Sha Wanda Williams FRIT 7430: Instructional Design Stage 2, Understanding by Design Fall 2012

UbD Stage 1 Template

Title of Our Stories/Our Unit History Curriculum ELA/Social Studies Area Grade Level Time Frame 3rd
3 weeks

Stage 1 Identify Desired Results

Content Standards: ELACC3SL5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. SS3H2 The student will discuss the lives of Americans who expanded peoples rights and freedoms in a democracy. a. Paul Revere (independence), Frederick Douglass (civil rights), Susan B. Anthony (womens rights), Mary McLeod Bethune (education), Franklin D. Roosevelt (New Deal and World War II), Eleanor Roosevelt (United Nations and human rights), Thurgood Marshall (civil rights), Lyndon B. Johnson (Great Society and voting rights), and Csar Chvez (workers rights). b. Explain social barriers, restrictions, and obstacles that these historical figures had to overcome and describe how they overcame them.

Understandings
Students will understand that: The student will understand the contributions of American Leaders. The student will understand the importance in reading fluently and with expression to convey the meaning of their story, report, or poem. Related Misconceptions: That because we can write a good story, we can read it well. That how we read does not affect what we read.

Essential Questions

Overarching Questions:

Topical Questions: 1. Why should we raise our voices to stress important facts? 2. Why should we change the tone of our voice depending on what we are reading? 3. What were the important contributions of American leaders? 4. Why is it important to ready at a steady pace? 5. How can audio recording of stories and poems, help students who struggle in reading? 6. Why is how we read a story or a poem important to the meaning of what we are reading? 7. How does hearing the way we read make us better readers?

Why is how we read, just as important as what we read?

How did the contributions of American leaders impact the United States?

Knowledge and Skills Knowledge

Students will know: Vocabulary Recording, Fluently, Emphasis, engaging What audacity software is and how to use it. What contributions were made by American leaders? How to correctly read their story, report or poem for a recording.

Skills
Students will be able to: Create stories, poems, or reports for their recording. Create a recording. Use the recordings to reinforce material already taught. Distinguish and interpret the important facts from the recording by the way the information is read.

Stage 2 - Evidence Performance Task(s)

Be sure to indicate: Goal: To publish a story or poem over American Leader, and make an audio recording. Role: The author of the of the audio recording Audience: Students who struggle with social studies content. Situation: The student will either publish a recording or use the recording as a reteaching tool. Product Performance and Purpose: The student will produce an audio recording that is clear and fluent. The information will be accurate facts from the Social Studies Unit American Leaders. Standards and Criteria for Success: The student will be evaluated on how well the recording is read and published, as well as the facts that are in the story or poem using provided rubric.

Performance Task(s) Rubric(s) Performance Task

Create a story or poem based on the content in the Social Studies unit American Leaders. Once you have completed your document, you will publish it using Audacity to make an audio recording. Students will complete task in groups or individually depending on abilities. Some students will peer tutor other student to assist in completing their project. Explanation The student will use the information used in the American Leader unit to create an original poem, or story Interpretation The student will use their knowledge of computers, and audio books to create their own audio recording. Application The students will edit their writings and recordings to obtain the highest grade according to the rubric Perspective The student will reflect on whether or not their writings will aid the struggling students that are their target audience. Empathy The student will create their project, by reflecting on how they would best benefit from the project if they were the struggling student Self Knowledge The student will use the rubrics to grade their own project, before submitting the final draft and recording.

American Leader Writing Rubric 3 2

Ideas Organization Conventions
Content is clear and focused Information is in logical order 2 or Fewer grammatical errors Content is somewhat clear Information is mostly in order, some areas are need clarification 3 5 grammatical errors

1
Content is unclear and unfocused Information is not in logical order 6 or more grammatical errors

Audio Recording Rubric

Content Fluency 3 Content is Appropriate and Accurate Content is read at an appropriate rate, and inflection is used appropriately Recording is clear and audible 2 Content is mostly appropriate and mostly accurate Content is read mostly at an appropriate rate, inflection used sometimes when need Recording is mostly clear and audible 1 Content is not appropriate or accurate Content is read at in appropriate rate and inflection not used.

Audible Overall Score

Recording inaudible

(e.g. tests, quizzes, work samples, observations)

Other Evidence

Work Sample 1 Rough draft of story or poem Work Sample 2 Final Draft of story or poem. Audio Recording 1 Recording of part or favorite story. This will allow the student practice with Audacity. Audio Recording 2 Practice recording of original story or poem Audio Recording 3 Final recording for publishing original story or poem

Student Self-Assessment and Reflection 1. Student will edit their rough draft as well as utilize peer editing. 2. The student will grade their rough draft using the writing rubric, to aid in producing the final draft. 3. The students will do a practice recording, and grade it using the audio recording rubric, before producing their final recording.

(0 Point) 1. Assessments are not representative of different facets of understanding.

(1-2 Points) Assessments appear to utilize some facets to build assessments for understanding.

(3 Points) Utilizes the six facets to build assessments for understanding. Assessments clearly identify the correlating facet. Labels where the six facets have been used. Assessments demonstrate congruency among goals Designs authentic performance task(s) Task(s) in alignment with goals and standards Designs a scoring rubric that includes distinct traits of understanding and successful performance Includes a variety (at least 3 types) of appropriate assessment formats within the unit to provide additional evidence of learning Self-assessments clearly used as feedback and reflection for students and teachers, as well as for evaluation.

Your
Score

/3

2.

Performance task(s) are not authentic

Designs performance task, which requires learners to exhibit understanding through authentic performance tasks. Designs appropriate criterion-based scoring rubric to evaluate learner performance task(s) Includes at least two different formats of assessment.

/3 /3 /3 /3

3.

4.

Does not provide scoring rubric for the performance task(s) Selection of assessment formats is limited.

5.

Fails to provide opportunities for learners to selfassess.

Provides opportunities for learners to self-assess.

Your Total Score

/15