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Understanding by Design Name: Min Ji HanGrade Level: 6thSchool: San Vicente ElementaryWeek 14: April 29-May 3, 2013Stage 1: Identify Desired ResultsESTABLISHED GOALSStandard(s) and Benchmark(s): Language Arts Content Objective(s):SL4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.L1d Form and use regular and irregular verbs.L1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.L1b Form and use regular and irregular plural nouns.L2b Spell correctly.L4b Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). L1d Form and use regular and irregular verbs.WHAT UNDERSTANDINGS ARE DESIRED?Big Idea(s)-Students will understand that…Summarize the story “Atlanta’s Race” by identifying characters, setting, the problem, important events, and the solution to the problem. Pronouns (Subject, Object, and Reflexive Pronouns) and antecedents. What essential questions will be considered?How to identify the characters, setting, the problem, important events, and the solution to the problem?What are Pronouns and Antecedents?What are Subject and Object Pronouns?WHAT KEY KNOWLEDGE AND SKILLS WILL STUDENTS ACQUIRE AS A RESULT OF THIS UNIT?Students will know…How to Summarize the story “Atlanta’s Race” by identifying characters, setting, the problem, important events, and the solution to the problem. Pronouns (Subject, Object, and Reflexive Pronouns) and antecedents.Students will be able to…Listen to the Read Aloud for the new story “Atlanta’s Race.”Identify the characters, setting, the problem, important events, and the solution to the problem. Describe and identify a Pronoun and Antecedents. Stage 2: Determine Acceptable EvidenceWHAT EVIDENCE WILL SHOW THAT STUDENTS UNDERSTAND?Performance Task(s) (summary in GRASPS form-See Reference):. Note taking.Outline main ideas. Take Quiz/Test.Other Evidence(s), quizzes, tests, prompts, observations, dialogues, work sample:Informal Assessment such as asking comprehension questions and formal assessments such as quiz, test, and questions on worksheets. Student Self-Assessment and Reflection:Worksheets, mini quiz, and test. Note: 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.April 15, 2013 (Monday) : New Vocabulary Words and Definitions (SL1d, SL2, RL4, L2b)Students will play the Vocabulary Game and Group work.Students will work with their groups on certain number of words that I assign for each group.Each group will be responsible for about five words and we will do a Round Robin. April 16, 2013 (Tuesday): Begin Read Aloud “Atalanta’s Race” (SL4, L1d)Teacher will begin READ ALOUD for the new story “Atlanta’s Race” on pg. 326-329. Students will begin summarizing the literature by identify the characters, setting, the problem, important events, and the solution to the problem. Teacher will introduce Pronouns and Antecedents. Teacher will have sample sentences on the board and discuss with students the Pronouns and Antecedents. Students will answer HBJ book pg. 228-231. April 17, 2013 (Wednesday): Continue Read Aloud “Atalanta’s Race” (SL4, L1a) Teacher will discuss previous discussion on the first part of the story.Teacher will continue READ ALOUD on the story “Atlanta’s Race” on pg. 330-331.Students will continue the Summary Chart.Teacher will introduce Subject and Object Pronouns. Students will answer HBJ pg. 232-233 and 240-241. April 18, 2013 (Thursday): Continue Read Aloud “Atalanta’s Race (SL4, L1b) Teacher will discuss previous discussion on the first and second part of the story.Teacher will READ ALOUD pg. 332-334.Students will continue summarizing the story “Atalanta’s Race.” Teacher will introduce Reflexive Pronouns. Students will answer HBJ pg. 236-237. April 19, 2013 (Friday): Summarize the story “Atalanta’s Race” (SL4, L2b)Teacher will review the story “Atalanta’s Race.” Students will summarize the story by identifying the characters, setting, the problem, important events, and the solution to the problem on PB pg. 96-97. RESPONSE TO INTERVENTION (RTI)Tier I Activities:List of activities which are at the common core or standards and benchmark levels.Learner data progress is collected at three periods during the year.Tier II Activities:List of activities which are at the strategic level.Learners do not respond to core curriculum – “at-risk” for failureSupplemental instruction provided.Learner data progress is frequent during the year (example: every 2 weeks).Tier III Activities:List of activities which are at the strategic level.Learners do not respond to core curriculum – “at-risk” for failureSupplemental instruction provided.Learner data progress is frequent during the year (example: every 2 weeks).SWD 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: AntoniaTeacher will provide shorter version of worksheets. Student 2: KimTeacher will provide shorter version of worksheets. Student 1:UmiTeacher will provide shorter version of worksheets. What supports will reduce identified barriers?Student 1: She may be given extra time and she may use dictionary when necessary. She may also have a partner who can help and assist her.Student 2: He may be given extra time and use a dictionary when needed. He may have a partner who can help assist him. Student 1: She may be given extra time and she may use an electronic dictionary. She may have a partner to help her out. How will the support assist the students in accessing instruction, participating in activities, demonstrating learning, etc?Student 1:Student 1:4. 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)This will be provided by my mentor (Mrs. Yvette) which can be found in Individual Education Plan.Unit instructional activities (write the number of the activity or key words)Understanding by Design Name: Min Ji HanGrade Level: 6thSchool: San Vicente ElementaryWeek 14: April 29-May 3, 2013Stage 1: Identify Desired ResultsESTABLISHED GOALSStandard(s) and Benchmark(s): MathematicsContent Objective(s):6. G.A.1 Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.WHAT UNDERSTANDINGS ARE DESIRED?Big Idea(s)-Students will understand that…To find the area of a circle. To find the area of parallelograms and trapezoids. What essential questions will be considered?How do you find the area of a circle?How do you find the area of parallelograms and trapezoids?WHAT KEY KNOWLEDGE AND SKILLS WILL STUDENTS ACQUIRE AS A RESULT OF THIS UNIT?Students will know…How to find the Area of a Circle.How to find the Areas of Parallelograms and Trapezoids. Students will be able to…Take notes on new math terms.Solve multiple problems finding the Area of a Circle. Solve multiple problems find the Areas of Parallelograms and Trapezoids. Review all previous lessons. Take quiz/test on all the lessons learned. Stage 2: Determine Acceptable EvidenceWHAT EVIDENCE WILL SHOW THAT STUDENTS UNDERSTAND?Performance Task(s) (summary in GRASPS form-See Reference):Solve multiple problems dealing with finding the Area of a Circle. Note taking.Multiple samples on the board. Take Quiz/Test.Other Evidence(s), quizzes, tests, prompts, observations, dialogues, work sample:Informal Assessment such as thumbs up thumbs down and formal assessments such as quiz, test, and questions on worksheets.Student Self-Assessment and Reflection:Worksheets, mini quiz, and test. Note: 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.April 22, 2013 (Monday) : Review Areas of Circles (6.G.A.1)Teacher will Review “Areas of Circles.”Teachers will Discuss Notes written on the board from RETEACH 21.4. Students will answer sample questions on the board.Students will ask questions if they need clarifications.Students will answer edHelper handout on “Areas of Circles.” April 23, 2013 (Tuesday): Quiz on Areas of Circles (6.G.A.1)Teacher will review “Areas of Circles.”Students may ask questions before the Quiz. Students will answer edHelper handout as a Quiz.April 24, 2013 (Wednesday): Test on Areas of Circles (6.G.A.1)Teacher will review “Areas of Circles.”Students will take a Test on Areas of Circles. April 25, 2013 (Thursday): Introduce Areas of Parallelograms and Trapezoids (6.G.A.1) Teacher will introduce “Areas of Parallelograms and Trapezoid.”Students will be given time to copy notes from the board on RETEACH 21.2.Teacher will Discuss Notes that students copied RETEACH 21.2.Students will answer sample questions on the board.Students will ask questions if they need help. April 26, 2013 (Friday): Review Areas of Parallelograms and Trapezoids (6.G.A.1) Teacher will review “Areas of Parallelograms and Trapezoids.”Teacher will DISCUSS NOTES written on the board from RETEACH 21.2. Teacher will have sample questions on the board on Finding “Areas of Parallelograms and Trapezoids.” Students will come up to the board and answer sample questions. Students will answer edHelper handout on “Areas of Parallelograms and Trapezoids.” RESPONSE TO INTERVENTION (RTI)Tier I Activities:List of activities which are at the common core or standards and benchmark levels.Learner data progress is collected at three periods during the year.Tier II Activities:List of activities which are at the strategic level.Learners do not respond to core curriculum – “at-risk” for failureSupplemental instruction provided.Learner data progress is frequent during the year (example: every 2 weeks).Tier III Activities:List of activities which are at the strategic level.Learners do not respond to core curriculum – “at-risk” for failureSupplemental instruction provided.Learner data progress is frequent during the year (example: every 2 weeks)SWD 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: AntoniaTeacher will provide shorter version of worksheets with extra time. Students 2: KimStudent 1:UmiTeacher will give extra time for Umi to solve worksheet.What supports will reduce identified barriers?Student 1: She may use a calculator.Students 2: Teacher will provide shorter version of worksheets with extra time. Student 1: She may use an electronic dictionary. How will the support assist the students in accessing instruction, participating in activities, demonstrating learning, etc?Student 1:Student 1:4. 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)This will be provided by my mentor (Mrs. Yvette) which can be found in Individual Education Plan.Unit instructional activities (write the number of the activity or key words)Understanding by Design Name: Min Ji HanGrade Level: 6thSchool: San Vicente ElementaryWeek 14: April 29-May 3, 2013Stage 1: Identify Desired ResultsESTABLISHED GOALSStandard(s) and Benchmark(s): Social StudiesContent Objective(s):H.6.7.7 Describe the social, political, and economic developments, as well as the religious, intellectual, and artistic achievements of ancient Greece. H.6.7.11 Describe the development of early writing and numerical systems (e.g., cuneiform, hieroglyphs, alphabets, Roman numerals, Indo-Arabic numerals).WHAT UNDERSTANDINGS ARE DESIRED?Big Idea(s)-Students will understand that…Alexander the Great built a vast empire.The reasons for the breakup of Alexander’s empire.Alexander the Great helped spread Greek culture and scholarship to new parts of the world. What essential questions will be considered?How did Alexander the Great build a vast empire?What are some reasons for the breakup of Alexander’s empire?How did Alexander the Great help spread Greek culture and scholarship to new parts of the world?How did Alexander’s rule affect culture and society for several centuries after his death?What happened when the Romans gained control of the Mediterranean?WHAT KEY KNOWLEDGE AND SKILLS WILL STUDENTS ACQUIRE AS A RESULT OF THIS UNIT?Students will know…Alexander the Great built a vast empire.The reasons for the breakup of Alexander’s empire.Alexander the Great helped spread Greek culture and scholarship to new parts of the world. Students will be able to…Take notes on new vocabulary terms.Answer comprehension questions and Lesson Review. Discuss in groups. Review all previous lessons. Take quiz/test on all the lessons learned. Stage 2: Determine Acceptable EvidenceWHAT EVIDENCE WILL SHOW THAT STUDENTS UNDERSTAND?Performance Task(s) (summary in GRASPS form-See Reference): Note prehension questions/ Lesson Review questionsTake Quiz/ TestOther Evidence(s), quizzes, tests, prompts, observations, dialogues, work sample:Informal Assessment such as thumbs up thumbs down and formal assessments such as quiz, test, and comprehension questions from Lesson Review.Student Self-Assessment and Reflection:Worksheets, mini quiz, and test. Note: 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.April 22, 2013 (Monday): Ch. 8 Lesson 4: Alexander’s Great Empire (H.6.7.7)Teacher will introduce new vocabulary.Students will take notes on the new vocabulary terms.Students will begin Group Discussion on Chapter 8 Lesson 4: Alexander’s Great Empire. Students will READ ALOUD on Chapter 8 Lesson 4 pg. 264-269. Students will orally answer comprehension and check mark questions.April 23, 2013 (Tuesday): Ch. 8 Lesson 4: Alexander’s Great Empire (H.6.7.7)Teacher will continue to introduce new vocabulary.Students will continue to take notes on the new vocabulary terms.Students will continue Group Discussion on Chapter 8 Lesson 4: Alexander’s Great Empire. Students will continue the READ ALOUD on Chapter 8 Lesson 4 pg. 264-269. Students will orally answer comprehension and check mark questions.Students will answer Lesson 4 Review on pg.269 Numbers 1-6. April 24, 2013 (Wednesday): Ch. 8 Lesson 4: Alexander’s Great Empire (H.6.7.7)Teacher will give students 5 minutes to review before the quiz.Teacher will review students before giving a quiz on Ch. 8 Lesson 4: Alexander’s Great Empire.Students will take a quiz. April 25, 2013 (Thursday): Review for Chapter Quiz/ Chapter Test (H.6.7.7, H.6.7.11)Teacher will review students by playing a game asking questions for each group. Students will answer questions and play a review game in preparation for the Chapter 8 Quiz and Test.April 26, 2013 (Friday): Chapter 8 Quiz (H.6.7.7, H.6.7.11)Students will be given ten minutes to study/review with peers before the Chapter Quiz.Students will take Chapter 8 Quiz. (From Mrs. Yvette) RESPONSE TO INTERVENTION (RTI)Tier I Activities:List of activities which are at the common core or standards and benchmark levels.Learner data progress is collected at three periods during the year.Tier II Activities:List of activities which are at the strategic level.Learners do not respond to core curriculum – “at-risk” for failureSupplemental instruction provided.Learner data progress is frequent during the year (example: every 2 weeks).Tier III Activities:List of activities which are at the strategic level.Learners do not respond to core curriculum – “at-risk” for failureSupplemental instruction provided.Learner data progress is frequent during the year (example: every 2 weeks).SWD 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: AntoniaTeacher will provide extra time assistance for her to answer comprehension questions. Student 2: KimStudent 1:UmiTeacher will give extra time for Umi to solve comprehension questions and she may use the electronic dictionary. What supports will reduce identified barriers?Student 1: She may use notes and textbook. Student 2: He may use notes and textbook. Student 1: She may use notes and textbook. How will the support assist the students in accessing instruction, participating in activities, demonstrating learning, etc?Student 1:Student 1:4. 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)This will be provided by my mentor (Mrs. Yvette) which can be found in Individual Education Plan.Unit instructional activities (write the number of the activity or key words)Understanding by Design Name: Min Ji HanGrade Level: 6thSchool: San Vicente ElementaryWeek 14: April 29-May 3, 2013Stage 1: Identify Desired ResultsESTABLISHED GOALSStandard(s) and Benchmark(s): ScienceContent Objective(s): 6.1.2 Use a variety of oral and visual methods (e.g., charts, graphs, drawings) to communicate scientific data and results. 6.2.1 Know that people continue to invent new ways to do things, solve problems, and get work done. 6.5.1 Know that organisms can be classified under different kingdoms of life (e.g., animal, plant, fungi, protista, monera kingdoms). WHAT UNDERSTANDINGS ARE DESIRED?Big Idea(s)-Students will understand that…Scientists classify animals in order to show ways in which they are related.The characteristics scientists use to classify organisms. All living things belong to one of five kingdoms. Classification systems change as additional information about organisms becomes available. Animals may be divided into groups on the basis of whether or not they have a backbone.Some protists are animal like while others are more plantlike. The kingdom of Monera consists of different types of bacteria. Kingdoms are divided into smaller groups.The two-part scientific name of an organism.Members of a lower classification level resemble each other in more ways than do members of a higher classification level. An organism’s classification can tell you a lot about its characteristics. What essential questions will be considered? Why are living things classified?How are living things classified into kingdoms?How are animals without a backbone supported?Why do you think having a backbone can be an advantage?In what ways are some protists animal like?In what ways are some protists plant like?In what ways are protists different from both plants and animals?Do all bacteria look alike?What are the shapes of bacteria?What determines the shape of a bacterial cell?What characteristics do cats share with all other animals?What characteristics do cats share with all other mammals?What characteristics do cats share with other cats?On the basis of the cat’s classification, what do you know about how it meets its energy needs?What do you know about what it eats?What do you know about internal structure?WHAT KEY KNOWLEDGE AND SKILLS WILL STUDENTS ACQUIRE AS A RESULT OF THIS UNIT?Students will know…Scientists classify animals in order to show ways in which they are related.The characteristics scientists use to classify organisms. All living things belong to one of five kingdoms. Classification systems change as additional information about organisms becomes available. Animals may be divided into groups on the basis of whether or not they have a backbone.Some protists are animal like while others are more plantlike. The kingdom of Monera consists of different types of bacteria. Kingdoms are divided into smaller groups.The two-part scientific name of an organism.Members of a lower classification level resemble each other in more ways than do members of a higher classification level. An organism’s classification can tell you a lot about its characteristics.Students will be able to…Take notes on new vocabulary terms.Answer comprehension questions.Discuss in groups. Review all previous lessons. Take quiz/test on all the lessons learned. Stage 2: Determine Acceptable EvidenceWHAT EVIDENCE WILL SHOW THAT STUDENTS UNDERSTAND?Performance Task(s) (summary in GRASPS form-See Reference): Note prehension questions/ Lesson Review questionsTake Quiz/ TestOther Evidence(s), quizzes, tests, prompts, observations, dialogues, work sample:Informal Assessment such as thumbs up thumbs down and formal assessments such as quiz, test, and comprehension questions from Lesson Review.Student Self-Assessment and Reflection:Worksheets, mini quiz, and test. Note: 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.April 29, 2013 (Monday): Introduce New Project: Games (6.1.2, 6.2.1, 6.5.1)Teacher will introduce rubric and project roles for activity. Students will work in designated groups. Students will gather information for the creation of hands on activity (Games).Students must decide in designated groups the type of game they are going to develop based on Unit A Chapter 2: Classification as a review. Students may use science textbooks and the internet. April 30, 2013 (Tuesday): Continue working on making Games (6.1.2, 6.2.1, 6.5.1)Students will continue working in designated groups.Students will gather information for the creation of hands on activity (Games).Students must decide in their designated groups what type of game they will make based on Unit A Chapter 2: Classification as a review. Students may use the Internet and science textbooks. May 1, 2013 (Wednesday): Continue working on making Games (6.1.2, 6.2.1, 6.5.1)Students will continue working in designated groups.Students will gather information for creating their hands on activity (Games).Students must continue the development of learning game on Unit A Chapter 2: Classification as a review. May 2, 2013 (Thursday): Continue/Finalize working on making Games (6.1.2, 6.2.1, 6.5.1)Students will continue working in designated groups.Students will gather information for the creation of hands on activity (Game). Students must finalize the development of learning game on Unit A Chapter 2: Classification as a review. May 3, 2013 (Friday): Game Presentations (6.1.2, 6.2.1, 6.5.1) Students will be given ten minutes to practice before presenting their hands on activity: Game.Students will begin Game Presentation on Unit A Chapter 2: Classification. (From Mrs. Yvette) RESPONSE TO INTERVENTION (RTI)Tier I Activities:List of activities which are at the common core or standards and benchmark levels.Learner data progress is collected at three periods during the year.Tier II Activities:List of activities which are at the strategic level.Learners do not respond to core curriculum – “at-risk” for failureSupplemental instruction provided.Learner data progress is frequent during the year (example: every 2 weeks).Tier III Activities:List of activities which are at the strategic level.Learners do not respond to core curriculum – “at-risk” for failureSupplemental instruction provided.Learner data progress is frequent during the year (example: every 2 weeks).SWD 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: AntoniaTeacher will provide a role such as a Timer when working in designated groups. Student 2: KimKim would be able to have a role in his designated group. Student 1:UmiTeacher will provide a role for Umi in her designated group.What supports will reduce identified barriers?Student 1: She may use notes and textbook. Student 2: He may use notes and textbook. Student 1: She may use notes, electronic dictionary and textbook. How will the support assist the students in accessing instruction, participating in activities, demonstrating learning, etc?Student 1:Student 1:4. 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)This will be provided by my mentor (Mrs. Yvette) which can be found in Individual Education Plan.Unit instructional activities (write the number of the activity or key words) ................
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