |

|With help, the story has 4 or 5 pages. I have a picture on each page. I have a sentence that matches each picture. |

|The story has 4 or 5 pages, or I have a picture on each page, or I have a sentence that matches each picture. |

|The story has 4 or 5 pages. I have a picture on each page. I have a sentence that matches each picture. |

|The story has 4 or 5 pages. I have a picture on each page. I have a sentence that matches each picture. I added extra details on my picture and/or I have |

|more than one sentence. |

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|Neatness |

|With help my letters are the proper shape and size. My pictures fill the page others can tell what they are. |

|Most of my letters are the proper shape and size. Most of my pictures fill the page others can tell what most of them are. |

|My letters are the proper shape and size. My pictures fill the page others can tell what they are. |

|My letters are the proper shape and size. My pictures fill the page others can tell what they are. I added details. |

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|Reading |

|With help, I used a big voice when I read. I felt confidant. |

|Sometimes I used a big voice when I read. I felt shy. |

|I used a big voice when I read. I felt confidant. |

|I used a big voice when I read. I felt confidant. I used expression. |

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|Other Assessment Evidence: (Formative and summative assessments used throughout the unit to arrive at the outcomes.) |

|Conversation |Observation |Product |

| |Checklist | |

|Classroom discussion |Rubric |Duo tang pages |

|Group discussion |Observation |Booklet |

|brainstorming |Conversation | |

| |Exit note | |

|Learning Plan (Stage 3) |

|Where are your students headed? Where have they been? How will you make sure the students know where they are going? |

|Post essential question on bulletin board (what makes you special?) |

|Students may have experienced working on self-image in previous grades. |

|Post student rubrics. |

|I do the community unit with this unit it fits in nicely. |

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|How will you hook students at the beginning of the unit? (motivational set) |

|By reading the book “I like myself” |

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|What events will help students experience and explore the enduring understandings and essential questions in the unit? How will you equip them with needed |

|skills and knowledge? How will you organize and sequence the learning activities to optimize the engagement and achievement of all students? |

| |Time Frame |

|Lesson one- introduction | |

|-book (I like myself) | |

|-discussion about similarities of the book and the students | |

|-write or draw a picture of similarities of the book | |

|-working on prewriting | |

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|Lesson two- favorite foods | |

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|Lesson three- what do I look like | |

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|Lesson four- my family | |

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|Lesson five- what are you good at? What do you want to get better at? | |

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|Lesson six- drafting | |

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|Lesson seven- drafting | |

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|Lesson eight- revising | |

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|Lesson nine- editing | |

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|Lesson ten to twelve-publishing | |

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|Lesson thirteen- sharing | |

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|How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work based on your essential |

|questions and enduring understandings? |

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|Student will continue to re-visit the essential question on the bulletin board to ensure they are building on their understanding. We will have daily books |

|to read all about me ,class discussions and brainstorming sessions. |

|The students will keep the booklet all about me |

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|How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit? |

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|The students will do this through daily lessons activities and reflections |

|How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals|

|of the unit? |

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|All students will be able to participate in their unit through the use of teacher support, directions, and instructions. |

|Student performance task activity will be differentiated to their individual needs and learning styles. |

|What resources will you use in the learning experiences to meet the outcomes? |

| -Books about oneself |

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|-I like myself by Karen Beaumont |

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|Assess and Reflect (Stage 4) |

|Required Areas of Study: | |

|Is there alignment between outcomes, performance assessment and learning experiences? | |

|BAL’s: | |

|Does my unit promote life long learning, encourage the development of self and community, and engage students? | |

|CELS & CCC’s: |      |

|Do the learning experiences allow learners to use multiple literacies while constructing knowledge, demonstrating social responsibility, and acting autonomously in | |

|their world? | |

|Adaptive Dimension: | |

|Have I made purposeful adjustments to the curriculum content (not outcomes), instructional practices, and/or the learning environment to meet the learning needs of | |

|all my students? | |

|Instructional Approaches: |      |

|Do I use a variety of teacher directed and student centered instructional approaches? | |

|Student Evaluation: |      |

|Have I included formative and summative assessments reflective of student needs and interests based on curricular outcomes? | |

|Resource Based Learning: |      |

|Do the students have access to various resources on an ongoing basis? | |

|FNM/I Content and Perspectives/Gender Equity/Multicultural Education: |      |

|Have I nurtured and promoted diversity while honoring each child’s identity? | |

|Blueprint for Life: |      |

|Have I planned learning experiences in the unit that prepare students for a balanced life and/or work career? | |

Adapted from: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development.

Exit slip

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|Date:__________ |

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|What is one thing you learned about yourself or one thing you knew but could not remember? |

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