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FRIT 7430: Instructional Design

Stage 2,
by Design
Fall 2009

Sarah Wiggins
October 30, 2009
FRIT 7430: UbD Stage 2 Assignment

UbD Stage 2 Template

Stage 2 – Determine Acceptable
Title of Understanding Grade 5th
Unit Informational text Level

Stage 1 – Identify Desired Results

List the understandings of your unit:
• Facts are the foundation of informational text. (Explanation)

• Information is knowledge that is either communicated or received.


• Readers can apply the ideas found in informational text, using the
research process, to create their own connections and form their
own opinions. (Application)

• People can form differing opinions from the same information.


• Understanding the different opinions, can help make our own

knowledge stronger. (Empathy)

• The connections I make through informational reading can be used

to shape and/ or persuade others. (Self-knowledge)

Essential Questions

Overarching Questions: Topical Questions:

• Where can we find • How can you identify facts

information? within an informational text?

• How can we use information? • What sources or reference

materials can be used to find
• What helps us shape our facts about a specific topic?
• What writing structure can be
used to create a news report
about a specific topic?
FRIT 7430: UbD Stage 2 Assignment
FRIT 7430: UbD Stage 2 Assignment

Stage 2 - Evidence

Performance Task(s)
Be sure to indicate:

Goal: Your goal is to create a news show to present collected

information about the Civil War to persuade your viewers to
support either the Northern States or the Southern States

Role: Your role will be to write an article and present it as a

news brief.

Audience: Your audience is the viewers in the neutral states.

Situation: The challenge you are faced with is that the neutral
states are taking a vote to decide if they want to enter the war
as a Southern State or a Northern State. Your team must
present a short series of news stories that will help to persuade
them to join one of the two sides.

Product Performance and Purpose: You will have two

separate tasks (1) To collect information from various sources in
order to create a persuasive informational article on one of the
“hot” topics of the Civil War. (2) To work with your group to
create a news show so that the information can be presented.

Standards and Criteria for Success:

The standards that align with these task are:
Grade: 5
Description: ELA5R1 The student demonstrates comprehension and shows evidence of a
warranted and responsible explanation of a variety of literary and informational texts.
Critical Component: For informational texts, the student reads and comprehends in order to
develop understanding and expertise and produces evidence of reading that:
a. Locates facts that answer the reader’s questions.
f. Identifies and analyzes main ideas, supporting ideas, and supporting details.
g. Makes perceptive and well-developed connections.
FRIT 7430: UbD Stage 2 Assignment

Your performance needs to demonstrate your understanding of

informational text. You will be judged on task number one with
the Informational Article Rubric which will evaluate you on the
following categories: purpose, content, organization, tone and
use of reference. You will be assessed on task number two using
the Presentation Rubric

Performance Task(s) Rubric(s)

Informational Article Rubric
Criteria Exemplary Good Acceptable Unacceptab
(4) (3) (2) le
Purpose It is apparent The writing The central The purpose
to the reader has a clear purpose or or argument
that the purpose to argument is is generally
writer’s central persuade, but not unclear.
purpose is to may consistently
persuade them sometimes clear
to form an digress from it. throughout the
opinion on a paper.
g: Self –
Content Balanced Information Information Central
presentation provides supports a purpose or
of relevant and reasonable central purpose argument is
legitimate support for a or argument at not clearly
information central times. Analysis identified.
that clearly purpose or is basic or Analysis is
supports a argument and general. vague or not
FRIT 7430: UbD Stage 2 Assignment

central displays Reader gains evident.

purpose or evidence of a few insights. Reader is
argument and basic analysis confused or
shows a of a significant may be
thoughtful, in- topic. Reader misinformed.
depth analysis gains some
of significant insights.
topic. Reader
Organiza The ideas are The ideas are In general, the The writing is
arranged arranged writing is not logically
tion logically to logically to arranged organized.
support the support the logically, Frequently,
purpose or central although ideas fail to
argument. purpose or occasionally make sense
They flow argument. ideas fail to together. The
smoothly from They are make sense reader cannot
one to another usually clearly together. The identify a line
and are clearly linked to each reader is fairly of reasoning
linked to each other. For the clear about and loses
other. The most part, the what the writer interest.
reader can reader can intends.
follow the line follow the line
of reasoning. of reasoning.
g: application)
Tone Carefully Language and Language and Language and
crafted tone are tone are tone are flat
phrases or consistent with uneven and/or
sentences the writer’s (appropriate in inappropriate
create a purpose and some to the
sustained appropriate to parts of the task and
tone that the assigned response, but reader
engages the genre flat
reader, and throughout
persuades the most of the
reader. response)
g: empathy
and self

Use of Compelling Legitimate The reader is References

FRIT 7430: UbD Stage 2 Assignment

Referenc evidence from sources that confused about are seldom

legitimate support claims the sources of cited to
e sources is are generally information support
given to present. and ideas. statements.
g: explanation

Civil War News Cast Oral Presentation

Criteria Exemplary Good Acceptable Unaccepta
(4) (3) (2) ble
Awarene Significantly Raises Raises Fails to
increases audience audience increase
ss of audiences understanding understanding audience
Audience understanding and awareness and knowledge understandin
and of most points; of some points; g of
knowledge of knowledge of
topic; Clear point of Point of view topic;
view, but may be clear,
Effectively development but lacks Fails to
convinces an or support is development or effectively
audience to inconclusive support. convince
recognize the and audience.
validity of incomplete.
point of view.
and empathy)
Strength Clear purpose Has some Attempts to Subject and
and subject; success define purpose purpose are
of defining and subject; not clearly
material Pertinent purpose and defined;
& examples subject; Weak
organiza facts, and/or examples, Very weak or
statistics Some facts, and/or no support of
tion examples statistics, which subject
Conclusions/id facts, and/or do not through use
eas are statistics that adequately of examples,
supported by support the support the facts and/ or
evidence; subject; subject; statistics;
FRIT 7430: UbD Stage 2 Assignment

Major ideas Includes some Includes very Totally

summarized data or thin data or insufficient
and audience evidence evidence in support for
left with full which supports support of ideas or
understanding conclusions or ideas or conclusions;
of presenter’s ideas; conclusions;
position. Major ideas
May need to Major ideas left unclear;
(Understandin refine may need to be audience left
gs: summary or summarized or with no new
Interpretation final idea. audience is left ideas.
and Self with vague idea
-Knowledge) to remember.
Delivery Relaxed, self- Quick recovery Some tension Nervous
confident and from minor or indifference tension
appropriately mistakes; apparent and obvious
dressed for impossible and/or
purpose or Appropriately inappropriate inappropriatel
audience; dressed dress for y dressed for
purpose or purpose or
Builds trust Fairly audience; audience;
and holds consistent use
attention by of direct eye Occasional but No effort to
direct eye contact with unsustained make eye
contact with audience; eye contact contact with
all parts of with audience; audience;
audience; Satisfactory
variation of Uneven volume Low volume
Fluctuation in volume and with little or no and/or
volume and inflection. inflection. monotonous
inflection help tone caused
to maintain audience to
audience disengage.
interest and
emphasize key

and Empathy)
FRIT 7430: UbD Stage 2 Assignment

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

• Formative Assessment: (Understanding: Explanation)

Introduction to unit will be a lesson on locating facts to
answer questions. This will be performed as a scaffolding
exercise in which the Social Studies book is used to
identify facts. Students will form a KWL chart and then
identify facts to help them complete the L column.

• Assignment checklist: Students will complete a checklist as

they move through the assignment in order to keep pace.
(A pacing guide with dates will be provided) This will also
act as a form of Student Self Assessment & Inventory

• Formative Assessment: Fact vs. Opinions. (Understandings:

explanation & perspective) Students will use ACTIV votes
in conjunction with the questions to identify the difference
between fact and opinion. The flipcharts will be made up of
statements that are either facts or opinions and the
students will vote to determine which one. (i.e. All the men
who lived in the South felt the South should break away
from the North. Or The Battle of Gettysburg happened as
FRIT 7430: UbD Stage 2 Assignment

a result of the need for shoes.)

• Formative Assessment: (Understandings: explanation,

interpretation & application) Students will supply evidence
of the facts collected through an annotated bibliography.
Students will create bibliography for three sources and
supply a summary of the information collected from the

• Plan: Students will work in groups of 4 - 6 to create a plan

for the news cast. The plan will be turned in for approval
prior to taping.

Student Self-Assessment and Reflection

Student Self Assessment and

Directions: Use the following pacing guide to make sure you have
completed everything, and evaluate yourself on how well you think you
Date Task Exemplary Good Could do
Day 1 Formed I worked hard to I worked to I didn’t really
Cooperative get in a group get in a care who was
Groups that I could work group that in my group.
well with, and was not just
together we my friends.
could be
Day 1 Used Civil I chose a topic in I just I chose a
War which I would be randomly topic that I
FRIT 7430: UbD Stage 2 Assignment

informational challenged to chose a topic already had

guide research in order an opinion
provided by to form an about so that
Social opinion I wouldn’t
Studies have to work
teacher to so hard.
choose a
Day 1 & 2 Questions I have at least 3 I have only 2 I only have 1
strong questions questions question to
to help guide my help me
research, and research.
information in
order to form my
Day 2 & 3 Resources I found 3 or more I have only 2 I have 1 or I
resources to help resources, haven’t found
answer my and I turned any.
questions and in my
provide annotated Or
information to bibliography
help me form my for these two I did not
opinions. I resources. complete my
finished my annotated
annotated bibliography.
Day 4 - 6 Article I have written an I have I only wrote a
article about my written an summary of
topic that is article to what I read
intended to inform my from the
inform my audience. sources.
audience and
help them form
an opinion
Day 7 News Report My group worked My group My group did
Plan well together to turned in a not have a
create a plan we plan, but we plan, and we
will use to did not work did not turn
present our well together anything in to
information using to create it. the teacher.
the news report.
Day 7 - News Report My group worked My group My group
10 to create an worked to struggled with
informative news create a the news
report that is news report, report, and
well delivered, but its over all we
and serves our primary could have
purpose of purpose is done better.
informing our just to inform
FRIT 7430: UbD Stage 2 Assignment

viewers and the viewers.

persuading them
to support our

UbD Stage 2 Scoring Rubric

(0 Point) (1-2 Points) (3 Points)

1 Assessments are Assessments appear to Utilizes the six facets to
. not utilize some facets to build assessments for
representative of build assessments for understanding.
different facets understanding. Assessments clearly /3
of identify the
understanding. correlating facet.

congruency among
2 Performance Designs performance Designs authentic
. task(s) are not task, which requires performance task(s)
authentic learners to exhibit
understanding through Task(s) in alignment
authentic performance with goals and
tasks. standards /3
3 Does not provide Designs appropriate Designs a scoring rubric
. scoring rubric for criterion-based scoring that includes distinct
the performance rubric to evaluate traits of understanding
task(s) learner performance and successful /3
task(s) performance
4 Selection of Includes at least two Includes a variety (at
. assessment different formats of least 3 types) of
formats is assessment. appropriate assessment
limited. formats within the unit /3
to provide additional
evidence of learning
FRIT 7430: UbD Stage 2 Assignment

5 Fails to provide Provides opportunities Self-assessments

. opportunities for for learners to self- clearly used as /3
learners to self- assess. feedback and reflection
assess. for students and
teachers, as well as for
Your Total Score