Understanding By Design Unit Template



Understanding by Design Unit TemplateUnit TitleReading for InformationGrade Level(s)5-9Subject/Topic AreaEnglish Language ArtsTime Frame8 weeksDistrict/Conference/ UniversityBritish Columbia, CanadaSchool/DepartmentNOJADeveloped BySibongile NyathiKey Wordspredicting, summarizing, perspectives, inferring, context clues, text features, integrate, main idea, cause and effect, metaphor, conflict, resolution, theme, genre.Brief Summary of Unit (including curricular context and unit goals)This unit will develop the use of personal experience and knowledge to connect to texts and develop understanding of God, self, community and the world.Students will learn to use a variety of comprehension strategies before, during and after reading, listening or viewing to guide inquiry and deepen understanding. It will also develop the use of context to confirm or self-correct word recognition and understanding, rereading as necessary and the use of silent reading strategies.Stage 1 - Identify Desired Results Established GoalsCite the source of your goals (Include identifiers/codes such as IN2.1, etc.)1. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (RF.5.4c)2. Use silent reading strategies. (RF.4)est.html3. Become proficient and knowledgeable users of language, in all its forms, to achieve their personal, social and career aspirations.4. Appreciate the power, beauty and artistry of language and texts and their impact in personal, social and cultural life..bc.caEnduring Understandings (Big Ideas)What understandings related to the big ideas should students be able to understand & be able to use several years from now?What misunderstandings are predictable?Essential QuestionsWhat provocative questions will foster inquiry into the content? (open-ended questions that stimulate thought and inquiry linked to the content of the enduring understanding)Students will understand that...We honor God when we choose to reflect and respond to what we read in ways that help us grow in faith, learning and service.Exploring stories and other texts helps us understand ourselves and make connections to others and to the world.Reading expands understanding of the world, its people and oneself.Readers use strategies to construct meaning.Readers develop a deeper understanding through reflection of text.Related, potential misconceptions…Looking back during reading reduces comprehension.Real understanding of a text comes from finding the author’s precise meaning.Content specific….How can we honor God when we read, reflect and respond to a variety of texts?How do readers prepare for reading?How does reading influence our lives?Why do we need to evaluate what we read?How can readers engage with text?Knowledge:What knowledge will student acquire because of this unit? This content knowledge may come from the indicators, or might also address prerequisite knowledge that students will need for this unit.SkillsWhat skills will students acquire because of this unit? List the skills and/or behaviors that students will be able to exhibit because of their work in this unit. These will come from the indicators.Based on the content of the English language Arts course .bc.ca during this unit students are expected to know the following:Reading with fluency and understanding using contextual clues; phonics; visualizing; questioning; predicting; previewing text; summarizing; making inferences.Metacognitive strategies: talking and thinking about learning (e.g. through reflecting, questioning, goal setting, self-evaluating) to develop awareness of self as a reader and as a writer.Text features: how text and visuals are displayedLiterary elements: sensory details (imagery) and figurative language (metaphor, simile)Based on the content of the English language Arts course .bc.ca during this unit students are expected to be able to do the following:Use personal experience and knowledge to connect to texts and develop understanding of God, self, community and the world.Use a variety of comprehension strategies before, during and after reading, listening or viewing to guide inquiry and deepen understanding of text.Apply a variety of thinking skills to gain meaning from the text.Identify how differences in context, perspectives, and voice influence meaning in texts.Respond to text in personal and creative ways.Recognize how literary elements, techniques and devices enhance meaning in texts.Stage 2 – Determine Acceptable EvidencePerformance Task(s) Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (Describe the learning activity in “story” form. Typically, a performance task presents a real-life scenario or situation that requires students to apply knowledge and skills to solve a problem or complete a job.)Name and short description of performance task(s):The students will read a chapter in a grade five science text, locate key ideas and supporting details, take notes and summarize the key ideas. They will create a visual representation of their choice; it could be a poster illustration or a diagram. They will use key ides summary, the illustrative diagrams and pictures to create a power point presentation and present to the class.GRASPS Elements of the Performance Task(s)[Duplicate these rows as needed to create additional performance tasks for the unit.]G – Goal:What should students accomplish by completing this task?What Goals/Understandings does this task assess?This task will assess the student’s ability to read a text with fluency using reading strategies with comprehension, and analyzing information.R – Role:What role (perspective) will your students be taking?Describe your performance task scenario below in the language you will actually provide to your students. For example, “You are the dietician at a summer camp . . .”Some grade six students have been having numerous health problems related to tummy aches lately. This has started talks in the classroom about what happens to the food they eat and how it turns into the nutrients the body needs. You are a health educator and you are going to help grade six students to understand how their digestive system works. You will find information from a given text and children’s websites and create a power point presentation, then teach the sixth graders all about digestion.A – Audience:Who is the relevant audience?S – Situation:The context or challenge provided to the student.P – Product, Performance:What product/performance will the student create?S – Standards & Criteria for Success:Create the rubric for the performance taskWhat criteria will you use to judge performances of understanding?Rubric (see the rubric at the bottom of this document)Other EvidenceThrough what other evidence (work samples, observations, quizzes, tests, journals or other means) will students demonstrate achievement of the desired results? This includes formative and summative assessments used throughout the unit to arrive at the outcomes.Student Self-AssessmentHow will students reflect upon or self-assess their learning?A quiz at the beginning of the unit to find out where they are at (diagnostic/ assessment for learning)A KWL chart will be used for each skill to be taughtTeacher observations for reading strategies and fluency as students read aloudWork samples on note taking, summariesSelf-reflections and response and new words encountered while reading on reading journals.Self-assessment using rubrics that focus on the I can statementPair readingSpelling quizzesTeacher student interview and prompt feedback on work doneWritten work like summaries, self-reflection and readers responsesThe performance task and the provided rubricwill be used for summative assessment Rubrics: One for each skill taught in order get students to practice using rubrics for group process, presentation, research and multimedia throughout the learning process in groups, in pairs and individually. By the time they work on the performance task they can use their rubric effectively. Exit Slips: Emoji work sheets and Color cards (green yellow and red)Networking for help: will pair those who get it with those who need help (green/red) and those who get it with those who do not quite get it (green/yellow)Pair editing of readers responses, summaries and self-reflectionThink-pair-shareI can StatementsStage 3 – Learning Plan What teaching and learning experiences will you use to help learners (1) achieve the desired results identified in Stage 1 and (2) complete the assessments identified in Stage 2?Student Characteristics: What background knowledge do you expect your students to bring to this class? What individual needs will you likely need to address? Motivational Factors: Will you be able to accommodate the interests of the learners? Have the learners been part of the pre-planning in any way? Can the learners “shape” the unit as it unfolds? How will you hook students at the beginning of the unit? How will you make sure the students know where they are going without short-circuiting learning?Learning environment: Where can this learning best occur? How can you arrange the physical environment to enhance learning? Do certain activities require special settings, environments, or resources? Student characteristics: The students have some knowledge of reading with comprehension, phrasing and attention to punctuation, they also bring their personal life stories and experiences which will help with building understanding of text and making logical predictions, visualizing and asking questions. They have some knowledge of texts, that is oral, visual and digital communications. They also have some word knowledge, morphology, including roots, affixes and suffixes.Motivational Factors: Throughout the unit the teacher will use creativity and novelty to hook the students’ attention. The hook activities will include a pretended phone call with making inferences, museum walk and text features, using OneNote to create concept maps for prior knowledge, playing games, using music, planning an excursion and incursion (a trip to read to the elderly and inviting a guest speaker from the community library). Learning Environment: The classroom will be structured to encourage an inclusive setting; desks will be formed in a horse shoe shape that encourages student to student and student teacher interaction. Students will be facing the smartboard and the corners of the classroom walls will feature decoration focusing on our themes for this unit. Occasionally calm classical music will be used during class time to encourage students to be calm and stay on task.Even though the learners have not been part of this planning their interests are going to be accommodated through the choice of books they will read. Yes, the learners will shape the unit as it unfolds, the results of the formative assessment will direct the flow. The students will be provided with fidgets of their choice when they need them.What sequence of teaching and learning experiences will equip students to engage with the essential questions in the unit and develop, and demonstrate the identified enduring understandings? Use the following sheet to list the key teaching and learning activities in sequence. Code each entry with the appropriate initials of the WHERETO elements and indicate alignment to unit goals and understandings. #Lesson/ Activity TitleLesson ActivitiesResources1Hook(H, W)-Go on a field trip to the community seniors lodge to read to the elderly-Diagnostic quiz: where are we in reading for information?-Use of a provocative entry question with the field trip experience as a spring board: How can we honor God when we read? -Use of the “I can” statement to introduce the essential questions and key vocabulary-Use of a reading game related to the skill to be taught that day-Students begin working on their interactive journals-Use of personal life storiesQuestions and “I can” statements on Power PointJournal templatesReading game boards2Infer meaning from informational text(H, W, E)- KLW form on making inference /Play an introductory inference song from you tube-Using picture task cards with people and animals’ students think, pair and share what is going on in different situations.-Use of a real-life situation inferring “What is in the teacher’s suitcase”? (see and infer)-Use of a text on PowerPoint to model and show thinking out aloud-Partner and independent work reinforcing the skill by reading texts and making inferences-Home work: bring a mystery object in a brown lunch bag and write four clues for sharing tomorrow-picture task cards-grade level books Reinforcement and assessment(R, O, E, T)-Play the inference song-Presenting/sharing from their homework-View and discuss video clips on the skill-Making journal entries and reflecting on the skill: Draw a picture with captions or character dialogue that demonstrate your understanding of inferring-Teacher observations and feedback on journal entries-Self assessment using the “I can” statement-Teacher re-teaches the skill to those who are struggling while the rest work on reading centers-picture task cards-grade level books-video clipswatch?v=ioZW58bOBFE4Main ideaReasons and evidence to support main point(H, W, E)-KLW form on the key idea and use of “I can” statement to introduce the skill-Students sort words into groups and come up with an appropriate title for each group-Demonstrations and discussions using PowerPoint slides on how the title of a text helps figure out the main point.-In groups, students read paragraphs and cross out the sentence that does not belong-Pairs use scaffolded graphic organizers sticking the correct statement in the correct spots-Use of wordle: -Use of exit slips: Emoji worksheets-grade level books-prepare texts-Teachers Pay Teachers-main idea scaffolded-laptops-task cards-graphic organizers5Skill Reinforcement and assessment(R, O, E, T)-View and discuss some video clips on the skill/Networking for help-Play a review game: using a beach ball throw to a student sitting in a circle-Making journal entries and reflecting on the skill: How will this skill help you when you read other texts?-Teacher observations and feedback on journal entries-Self assessment using the “I can” statement-Teacher re-teaches the skill to those who are struggling while the rest work on reading centers-video clips-beach ball6Summarizing(H, W, E)-KLW form on summaries then Teacher gives a problem issue and students think, pair, share-Review main idea in relation to summarizing-View summary map video clip-Teacher demonstrate and guides students through the summary writing process using story maps-Pair and independent summary writing -Exit slips: Color cards-prepared examples of good and bad summaries-story maps, graphic organizers Reinforcement and assessment(R, O, E, T)-View and discuss some video clips on the skill-Play a review game: using a beach ball throw to a student sitting in a circle-Making journal entries and reflecting on the skill: What was easy for you to understand from today’s lesson? What was confusing?-Teacher observations and feedback on journal entries-Self assessment using the “I can statement”-Teacher re teaches the skill to those who are struggling while the rest work at reading centers-prepared examples of good and bad summaries-story maps, graphic organizers-children’s books8The connection between individuals, ideas and concepts (H, W, E)-KLW activity, then teacher uses read aloud on PowerPoint to demonstrate making meaningful connections-Student use task cards while teachers read aloud, share with an elbow neighbor and with the class-Students use graphic organizers to compare and contrast texts and concepts-Students use sticky notes as they read their own books and make connections-Exit slips: Emoji worksheets-graphic organizers for making connections-task cards with making connections sentence starters9Skill Reinforcement and assessment(R, O, E, T)-Introduce with an “I can” statement for the skill-Play a review game: play hang man with phrases, text to text connection, individual to text, etc.-Make journal entries and reflect on the skill: Summarize the skill in your own words-Teacher observations and feedback on journal entries-Self assessment using the “I can statement”-Teacher re-teaches the skill to those who are struggling while the rest work on reading centers-reading poster-games-poster with “I can” statement.10Meaning of words/phrases(H, W, E)-KWL activity and introduction of the skill by showing an “I can” statement-Teacher shows a video that demonstrates interpreting words using context clues-Students work on task cards in pairs and share their work with the class-At the back of their journals, students record words they come across as they read and find their meaning-Teacher administers pre-spelling quizzes and spelling quizzes-Exit slips: Color cards-Word Search exercise (homework)-teaching chart with types of helpful context clues-task cards Reinforcement and assessment(R, O, E, T)-View and discuss some video clips on the skill-Play a review game: play the hangman game with words-Making journal entries and reflecting on the skill: How will this skill help you when you read other texts?-Teacher observations and feedback on journal entries-Self assessment using the “I can” statement-Teacher re-teaches the skill to those who are struggling while the rest work on reading centers chart with types of helpful context clues12Compare and contrast textual structures(H, W, E)-KWL activity, then students watch the 5 types of text structures on YouTube-Teacher presents the textual structures using PowerPoint, students complete handout/worksheets-Pair and independent work on graphic organizers-Students use their interactive journals-Exit slips: reflection prompt on the skill-Use a Venn Diagram to compare and contrast textual features (homework)watch?v=7kWGQ-_ipBY-PowerPoint-exit slips13Skill Reinforcement and assessment(R, O, E, T)-View and discuss some video clips on the skill-Discuss the homework from yesterday-Play a review game: using a beach ball throw to a student sitting in a circle-Making journal entries and reflecting on the skill: Write down one tip that you would give a student who is struggling with this skill-Teacher observations and feedback on journal entries-Self assessment using the “I can statement”-Teacher re-teaches the skill to those who are struggling while the rest work on reading centerswatch?v=7kWGQ-_ipBY-PowerPoint-Exit slips14Multiple accounts of the same topic(H, W, E)- KWL activity then Teacher shares from real life experience, settling a disagreement between two students-Use of I can statement to show the objective of the lesson-Using graphic organizers, the teacher guides students to compare two texts focusing on the point of view, setting, problem and solution.-In pairs student read articles and write their responses and share with the class-Making journal entries: Summarize the skill in your own words-Exit slips: Emoji worksheets-picture of kids playing basketball: Reinforcement and assessment(R, O, E, T)-View and discuss some video clips on the skill-Play a review game: Multiple accounts of the same topic puzzle-Make journal entries and reflect on the skill: Why is this skill important to you to know as a reader?-Teacher observations and feedback on journal entries-Self assessment using the “I can” statement-Teacher re-teaches the skill to those who are struggling while the rest work on reading centers-picture of kids playing basketball: print and digital sources(H, W, E)-Invite a guest speaker from the community library-Use of “I can” statement to project the objective of the lesson-Demonstration on the smart board on how to stay on the path when searching for information on the internet-Students are presented with scenarios about dealing with unwanted search results, targeting and specifying their searches, how to use the basic automated internet filters and how to use advanced search techniques-Pair and independent practices of searching the internet, sharing with the class-Homework: Journal entries; Summarize the skill in your own words-Exit slips: Color cardswatch?v=yrln8nyVBLU-reading posterswatch?v=d5kWpl-VQw-smart board-laptops17Skill Reinforcement and assessment(R, O, E, T)-View and discuss some video clips on the skill-Play a review game: use beach ball throw to students, they choose a word from a poster and give an example or explain it in their own words-Making journal entries and reflecting on the skill: What was easy for you to understand from today’s lesson? What was confusing?-Teacher observations and feedback on journal entries-Self assessment using the “I can” statement-Teacher reteaches the skill to those who are struggling while the rest work on reading centerswatch?v=yrln8nyVBLU-reading posters"" watch?v=d5kWpl-VQw18Integrating information(H, W, E)-Teacher demonstrates finding information about a topic from two separate sources and taking notes-In groups students fill out an organizer with key information from two sources, then orally present information from both sources to the class-Pair and independent practice-Journal entries: What was easy for you to understand from today’s lesson?-Exit Slips: Emoji work sheets-Complete a work sheet for homework-library books-laptops19The performance task -Teacher explains the performance task and the rubric-Students work on their projects-science textbooks-laptops-note pads20Presentation and celebration of learning-Celebration of learning/end of unit mini party: grade six students are invited on a Friday. The grade 4 and 5 students present their PowerPoint projects.-Students have snacks and play some of the reading games they had been playing during the unit.-smart board-games/classical music-snacksAssess and Reflect (Stage 4)ConsiderationsCommentsRequired Areas of Study:Is there alignment between outcomes, performance assessment and learning experiences?All three stages are in alignment with each other, the enduring understandings, knowledge and skills in stage one are assessed through exit slips, quizzes, teacher observations and finally the performance task and rubrics in stage two. The knowledge and skills to finally perform the task which is evidence of the desired results in stage one is taught in stage three.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 and diversities of all my students?For struggling students:The teacher will reteach the concept and skill through scaffolding and games that directly focus on the concept and skill being taught. They might write a paragraph when others are writing paragraphs and they might show their understanding, reflections or responses through drawing pictures instead of sentences.For students who need a challenge:The students who need a challenge will work on reading center activities of their choice, and the reading center will have reading game boards, genre puzzles, color by genre, text structures scavenger hunt, vocabulary jigsaw puzzles and vocabulary spins.Instructional Approaches: Do I use a variety of teacher directed and student-centered instructional approaches?There will be explicit teaching of concepts and skills, guides for reading, questions and demonstrations followed by drill and practice through games. Students will read for meaning, concept formation, attainment and mapping. There will be inquiry and reflective discussions and co-operative groups, peer practice, brainstorming and interviewing. Students will be involved in computer assisted instruction, learning activity package, homework, research projects, assigned questions and reading centers.Resource Based Learning:Do the students have access to various resources on an ongoing basis?Students will be encouraged to engage in their research processes using a variety of resources to find information and solve the problem in their performance task. They will use print resources like text books, world wide web texts, newspapers and library reference works. Collaboration between teachers, school and public librarians, parents and community agencies which breeds success to resource-based learning has already been established.Diversity: Have I nurtured and promoted diversity while honoring each child’s identity? The resources that the students get to use feature different cultural backgrounds and students get to choose according to their own tastes.From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk) ................
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