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Ubd Template

Ubd Template

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Published by: Frances Sullivan Brandt on Feb 28, 2013
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Unit Topic: ___ 
Citizenship
 _______ Grade level:____ 
2
 ____ Stage 1
 –
Desired Results
 
Content Standard/Established Goals(s):
READINGCC.1.3.2.C Describe how characters in a story respond to major events and challenges.CC.1.3.2.A Recount stories and determine their central message, lesson, or moral.CC.1.3.1.H Compare and contrast the adventures and experiences of characters instories.CC.1.3.2.G Use information from illustrations and words, in print or digital text, todemonstrate understanding of characters, setting, or plotWRITINGCC.1.4.2.A Write informative/explanatory texts to examine a topic and convey ideas andinformation clearly.CC.1.4.2.B Identify and introduce the topicCC.1.4.2.C Develop the topic with facts and/or definitionsCC.1.4.2.E Choose words and phrases for effect.SOCIAL STUDIES5.1.2.A Explain the purposes of rules and their consequences in the classroom andschool community.5.2.2.A Identify and explain the importance of responsibilities at school, at home, and inthe community.
 
5.2.2.D Explain responsible community behavior.5.1.3.D Identify key ideas about government found in significant documents.8.3.1.A Identify Americans who played a significant role in American history.8.3.2.B Identify American artifacts and their importance in American history.
Understanding(s)
Students will understand that 
 
 
 A citizen is a member of acommunity who is afforded certainrights and who has a responsibilityto that community
 
With freedom (rights) comesresponsibility
 
Examining characters allows us toobserve, understand, and interactappropriately with different kinds of people
Essential Question(s):
 
What is a citizen?
 
What is the relationship betweenyour rights and your responsibilitiesas a citizen?
 
Why is it important to examinecharacters and their traits?/Whatcan we learn from studyingcharacters in stories?
Student objectives (outcomes):
Students will know….
 
 
Basic rights of citizens of Room 119: to feel safe, to be heard, to have schoolsupplies, to be able to share ideas/thoughts
 
Basic responsibilities of citizens of Room 119: to be ready to learn, to treat
others kindly, to be safe, to listen to others, to ask for help when it‟s needed, to
 
Learning Activities Objectives Formative AssessmentLiteracy-IntroducingCharacter Traits
Intentional Read Aloud: Kingof the Playground by PhyllisReynolds NaylorSWBAT-Identify character traits(stay the same)-Identify characterfeelings/emotions (changethroughout)Observation of studentresponses brainstorm of character traits anddiscussion of charactertraits in King of thePlayground.be willing to help others, to share supplies/materials
 
Key vocabulary about character traits, specifically those that describe goodcitizens
 
Characters change/develop over time in response to interactions with others ormajor events
 
Characters have their own motivations for doing and saying things
 
We can learn a lot about people in the world around us by studying characters instories
 
Good writers “show, don‟t tell” when they describe a character
 
Students will be able to…
 
 
Identify and explain basic rights of citizens
 
of Room 119
 
Identify and explain basic responsibilities of citizens of Room 119
 
Discuss characters from stories in terms of their wants/troubles, their motivation,how they change/develop over time, and their traits
 
Use evidence from the text to support a claim about a character trait
 
Write “show, don‟t tell” sentence
s
 
Identify a trait that they want to become more of and actions they will take to doso in order to compose their Personal Citizenship Pledge
 
Stage 2
 –
Assessment EvidencePerformance Task(s):
 
 Apply understanding of rights tocreate a class Bill of Rights
 
 Apply knowledge of basicresponsibilities of US citizens tocreate class Quilt of Responsibility
 
Write and edit description of a
character trait using “show, don‟ttell” strategies
 
 
Compose a personal citizenshippledge
Other Evidence:
 
Character Evidence Chart
 —
forevery read aloud, identify main
character‟s trait
and where in thetext you see evidence of it
 
Ongoing class-generated list of character traits
 
Reading Response Packets-onepage per book read duringIndependent Reading time (tacklessame skill taught in mini-lesson)
 
 
Summative Assessment
 —
writtenresponse to a story abouthypothetical bullying incident in ourclassroom (SS and Reading, notWriting)
 
Stage 3
 –
Learning Plan
 
Brainstorm of charactertraits they know on chartpaper. Add asterisk to onesnot sure whether trait orfeeling
 
Brainstorm list.
Literacy
 —
Traits vs.Feelings
Intentional Read Aloud:Brave Irene by William SteigModel graphic organizer,traits v. feelings w/Ireneusing chart paper Visual: chart with images of emotions v. traitsSWBAT-Distinguish betweentraits andfeelings/emotions-Draw inferences fromillustrations and text toidentify traits and feelingsof Irene
 
Observation of studentresponses to classdiscussion
of Irene‟s traits
vs. feelingsTraits vs. feelings graphicorganizerStudents fill out samegraphic organizer that wasmodeled in their readingresponses packets using abook they readindependently
Literacy- Traits Help UsUnderstand CharacterMotivation
Intentional Read Aloud:Ruby the Copycat by PeggyRathmannModel cause and effectgraphic organizer usingchart paperSWBAT-Define motivation-Draw inferences fromillustrations and text to
identify Ruby‟s traits
 -Use trait to help
recognize Ruby‟s
 motivationObservation of studentresponses to classdiscussion of 
Ruby‟s
traitsand motivation.Cause and effect graphicorganizer.Students fill out samegraphic organizer that wasmodeled in their readingresponses packets using abook they readindependently
 Literacy
 —
CharactersChange Over Time
Intentional Read Aloud:Wanted: Best Friend by A.M.Monson
 
Model “Character Change” 
graphic organizer usingchart paperSWBAT-Identify change in
character‟s feelings and
actions-
Identify character‟s trait
(trait stays the same,feelings and actionschange)Observation of studentresponses to classdiscussion of 
character‟s
change in feelings/actionsCause and effect graphicorganizer.Students fill out samegraphic organizer that wasmodeled in their readingresponses packets using abook they readindependently
 Literacy- Providing Text
SWBAT Observation of student

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