UbD+Lesson+Unit


 * Understanding by Design Lesson **

2. Read increasing difficult text silently with comprehension and fluency **( Vocabulary and Concept Development) **2. Clarify word meanings through the use of a word’s definition, example, restatement or contrast. **( Comprehension Skills and Response to Text) **13. Interpret text ideas through journal writing, discussion and enactment. **( Inquiry and Research) ** Produce written and oral work that demonstrates comprehension of informational materials.
 * ** Title of Lesson ** |||| Bad Boys || ** Grade Level ** || **Grade 6** ||
 * ** Curriculum Area ** |||| Language Arts - Reading || ** Time Frame ** || **__1 week __** ||
 * ** Developed By ** |||||||| Mrs. Alona Dumadaug ||
 * ** Identify Desired Results (Stage 1) ** ||
 * ** Content Standards ** ||
 * **__READING __**
 * (Decoding and Word Recognition) **3. Continue to use structural analysis and context analysis to decode new words.
 * (. Reading Strategies) **1. Monitor reading for understanding by setting a purpose for reading, making and adjusting predictions, asking essential questions, and relating new learning to background experiences

**__<span style="color: #000000; font-family: &#39;Arial&#39;,&#39;sans-serif&#39;; font-size: 12pt;">WRITING __** **<span style="font-family: &#39;Arial&#39;,&#39;sans-serif&#39;; font-size: 12pt;">( Writing Forms, Audiences and Purposes) **<span style="font-family: &#39;Arial&#39;,&#39;sans-serif&#39;; font-size: 12pt;">1. Gather, elect and organize information appropriate to a topic, task and audience. 3. Write responses to literature and develop insights into interpretations by connecting to personal experiences and inferencing to textual information. 5. Use narrative and descriptive writing techniques that show compositional risks || <span style="font-family: Arial,sans-serif;">1. <span style="font-family: &#39;Arial&#39;,&#39;sans-serif&#39;;">Knowing roots and affixes facilitates the development of a comprehensive vocabulary necessary to expressing one’s self effectively, both orally and in writing. 2.A narrative is an excellent way to recapture in writing a meaningful experience that you can share with your audience and they can learn from. 3.Note-taking (with sticky notes) while reading is an effective strategy to develop inferring and prediction skills |||| 1.How do others influence the choices we make in our lives? 2.How does our environment affect our life experiences? 3.What is the purpose of understanding another person’s point of view? 4.Why is it important to understand yourself? 5.Who decides how you should identify yourself? 6.Can people truly be either good or bad? Is there an in-between? || Students will know… |||| ** Skills ** Students will be able to… || <span style="font-family: Arial,sans-serif; font-size: 12pt;">2. <span style="font-family: &#39;Arial&#39;,&#39;sans-serif&#39;; font-size: 12pt;">Create unfamiliar word through “Word Parts” (affixes) <span style="font-family: Arial,sans-serif; font-size: 12pt;">3. <span style="font-family: &#39;Arial&#39;,&#39;sans-serif&#39;; font-size: 12pt;">How to use the Writing Process to write personal narrative <span style="font-family: Arial,sans-serif; font-size: 12pt;">a. <span style="font-family: &#39;Arial&#39;,&#39;sans-serif&#39;; font-size: 12pt;">Pre-writing <span style="font-family: Arial,sans-serif; font-size: 12pt;">b. <span style="font-family: &#39;Arial&#39;,&#39;sans-serif&#39;; font-size: 12pt;">Drafting <span style="font-family: Arial,sans-serif; font-size: 12pt;">c. <span style="font-family: &#39;Arial&#39;,&#39;sans-serif&#39;; font-size: 12pt;">Editing for content <span style="font-family: Arial,sans-serif; font-size: 12pt;">d. <span style="font-family: &#39;Arial&#39;,&#39;sans-serif&#39;; font-size: 12pt;">Revising for grammar, etc <span style="font-family: Arial,sans-serif; font-size: 12pt;">e. <span style="font-family: &#39;Arial&#39;,&#39;sans-serif&#39;; font-size: 12pt;">Publishing <span style="font-family: Arial,sans-serif; font-size: 12pt;">4. <span style="font-family: &#39;Arial&#39;,&#39;sans-serif&#39;; font-size: 12pt;">How to make inferences ||||  · <span style="font-family: &#39;Arial&#39;,&#39;sans-serif&#39;;">Read and comprehend __Bad Boy__ by Walter Dean Myers · <span style="font-family: &#39;Arial&#39;,&#39;sans-serif&#39;;">Gain meaning from the text and apply it to their own life (text to self, text to world connections) · <span style="font-family: &#39;Arial&#39;,&#39;sans-serif&#39;;">Utilize the sticky notes strategy to identify and analyze the following literary elements – setting, major and minor characters, conflict and theme. · <span style="font-family: &#39;Arial&#39;,&#39;sans-serif&#39;;">Write a personal narrative with voice and depth, including all necessary story elements. · <span style="font-family: &#39;Arial&#39;,&#39;sans-serif&#39;;">Use ROPEW to answer open-ended questions || ¨ <span style="font-family: &#39;Arial&#39;,&#39;sans-serif&#39;; font-size: 12pt;">__Vocabulary__: Word of the Day Quiz ¨ __<span style="font-family: &#39;Arial&#39;,&#39;sans-serif&#39;; font-size: 12pt;">Writing __<span style="font-family: &#39;Arial&#39;,&#39;sans-serif&#39;; font-size: 12pt;">: Students develop a personal narrative ¨ <span style="font-family: &#39;Arial&#39;,&#39;sans-serif&#39;; font-size: 12pt;">Reading: Read and evaluate narrative novel __Bad Boy__ by Walter Dean Myers for effective literary devices; Use reading process while reading and evaluating || ¨ __<span style="font-family: &#39;Arial&#39;,&#39;sans-serif&#39;;">WEEKLY __<span style="font-family: &#39;Arial&#39;,&#39;sans-serif&#39;;">: Vocabulary Quiz, Exit Quiz (summary of weekly learning) every Fri. ¨ <span style="font-family: &#39;Arial&#39;,&#39;sans-serif&#39;;">Evidence of Journal Writing ¨ <span style="font-family: &#39;Arial&#39;,&#39;sans-serif&#39;;">Creation of personal narrative ¨ <span style="font-family: &#39;Arial&#39;,&#39;sans-serif&#39;;">Mini quizzes on Bad Boy to check for Recall ¨ <span style="font-family: &#39;Arial&#39;,&#39;sans-serif&#39;;">Teacher’s informal evaluation during class time || <span style="font-family: Arial,sans-serif;">2. <span style="font-family: &#39;Arial&#39;,&#39;sans-serif&#39;;">Do the “Do Now” <span style="font-family: Arial,sans-serif;">3. <span style="font-family: &#39;Arial&#39;,&#39;sans-serif&#39;;">Complete the “Word of Day” <span style="font-family: Arial,sans-serif;">4. <span style="font-family: &#39;Arial&#39;,&#39;sans-serif&#39;;">Check HW  <span style="font-family: "Times New Roman",serif;">5. <span style="font-family: &#39;Arial&#39;,&#39;sans-serif&#39;;">HW – Write in Journal, Read “Read Your Way” book 20 minutes each night (Complete Reading Log – Due on Fridays.) || <span style="font-family: Arial,sans-serif;">a. <span style="font-family: &#39;Arial&#39;,&#39;sans-serif&#39;;">Each pair is assigned a literary elements <span style="font-family: Arial,sans-serif;">b. <span style="font-family: &#39;Arial&#39;,&#39;sans-serif&#39;;">Setting (NYC (Harlem, Upper East Side, 1940s)  <span style="font-family: Arial,sans-serif;">c. <span style="font-family: &#39;Arial&#39;,&#39;sans-serif&#39;;">Major Character – Walter   <span style="font-family: Arial,sans-serif;">d. <span style="font-family: &#39;Arial&#39;,&#39;sans-serif&#39;;">Minor Characters (influence on Walter)   <span style="font-family: Arial,sans-serif;">e. <span style="font-family: &#39;Arial&#39;,&#39;sans-serif&#39;;">Conflict   <span style="font-family: "Times New Roman",serif;">2. <span style="font-family: &#39;Arial&#39;,&#39;sans-serif&#39;;">Theme Teacher Conference with student pairs to evaluate progress and orally assess understanding  ||  · <span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;;">Peer edit for the hierarchy of concerns  ||
 * ** Understandings ** |||| ** Essential Question(s) ** ||
 * **<span style="color: #000000; font-family: &#39;Arial&#39;,&#39;sans-serif&#39;; font-size: 12pt;">Students will understand that: **
 * ** Knowledge **
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">1. <span style="font-family: &#39;Arial&#39;,&#39;sans-serif&#39;; font-size: 12pt;">How to decode unrecognized words
 * ** Assessment Evidence (Stage 2) ** ||
 * ** Performance Task Description ** ||
 * ¨ __<span style="font-family: &#39;Arial&#39;,&#39;sans-serif&#39;; font-size: 12pt;">Behavior & Organization __<span style="font-family: &#39;Arial&#39;,&#39;sans-serif&#39;; font-size: 12pt;">: DAILY: Students bring HW and supplies. Students follow classroom rules and perform peer review and support.
 * ** Other Evidence ** ||
 * ¨ __<span style="font-family: &#39;Arial&#39;,&#39;sans-serif&#39;;">DAILY __<span style="font-family: &#39;Arial&#39;,&#39;sans-serif&#39;;">: Do Now’s, Word of the Day, Exit Slip
 * ** 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?  ** |||||| <span style="font-family: Arial,sans-serif;">1. <span style="font-family: &#39;Arial&#39;,&#39;sans-serif&#39;;">Copy “Daily Objective” from the board
 * ** 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?  ** |||||| <span style="font-family: Arial,sans-serif;">1. <span style="font-family: &#39;Arial&#39;,&#39;sans-serif&#39;;">Use the reading process to read __Bad Boy__ while searching for story elements in pairs
 * ** How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work?  ** ||||||  q <span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;;">Each student will write an evaluation of their element, then present to the whole class periodically and at the end of the novel. (Think-Pair-Share)  ||
 * ** How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?  ** ||||||  q __<span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;;">Journaling __<span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;;">– Students write their narratives. Focus on the development of character, conflict, point of view, setting and theme.

From:Wiggins, Grant and J. Mc Tighe. (1998). //__Understanding by Design__//, Association for Supervision and Curriculum Development ISBN # 0-87120-313-8 (ppk) <span style="color: #000000; font-family: &#39;Arial&#39;,&#39;sans-serif&#39;; font-size: 12pt;">In creating the lesson with UbD, I thought it was a little challenge and a great learning experience for me. As a school counselor, I have been out of the classroom setting for a while. So, lesson plans became a lost art. However when I am in the classroom, I give presentations is on bullying, pre-college planning, or character education. For the most part, these lessons are already outlined with no real assessment to consider. The counseling lessons are serious in content, but are not scripted or goal-oriented to the extent of UbD requires.
 * <span style="color: #000000; font-family: &#39;Arial&#39;,&#39;sans-serif&#39;; font-size: 12pt;">How was it creating this lesson? **

**<span style="font-family: &#39;Arial&#39;,&#39;sans-serif&#39;; font-size: 12pt;">What difficulties did you encounter? **<span style="font-family: &#39;Arial&#39;,&#39;sans-serif&#39;; font-size: 12pt;">First, I tried to come up a __week long__ lesson plan from the counseling curriculum, and I was not very comfortable with utilizing UbD as the tool to help deliver lesson. With more time, it can be possible. So, I decided to look at some of my old lesson plans when I taught reading. The Essential Questioning provided the most difficulty. In other words, how do I get 11 and 12 year olds to answer questions that require higher order of thinking? In developing the Essential Questions, I didn’t trust their ability to think on that level in terms of understanding the assigned reading and then relating it to their lives. I was sure if my questions would be too easy or too hard for them to relate to. – //The trick is how to gauge the level of the “Essential Question(s).”//

<span style="color: #000000; font-family: &#39;Arial&#39;,&#39;sans-serif&#39;; font-size: 12pt;">While the format required me to be more specific in the stages one and two, I felt that my objectives in stage three could be more general and also flexible in planning of my daily lessons. I also appreciated knowing that if I did change my daily lessons in stage 3 it had to be consistent and congruent with the first two stages.
 * <span style="color: #000000; font-family: &#39;Arial&#39;,&#39;sans-serif&#39;; font-size: 12pt;">Did you like the format? **

<span style="color: #000000; font-family: &#39;Arial&#39;,&#39;sans-serif&#39;; font-size: 12pt;">If you select a template, can you alter it for personal needs? What is the general planning period in using UbD’s template? Can it be used for 2 weeks, 3-5 weeks, or more?
 * <span style="color: #000000; font-family: &#39;Arial&#39;,&#39;sans-serif&#39;; font-size: 12pt;">What are additional questions you now have? **