Stage 1Desired Results

Established Goals
What content standards and
program- or mission-related
goal(s) will this unit address?
What habits of mind and cross-
disciplinary goal(s)for example,
21st century skills, core compe-
tencieswill this unit address?
Create a single paragraph: a.
Develop a topic sentence. b. Include
simple supporting facts and details.
Students will construct a complete
sentence that introduces the main
idea of the paragraph. This
sentence will summarize the main
idea of the paragraph and will
explain to the reader what the
paragraph will mostly be about.
Followed by the topic sentence,
students will construct additional
complete sentences that will
reinforce and further explain the
topic.
Transfer
Students will be able to independently use their learning to . . .
What kinds of long-term independent accomplishments are desired?
Students will Identify the characteristics of a paragraph. Learn academic language: paragraph, topic sentence, main idea, detail.
Improve their writing by writing a topic sentence and adding details. Write a paragraph
Meaning
UNDERSTANDINGS
Students will understand that . . .
What specifically do you want students to understand?
What inferences should they make?
By completing a topic sentence they will initiate the
process of constructing a complete paragraph.
ESSENTIAL QUESTIONS
Students will keep considering . . .
What thought-provoking questions will foster inquiry, meaning-
making, and transfer?
Proper punctuation to enforce the final product of a complete
sentence.
Acquisition
Students will know . . .
What facts and basic concepts should students know and be
able to recall?
All the parts of a paragraph, including how to construct a
complete topic sentence.
Students will be skilled at . . .
What discrete skills and processes should students be able to
use?
Construct main ideas and supporting sentences to form a
complete paragraph.
Stage 2Evidence
Code
Evaluative Criteria
Are all desired
results being
appropriately
assessed?
All elements
of proper
writing
development
What criteria will be
used in each
assessment to
evaluate attainment
of the desired results?
- Organization
- Grammar and
punctuation
- stages of paragraph
development
Regardless of the
format
of the assessment,
what qualities
are most
important?
- Application of
leanings that
demonstrated on
a final draft
PERFORMANCE TASK(S):
Students will show that they really understand by evidence of . . .
Explaining that a paragraph is a group of sentences that tells about one main idea. Explain that a paragraph usually
begins with a topic sentence. It's called a topic sentence because it explains what the topic of the paragraph is, what the
paragraph is about,
How will students demonstrate their understanding (meaning-making and transfer) through complex performance?
They would illustrate their understanding by constructing their sentences using the hamburger style concept. They would
type in their sentences individually using a word document and then cut and paste them into construction paper using the
hamburger style worksheet.
OTHER EVIDENCE:
Students will show they have achieved Stage 1 goals by . . .
Asking students: What is this paragraph about? (Animals with shells) Can you find the topic sentence? (It's the first
sentence of the paragraph.) What details are in the paragraph that tells you about the animals? (Each sentence in the
paragraph provides a fact about the shell of a different animal.) What do you notice about the first line of the paragraph?
(It's indented)
What other evidence will you collect to determine whether Stage 1 goals were achieved?
Students would apply their learning by illustrating their understanding by constructing their sentences using the hamburger
style concept. They would type in their sentences individually using a word document and then cut and paste them into
construction paper using the hamburger style
Stage 3Learning Plan
Code What pre-assessments will you use to check students prior knowledge,
skill levels, and potential misconceptions?
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Whats the goal
for (or type of)
each learning
event?
Acquisition,
meaning and
transfer
Learning Events
Student success at transfer, meaning, and acquisition depends upon . . .
understanding of paragraph building based on the final construction paper sentence paragraph
building. The student work will demonstrate their understanding by placing the correct order of
sentences to build a complete paragraph.
Are all three types of goals (acquisition, meaning, and transfer) addressed in the learning plan? Students
will acquire prior knowledge based on discussions. They will connect new information to prior knowledge.
Finally will transport and present final work.
Does the learning plan reect principles of learning and best practices? Students work will be presented
clear, focused and concise.
Is there tight alignment with Stages 1 and 2? Both stage 1 and 2 will go hand in hand building knowledge
of the proper construction of a complete paragraph.
Is the plan likely to be engaging and effective for all students? Based on the different presentation
methods students with diverse learning styles will be engage and acquire effectively in their task.
Progress
Monitoring
How will you monitor students progress
toward acquisition, meaning, and transfer,
during lesson events?
Student sample of paragraph construction
by following the proper steps involving the
hamburger style method.
What are potential rough spots and
student misunderstandings?
Students grammatical and
punctuation errors. Lack of
background knowledge on a given
subject.
How will students get the feedback they
need?
Peer review, Teachers feedback, writing
drafts.