Courtney+Mellinkoff+UbD+Subunit


 * Understanding By Design Unit Plan **


 * ** Title of Lesson ** |||| Women and Their Role in the Civil War || ** Grade Level ** |||| 5 ||
 * ** Curriculum Area ** |||| Social Studies || ** Time Frame ** |||| 4 days (part of larger unit in Civil War) ||
 * ** Developed By ** ||||||||||  ||
 * ** Identify Desired Results (Stage 1) ** ||
 * ** Content Standards ** ||
 * ** Related Misconceptions ** ||
 * ** Assessment Evidence (Stage 2) ** ||
 * ** Performance Task Description ** ||
 * ** Goal ** |||||||||| ||
 * ** Role ** |||||||||| Student Historian ||
 * ** Audience ** |||||||||| Jigsaw group ||
 * ** Situation ** |||||||||| Individual students will research a famous woman and will use an article to answer a series of questions. They will write answers on a poster to use to teach their groups about their famous person. ||
 * ** Product/Performance ** |||||||||| Poster with completed information on famous Civil War era women. ||
 * ** Standards ** |||||||||| Rubric ||
 * ** Other Evidence ** ||
 * ** 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? ** |||||||| ||
 * ** How will you hook students at the beginning of the unit? ** |||||||| ||
 * ** What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge? ** |||||||| ||
 * ** How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? ** |||||||| ||
 * ** How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit? ** |||||||| ||
 * ** 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? ** |||||||| ||
 * ** How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students? ** ||||||||  ||
 * ** 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? ** |||||||| ||
 * ** How will you hook students at the beginning of the unit? ** |||||||| ||
 * ** What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge? ** |||||||| ||
 * ** How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? ** |||||||| ||
 * ** How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit? ** |||||||| ||
 * ** 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? ** |||||||| ||
 * ** How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students? ** ||||||||  ||

From: Wiggins, Grant and J. Mc Tighe. (1998). //__Understanding by Design__//, Association for Supervision and Curriculum Development ISBN # 0-87120-313-8 (ppk)


 * Reflection **: