Alexandria City Public Schools



| Stage One: Desired Results |Stage Two: Assessment Evidence |

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|Essential Question: |What responsibilities do we have to others in the world? |Pre- Assessment: |Students will complete an exit ticket on days 2-9 of instruction |

|Open-ended, interpretive questions | |How will students show that they have |with a score of proficient or above. |

|reflecting on the “big ideas” of the | |the required background-knowledge to | |

|unit designed to promote inquiry. | |complete the lesson? |SRI data will be used to group students heterogeneously and direct |

|Typically they begin- Why? How? or To | |How will previous student learning |teacher intervention provided to students who show need. |

|What Extent? | |data be used to differentiate | |

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|Mastery Objective(s): |Students will analyze primary source documents in order describe, |Formative Assessment: |Teacher will monitor and provide verbal criteria based feedback to |

|What knowledge, skills or procedures, |analyze and make judgments about the economic, social, political |How will students’ progress towards |student discussions during the timed pair-share, class discussion, |

|aligned with the standard do students |transformation caused by the rebuilding of Europe and Japan during |the mastery objective(s) be monitored |and paired reading. Students may refine answers based on teacher |

|need to master? |Marshall Plan by scoring a 3 or higher on the text dependent questions |and assessed? |feedback. |

|What higher-level thinking action will|and exit ticket. |How will feedback be provided to | |

|students demonstrate? | |students so that teacher and students | |

|Written in SMART form (Specific, | |may adjust the learning process? | |

|Measureable, Attainable, Relevant, | | | |

|Time-bound) and must contain the | | | |

|criteria/metric used to determine | | | |

|whether students have met the | | | |

|objective. | | | |

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| | |Summative Assessment: | |

| | |How will students’ mastery of the |Data will be taken on the students’ ability to reach the MO by the |

| | |objective(s) described in stage one be|end of class through completion of the text dependent questions and|

| | |formally assessed? |the exit ticket. |

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| | Stage Three: The Learning Plan |

| |Teacher Moves |Student Moves |Differentiation / Language |

| | | |Acquisition |

| | Teacher asks students to respond to the Do Now question- an essential |Students write individually in their notebooks the answer to the |Sentence stems provided to students |

|Framing the Learning/Warm |question. |essential question. |to students who require it based on |

|Up/Activator: | | |ELL level or IEP. |

|How will the learning be connected to |Teacher has students complete a Timed Pair Share and circulates to |Students discuss in their partnership the answer that they wrote | |

|the EQ/ big ideas of the unit? |monitor and provide verbal feedback |down. |Partnerships based on multiple forms |

|How will the mastery objective be | | |of data. Students grouped |

|communicated? |Teacher facilitates whole class discussion using random reporter |Students selected at random share the answers to the EQ that they |heterogeneously. Students called on |

|How will teacher(s) use an activator |(popsicle sticks). |discussed. |with RR may provide their own answer |

|to surface students’ knowledge and | | |or their partners. Student provided |

|misconceptions? |Teacher reminds students of the previous learning on the devastations |Students actively listen and solicit answers to questions requiring |with verbal sentence stems for |

|Time Frame: 7 mins |of WWI and the previous unit’s learning on WWII. T clears up any |background knowledge. |discussion. |

| |misconceptions. | | |

| | | |Teacher uses appropriate Wait Time 1 |

| |Teacher displays the MO above the EQ and reads it aloud to students |Students read the MO silently as T reads is aloud |and 2 when calling on students. |

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|Active Instruction: | | |Students provided with realia- |

|How will teacher(s) explicitly present|Teacher presents students with a primary source document- a Dutch |Students make predictions about the Marshall Plan based on the |primary source document to teach |

|information, model and instruct |poster/ piece of propaganda on the Marshall Plan. |primary source document and their background knowledge. |lesson. |

|students towards mastery of the lesson| | | |

|objective(s)? |Teacher presents students with primary source- an excerpt of a speech |Students follow along and underline all of the words or phrases |Students are provided with scaffolded|

|How will teachers transition between |about the Marshall plan. Teacher reads aloud. |directly tied to the word responsibility from the EQ. |handout with explicit vocabulary |

|learning experiences? | | |highlighted. |

|What resource materials will be used | | | |

|to enhance student learning? | | |Annotating activity provides |

|Time Frame: 10 mins | | |opportunity for all students to be |

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|Practice: |Teacher provides instruction to students on how to complete the |Students work in pairs to re-read the primary source documents and |Partnerships are specifically chosen |

|How will work towards or mastery of |Document Based Question sheet. |then answer the DBQ together. |and data based DBQ is scaffolded and |

|the objective(s) be demonstrated? | | |key academic vocabulary provided. |

|How will evidence be gathered of |Teacher monitors learning and provides criteria based feedback on | | |

|student learning? |students written and verbal answers |Students analyze the primary source document in order to verbally |Student pairs may vet their answers |

|How will higher-level thinking be | |work out their answers in pairs then write their answers on the DBQ.|with the group and/or teacher before |

|incorporated? |The DBQ questions vary in complexity and cognitive load. The questions |Students answer a range of questions requiring text-based answers |putting them in writing. Student who|

|How will students who need more help |are centered around the EQ. Students who need remediation or need to |and analytic and personal judgment based questions. The questions |require it are provided with sentence|

|due to misconceptions or gaps in prior|go deeper may all work on the scaffolded DBQ sheet. |range in complexity and cognitive load. |stems |

|learning be assisted? | | | |

|How will students who need to go | | | |

|deeper be addressed? | | | |

|Time Frame: 20 mins | | | |

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|Summarizing/Anchoring the Learning: |Teacher facilitates full class discussion of the DBQs. The essential |Students are called on at random to answer the DBQs while |Exit ticket may have sentence stems, |

|How will the learning be summarized? |question is highlighted. |highlighting and relating their answers to the EQ |and vocabulary provided. Criteria |

|How will the learning be connected to | | |based feedback given verbally by |

|the MO and EQ? |Teacher has students complete an exit ticket summarizing what they |Students write to describe the economic, social and political |teacher so that students have a |

|Time Frame: 8 mins |learned about the Marshall Plan while relating it to the EQ |transformations caused by the Marshall plan while relating it to the|chance to adjust their written |

| | |EQ. Students analyze and make judgments about political and social |answer. |

| | |responsibility while relating their learning to the Marshall Plan | |

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