CCroom Ubd

FRIT 7430: UbD Stage 3 Assignment
Christopher J. Croom
FRIT 7430: Instructional Design
Understanding by Design
Fall 2012
UbD Stage 2 Template

Stage 2 Determine Acceptable
Evidence
Title of My Health Matters
Unit
Curriculu English/Language Arts
m Area
Grade 6th Grade

Level
Time
3 weeks
Fram
e
Stage 1 Identify Desired Results

Content Standards:
Informational
ELACC6RI1: Cite textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
Writing
ELACC6W1: Write arguments to support claims with clear reasons and
relevant evidence
Understandings
Students will understand that:
They have a voice and that they can convince others to share their opinion
by clearly stating a claim and supporting the claim with relevant evidence.
Students will also understand that they can cite textual evidence from
various sources to support their claim.
Related Misconceptions: Often students confuse argumentative writing
with persuasive writing. While both forms of writing convinces the reader
to share the writers opinion, argumentative writing allows the writer to
provide relevant evidence to support their strongly stated claim.
Essential Questions

Overarching Questions:
Topical Questions:
How can I use Argumentative Writing

to get others to share my opinion?
What is a claim?
Why is it important to state a
strong claim?
Why is it important to use relevant
evidence to support your claim?
How do I find relevant evidence
while I read?
How can I distinguish a fact from
an opinion?
How do I construct an
Argumentative Essay?
What is a Thesis?
Why is Argumentative Writing

important?
Knowledge and Skills

Knowledge
Skills
Students will know:

The various elements of
Argumentative Writing
Claim
Thesis
Relevant Evidence
Fact
Opinion
Students will be able to:

Analyze informational text to cite
textual information.
Construct a claim and support it
with relevant evidence.
Write an argumentative essay
which encompasses a strongly
stated claim and provide relevant
evidence
Stage 2 Evidence
Performance Task(s)
Be sure to indicate:
Goal: The student will be able to successfully write an argumentative
essay to include required components (claim, relevant reasons, relevant
evidence, an engaging beginning, and provide a sense of closure for the
reader).
Role: The students role will be that of an expert on their topic of choice.
Students will research their topic thoroughly to discern and decide what
relevant evidence supports their claim.
Audience: The students audience will be anyone who reads their essay.
Primarily this will be the instructor but there will be opportunities for
others (adults and their peers to read their work).
Situation: Students will have to select a topic, select a claim, and find
relevant evidence to support their claim.
Product Performance and Purpose: The students will develop a well
written argumentative essay and present their claim against others who
may have an opposing viewpoint. Students engage in this type of
performance so the student will know how to state a claim and defend it.
Standards and Criteria for Success: Students will use both a rubric and
a check list to ensure that all of the required elements/components are
included within the essay. Standards will be listed on both the rubric and
checklist.
Performance Task(s) Rubric(s)

Role: The students role will be that of an expert on their topic of choice.
Students will research their topic thoroughly to discern and decide what
relevant evidence supports their claim.
Situation: Students will have to select a topic, select a claim, and find
relevant evidence to support their claim.
Performance Task
Write an Argumentative Essay in support of the Governments Health
Care Reform or an essay that is not in support of the reform. Note:
Students do have the ability select a different topic with teachers
approval.
(1)The Governments Health Care Reform.
(2)State a Claim (are you for or against governmental health care
reform).
(3)Select relevant reasons to support your claim.
(4)Seek and include relevant evidence to support your claim.
(5)Revise and edit your essay to include an engaging beginning and
provide a sense of closure for the reader.
Alternative Assessment:
Student may choose to write a script for a commercial that presents the
same information which is included within the essay. Student must
produce the commercial.
Goal: The student will be able to successfully write an argumentative

essay to include required components (claim, relevant reasons, relevant
evidence, an engaging beginning, and provide a sense of closure for the
reader).
Standards and Criteria for Success: Students will use both a rubric and
a check list to ensure that all of the required elements/components are
included within the essay. Standards will be listed on both the rubric and
checklist.
Argumentative Writing Rubric
ELACC6W1. Write
arguments to
support claims
with clear
reasons and
relevant
evidence.
1
Does Not Meet
2 3
Meets
Exceeds

a. Engaged
the reader
a. Claim
b. Provided
Relevant
Evidence to
support the
claim
(facts)
c. reasons to
support the
claim
(details)
d. Essay was
organized
logically
e. Provided a
sense of
closure
Grammar/Spellin
g
Did not engage the

Engaged the
reader(Hello my
reader
name is, I am going
to talk to you about,
This essay will be
about)
Claim was not stated. Stated a clearly
stated claim
No Relevant Evidence Relevant
given to support the
Evidence was
claim
given to support
some of the
claim
Provided no relevant
reasons to support
the claim
The essay was
unorganized and
difficult to
understand
Your essay
seemed to stop.
There was no
concluding to this
essay
You stated: Thank
you for reading
my essay, I hope
you enjoyed it
There were 4 or more
Grammar and
Spelling errors that
took away from the
meaning of the essay
Provided few
relevant reasons
to support the
claim
The essay was
organized but
the reader may
misunderstand
based on how
the sentences
are arranged
sentences
You provided a
sense of closure
by restating or
rephrasing the
claim.
There were a 2-3

Grammar or
spelling errors
Engaged the
reader by using
more than one
attention getting
device
Stated a clear and
strong claim
Relevant
Evidence
immensely was
provided for each
reason to support
the claim
Provided all of the
necessary
reasons to
support the essay
The essay was
well organized
and coherent
You provided a
sense of closure
for the reader by
rephrasing the
claim and by
leaving the
reader with a take
away
idea/thought
There were no
grammar or
spelling errors
/21
Other Evidence
(e.g. tests, quizzes, work samples, observations)
Work Sample (Essay)
Keep Your Dog on a Leash

Have you ever had a dream about a big animal chasing you, and youre so
happy when you wake up and realize it didnt happen? Well, last month I would
have been happy to wake up and now know I was dreaming, but I wasnt. While
I was walking the park, a dog that was running free attacked me. I got away in
time and wasnt hurt, but some people may not be so lucky. That experience
really scared me, and now I strongly believe that a dog should not be allowed in
a public place unless it is on a leash. Unleashed dogs are dangerous to humans,
to other dogs, and even to themselves.
When a dog is left unleashed, it is allowed to run free. Therefore,
unleashed dogs can be dangerous to people. If the owner doesnt control it, a
dog could chase any person going by. In 2011, it was reported that 90% of all
dog bites occurred when the dog was not on a leash. Even if the dog doesnt bite
or scratch, it could cause the person to fall and get hurt. Simply having dogs on
leashes would dramatically lower the percentage of dog bites on humans each
year.
Not only are unleashed dogs a danger to humans but they are also a
danger to other dogs and themselves. First, an unleashed dog could attack other
dog. Unfortunately, in recent years, studies have shown that 27% of dog
fatalities each year are caused by attacks from other unleashed dogs. As a matter
of fact, nearly 38% of dog fatalities are also due to unleashed dogs being hit by a
car. Therefore, not only are unleashed dogs a danger to other animals but they
are also a danger to themselves.
Heres what you can do. First, find out about your communitys laws. If
leash laws exist where you are, help enforce them by reporting unleashed dogs
to the local animal control. If no law exists, work to get one passed. That way,
being chased by unleashed dogs may one day only be a bad dream.
Construction (Introductory Paragraph):

Read strong and weak models of an introduction. Compare and Contrast.
Then the student will construct their own paragraph.
Contrast the two argumentative essay introductions:
What makes them different?

What makes one better than the other?
What did the writer do differently in the strong model than in the weak model?
Weak
Introduction
Hey my name is Travis. I will be writing
about why people should keep their dog
on a leash. I was attacked once. I got away
in time an wasnt hurt, but some people
may not be so lucky. That experience
really scared me.
Strong
Introduction
Construct your
Own
Have you ever had a dream about a big

animal chasing you, and youre so happy
when you wake up and realize it didnt
happen? Well, last month I would have
been happy to wake up and now know I
was dreaming, but I wasnt. While I was
walking the park, a dog that was running
free attacked me. I got away in time and
wasnt hurt, but some people may not be
so lucky. That experience really scared
me, and now I strongly believe that a dog
should not be allowed in a public place
unless it is on a leash. Unleashed dogs are
dangerous to humans, to other dogs, and
even to themselves.
Identification Body Paragraphs :

Thesis/Claim, Reasons, Relevant Evidence within the text.
When a dog is left unleashed, it is allowed to run free. Therefore, unleashed

dogs can be dangerous to people. If the owner doesnt control it, a dog could
chase any person going by. In 2011, it was reported that 90% of all dog bites
occurred when the dog was not on a leash. Even if the dog doesnt bite or
scratch, it could cause the person to fall and get hurt. Simply having dogs on
leashes would dramatically lower the percentage of dog bites on humans each
year.
Observations: If the students are having a difficult time with these tasks,
they will be scaffold by working one-on-one. Additionally the student will
analyze a strong model apart and the will apply various techniques when
writing their own.
Teacher Conferences: Teacher will conduct conferences with all
students.
Student Self-Assessment and Reflection


Student Self- Assessment

(Check-List)
ELACC6W1. Write
arguments to support
claims with clear reasons
and relevant evidence.
YE
S
N
O
Standards
f. Engaged the reader
b. Claim
g. Provided Relevant
Evidence to support
the claim
h. reasons to support
the claim
i. Essay was
organized logically
j. Provided a sense of
closure
Grammar/Spelling
Criteria/Questions
Did you engage the reader by
using more than one attention
getting device?
Did you state a clear and strong
claim?
Did you give lots of Relevant
Evidence for each reason to
support the claim (facts)?
Did you give 2-3 reasons to
support the essay
(opinions/details)?
Is your essay well organized and
coherent? Does it make sense?
Did you provide a sense of closure
for the reader by rephrasing the
claim and by leaving the reader
with a take a way idea/thought?
Were there any grammar or
spelling errors?
Reflection:
How well do you think you did on this assignment? What would
you have done differently to improve this assignment? Is there
anything that you would like to go back and revise to improve?
Go ahead and make those changes now!

Title of Unit
My Health
Matters
Grade Level
6th Grade
Standard:
Content Standards:
Informational
ELACC6RI1: Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
Writing
ELACC6W1: Write arguments to support claims with clear reasons and
relevant evidence
Understandings:
Students will understand that:
They have a voice and that they can convince others to share their opinion by
clearly stating a claim and supporting the claim with relevant evidence.
Students will also understand that they can cite textual evidence from various
sources to support their claim.
Related Misconceptions: Often students confuse argumentative writing
with persuasive writing. While both forms of writing convinces the reader to
share the writers opinion, argumentative writing allows the writer to provide
relevant evidence to support their strongly stated claim.
Essential Questions
Overarching Questions:
How can I use Argumentative Writing
to get others to share my opinion?
Why is Argumentative Writing
important?
Topical Questions:
What is a claim?
Why is it important to state a strong
claim?
Why is it important to use relevant
evidence to support your claim?
How do I find relevant evidence while
I read?
How can I distinguish a fact from an
opinion?

How do I construct an Argumentative
Essay?
Why is it important to assess
ourselves?
Stage 3: Plan Learning Experiences

Week 1
Type week 1 activities here (use page 26 of the UbD text as an
example)
Day 1 EQ: How can I use Argumentative Writing to get others to share my
opinion?
1. Teacher will administer the pre-test for Argumentative Writing using iRespond
(student response system). Student also creates a constructed response
question that requires a brief argumentative statement. (Students will be
grouped based on data.) Pretest for prerequisite skills
Day 2 EQ: How can I use Argumentative Writing to get others to share my
opinion? Why is Argumentative Writing important?
1. Teacher will show Great Debaters video clip. Students will respond to the
video clip in the form of a quick write to describe what they noticed in the
scene. Students will share with a partner. The teacher will also select students
to share with the class. These responses will lead into a discussion on the EQ.
Whats the difference between fact and opinion? HH, Reflect Visual-Spatial
Interpersonal
2. Teacher will model/ give guided practice on fact and opinion. Students will be
given 2 highlighters. Each a different color. Students will read a passage and
highlight facts with one color, and opinions with another. EEEE Intrapersonal
3. Students will then share their responses with a partner. Teacher will review the
answers. Students will give explanation to their answers. E Interpersonal
Differentiation: Teacher will prompt/scaffold students to the correct answer. Work with a partner.
Interpersonal T
Modification: Leveled Text/Complexity; Teacher notes T
Day 3 EQ: How can I distinguish a fact from an opinion?
1. The teacher will prompt a discussion of fact and opinion by giving statements
and asking the students to stand if the statement is a fact and remain seated
for an opinion. Based on this data the teacher will group the students for

extended practice, remediation or acceleration. E
Bodily-kinesthetic
2. The teacher will introduce the vocabulary and EQ: What is a claim? The
teacher will show the students an introductory paragraph that includes a
claim. The teacher will ask the students to talk to their neighbor and explain
why the statement is a claim. WEEEE Interpersonal
3. The students will look at several other paragraphs and identify the claim in
each. Students must also be able to prove why each statement is a claim.
EEEE Intrapersonal
4. The student will strongly state a claim about school lunch as an Exit ticket. E
Intrapersonal
Differentiation: Read Aloud remediation of facts and opinions T

Day 4 EQ: What is a claim? Why is it important to state a strong claim?
1. The teacher will review how to write and find claims within a text. The teacher
will read an essay and identify the reasons to support a given claim. The
teacher will model how to complete a graphic organizer that distinctly shows a
claim and its various supporting reasons. EEEE Intrapersonal
2. Students will be given an argumentative passage to read. They must use a
graphic organizer to help organize their findings (claim and supporting
reasons). O Intrapersonal
3. Students should share their findings with a partner. Reflect E Interpersonal

Day 5 EQ: Why is it important to state a strong claim? Why is it important
to use relevant evidence to support your claim
1. Students will be given an argumentative passage in which the claim has been
removed. Based on the supporting reasons given, students will create a claim
to add to the passage. EEEE E Intrapersonal
2. The teacher will model how to identify relevant evidence (facts) to support the
claim. EEEE Intrapersonal
3. The students will use the same argumentative passage to identify relevant
evidence. EEEE Intrapersonal
4. The students will complete their graphic organizer by filling in the relevant
evidence from the passage. O Intrapersonal
5. The teacher will select students who have grasped the concepts to share out
with the class. E Interpersonal

Week 2

to use relevant evidence to support your claim?
1. The teacher will review the vocabulary and parts of an argumentative essay.
EEEE Intrapersonal
2. The teacher will introduce the class essay (performance task) topic: the
Governments Health Care. The teacher will also introduce the rubric for
the essay. EEEE Intrapersonal
3. Students will visit the computer lab and research the topic thoroughly. Based
on their findings and belief students will strongly state a claim for the
performance task. EEEE Intrapersonal
4. Students will submit their performance task topic (claim) via Edmodo.com
(virtual classroom for posting) to the teacher for review and respond to a
reflection question at the end of the class period. Reflect E Intrapersonal
Differentiation: Provide resources for student (websites) T

Modification: Print information for the students vs. having student to retrieve
the information (text complexity) T
1. The teacher will model how to prewrite using a graphic organizer to organize
the various components of argumentative writing. EEEE Intrapersonal
2. The students will begin to prewrite using a graphic organizer (encouraged).
OEEEE Intrapersonal
3. The student should share with a classmate. E Interpersonal
Differentiation: Partially filled in graphic organizer T

Modification: Teacher scaffolding T
Day 3 EQ: How do I construct an Argumentative Essay? Why is it important
to state a strong claim?
1. The teacher will model how to construct an argumentative introductory
paragraph. The paragraph should include an engaging beginning (hook),
claim, and supporting reasons. EEEE Intrapersonal
2. The students will write their introductory paragraph using their graphic
organizer. Students should circle their engaging beginning (hook), underline
their claim once, and underline their supporting reasons twice. O
Rethink/Reflect/Revise Intrapersonal
3. Students who do not finish should complete the introductory paragraph for
homework. T Intrapersonal
Differentiation: Provide sample hooks T

Modification: Clozed Passage/Framed Text T

1. The teacher will model how to cite textual evidence from research using
quotations and, paraphrasing. EEEE Intrapersonal
2. Students will identify textual evidence within a sample passage. EEEE
Intrapersonal
3. Students will explain the importance of including relevant evidence in writing.
E Intrapersonal
4. Students will begin to write their body paragraphs using the graphic organizer
and research. Rethink O Intrapersonal
Differentiation: Text complexity T

Day 5 EQ: How do I construct an Argumentative Essay? Why is it
important to use relevant evidence to support your claim?
1. Teacher will review argumentative writing vocabulary, rubric, and

expectations. EEEE Intrapersonal
2. Students will continue working on body to their argumentative writing paper.
Students will conference with teacher for assistance and monitoring of the
assignment. EEEE Interpersonal
3. Exit ticket: Students will submit an exit ticket indicating their progress on
their Argumentative Essay I need help _________________, I understand and
dont need any help, I just need more time to work. (The teacher will use
these responses to schedule writing conferences) Reflect T Intrapersonal
Differentiation: Small group writing together Interpersonal T

Modification: Clozed Passage/Framed Text/ Length of writing T
Week 3
1. Teacher will review argumentative writing vocabulary, rubric, and
expectations. EEEE Intrapersonal
2. Students will continue working on body to their argumentative writing paper.
Students will conference with teacher for assistance and monitoring of the
assignment. T E Interpersonal
3. Exit ticket: Students will submit an exit ticket indicating their progress on
their Argumentative Essay I need help _________________, I understand and
dont need any help, I just need more time to work. (The teacher will use
these responses to schedule writing conferences) Reflect T Intrapersonal
4. Homework: Students will continue to write their body paragraphs.

Rethink/Reflect/Revise Intrapersonal

1. The teacher will model how to construct an argumentative closing paragraph.
The paragraph should include claim, and supporting reasons, and some type
of take away or call to action. EEEE Intrapersonal
2. The students will write their concluding paragraph using their graphic
organizer. Students should circle their underline their claim once, and
underline their supporting reasons twice and circle their take away or call to
action. Reflect EEEE Intrapersonal

Day 3 EQ: Why is it important to assess ourselves?
1. The teacher will review expectations for peer editing and review the selfassessment check list. Reflect/Revise/Rethink EEEE Intrapersonal
2. The students will engage in peer editing and completing their essay. EEEE
Interpersonal
3. The students will write their final draft of their essays and posting key
elements (claim, supporting reasons, and relevant evidence) on glogster.com
Reflect EEEE Intrapersonal

1. The teacher will review the expectations of the argumentative essay rubric
and the expectations for presenting. Reflect/Revise/Rethink EEEE
Intrapersonal
2. The teacher will show a model of an additional essay and how to present a
glogster presentation. Reflect/Revise/Rethink EEEE Intrapersonal
3. Students will complete their essay and glogster presentation. Reflect/Revise
EEEE
4. Students who finish early will begin presenting at the end of class. E T
Interpersonal
1. The teacher will review the presentation expectations. EEEE Intrapersonal

2. The students will submit their essay and present their glogster presentation. E
Intrapersonal

3. Students who are observing the presentations will take notes on each of the
presentations viewed. Reflect E Interpersonal
Notes to the Instructor

I decided to change the theme of my unit from survival to My
health matters because survival didnt seem to fit my lessons and
the actual idea of the performance task.
Glogster Presentation: Students presentations will be scored using
a., b., and c. from the essays rubric because the students pulled
this information directly from their own writing.
Technology Resources:
www. edmodo.com Virtual Classroom
www.glogster.com
Pretest for prerequisite skills
Reflect/Revise/Rethink
WHERETO
Stage 3 Scoring Rubric

(0 Points)
1. Does not clearly
communicate
WHERETO for
learning activities
(3 Points)
Codes some learning
activities with
WHERETO
Clearly codes each

activity with WHERETO
There is evidence of
alignment between
some of the
instructional
strategies, standards,
and understandings
of the unit.
Alignment is clearly
demonstrated between
instructional strategies,
standards, and
understandings of the
unit.
Fails to provide a
pretest for learners.
2. Alignment is not
demonstrated
between
instructional
strategies,
standards, and
understandings of
the unit.
(5 Points)
Includes a pretest to check

for prerequisite skills
and knowledge.
Matches all essential

questions,
understandings, skills,
and knowledge with a
corresponding
instructional strategy.
3. Instruction has one
global starting point
for all learners.
No evidence of an
attempt at
differentiation
4. Fails to provide
opportunities for
students to RETHINK
ideas, REFLECT, and
to REVISE work.
Utilizes Gardners
strategy to provide
different Entry
Points.
Evidence of an
attempt at
differentiation exists,
but differentiation is
not illustrated using
labeling.
Provides
opportunities for
students to RETHINK
big ideas, REFLECT
on progress, and
REVISE their work.
Utilizes Gardners
strategy to provide
different Entry Points to
meet the needs of all
types of intelligences.
Clearly labels the
parts of the plan that
illustrate
differentiation
Provides numerous
opportunities for students
to RETHINK big ideas,
REFLECT on progress,
and to REVISE work.
Your
Scor
e

5. Does not indicate
the use of
technology in a
meaningful way
Includes the use of

technology
6. Assignment is not
organized
Assignment
somewhat organized
Assignment
Instructions not
followed
Most assignment
instructions followed
Several errors in
grammar and form,
which distracted the
reader
A few errors in
grammar and form
which distracted the
reader
Your Total Score
Includes the use of

technology in a
meaningful way.
Off the shelf resources
are properly referenced
Assignment is organized
Assignment Instructions
followed
No errors in grammar or
form that distracted the
reader.
/30

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FRIT 7430: UbD Stage 3 Assignment

FRIT 7430: UbD Stage 3 Assignment

UbD Stage 2 Template

Grade 6th Grade

Stage 1 Identify Desired Results

FRIT 7430: UbD Stage 3 Assignment

How can I use Argumentative Writing

Why is Argumentative Writing

Knowledge and Skills

Students will know:

Students will be able to:

FRIT 7430: UbD Stage 3 Assignment

Performance Task(s) Rubric(s)

FRIT 7430: UbD Stage 3 Assignment

Goal: The student will be able to successfully write an argumentative

Argumentative Writing Rubric

FRIT 7430: UbD Stage 3 Assignment

Did not engage the

There were a 2-3

FRIT 7430: UbD Stage 3 Assignment

Keep Your Dog on a Leash

Construction (Introductory Paragraph):

FRIT 7430: UbD Stage 3 Assignment

Have you ever had a dream about a big

Identification Body Paragraphs :

When a dog is left unleashed, it is allowed to run free. Therefore, unleashed

Student Self-Assessment and Reflection

FRIT 7430: UbD Stage 3 Assignment

Student Self- Assessment

FRIT 7430: UbD Stage 3 Assignment

FRIT 7430: UbD Stage 3 Assignment

Stage 3: Plan Learning Experiences

FRIT 7430: UbD Stage 3 Assignment

Differentiation: Read Aloud remediation of facts and opinions T

Differentiation: Read Aloud remediation of facts and opinions T

Differentiation: Read Aloud remediation of facts and opinions T

FRIT 7430: UbD Stage 3 Assignment

Day 1 EQ: Why is it important to state a strong claim? Why is it important

Differentiation: Provide resources for student (websites) T

Differentiation: Partially filled in graphic organizer T

Differentiation: Provide sample hooks T

FRIT 7430: UbD Stage 3 Assignment

Differentiation: Text complexity T

1. Teacher will review argumentative writing vocabulary, rubric, and

Differentiation: Small group writing together Interpersonal T

FRIT 7430: UbD Stage 3 Assignment

Differentiation: Small group writing together Interpersonal T

Differentiation: Small group writing together Interpersonal T

Differentiation: Small group writing together Interpersonal T

Day 5 EQ: Why is it important to assess ourselves?

1. The teacher will review the presentation expectations. EEEE Intrapersonal

FRIT 7430: UbD Stage 3 Assignment

Notes to the Instructor

FRIT 7430: UbD Stage 3 Assignment

Stage 3 Scoring Rubric

Clearly codes each

Includes a pretest to check

Matches all essential

FRIT 7430: UbD Stage 3 Assignment

Includes the use of

Your Total Score

Includes the use of

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