Vicki Charikofsky

MODULE 2: PLANNING FOR INSTRUCTION - STAGES 2 & 3

Stage 2 & 3 templates are drawn from the Understanding by Design Framework.

STAGE 2 - ASSESSMENT EVIDENCE

Assessments should: 1) provide valid, reliable and sufficient measures of desired results; 2) offer a variety of assessment
formats to gather evidence of learning; 3) offer opportunities for students to exhibit understanding through "authentic"
performance tasks; 4) include criterion-based rubrics to judge student understanding, products, and performances; 5)
offer options for students to self-assess and peer-assess; 6) identify options for assessment differentiation; and 7)
identify options for technology integration.

STAGE 2 - ASSESSMENT EVIDENCE

1. Formative Assessment (Individual, Collaborative)

Asking and Answering Questions: Students demonstrate the ability to ask and answer questions. Before
reading students will brainstorm a list of questions by previewing information on a topic to write relevant
questions. They will read to highlight and/or annotate answers to those questions. Students will also add to their
questions as they occur during reading. After reading students will write or speak knowledgably about the topic.

Rubric
3 2 1 0
 Generates a list of  Generates a list of  Generates a list of  Questions are not
relevant questions relevant questions questions, with some listed or are not
before reading before reading irrelevant questions relevant
 Continues to develop  May not continue to  Does not continue to  Questions are not
Asking Questions questions during develop questions develop questions developed during
reading during reading during reading reading
 Most questions go  Questions may mostly  Questions mostly
beyond locating relate to definitions relate to definitions or
definitions are not relevant
 All highlighted or  Most highlighted or  Some highlighted or  Text is not highlighted
annotated text annotated text annotated text or annotated or do not
correctly answer correctly answer correctly answer answer generated
Answering
generated questions generated questions. generated questions. questions
Questions
 All questions answered  Many questions  Few questions
in the text are noted answered in the text answered in the text
are noted are noted
 Accurately explains the  Mostly explains the  Somewhat explains  Information not
topic using information topic using information the topic using explained or mostly
Responding gathered gathered with accuracy information gathered inaccurate
but has some with accuracy but has
inaccurate information many inaccuracies

Options for Differentiation Options for Technology Integration

All Levels: Students will be asked to generate a All Levels: Students can access annotation tools on
list of questions about the topic. Then they will McGraw Hill Connect Ed.
highlight and annotate answers working
independently or with a partner. Finally, they will On and Above Level: Students can access annotation tools
share what they learned about the topic by on McGraw Hill Connect Ed. Students can respond using a
writing or speaking about it. Students will reflect Word document pushed to them on Schoology.
on their process and new learning of their topic
through a self-assessment questionnaire. On, Above, and Below Level: Students can be provided
digital options for replying to text such as typing on a Word
Above Level: These students will be using a document or recording a response on Flip Grid.
higher-level text and interpret the diagrams,
graphs, or other text features in their annotations. Below Level: Students can access the audio recording of
the reading through McGraw Hill Connect Ed or using
IEP: This student will follow the on-level group’s Kurzweil. Students may choose to respond on the Word
plan. document using the dictation tool.

ELL: These students will share what they IEP: (Visual) Student can enlarge the text on McGraw Hill
learned about the topic by completing a Connect Ed. Student can also enlarge the Word document
scaffolded fill in the blank activity. pushed out on Schoology.

ELL: Students can respond on a teacher created drag and

drop activity in Class Flow or Schoology. Students can read
their sentences on Flip Grid or use the dictation tool on a
Word document.

2. Formative Assessment (Individual, Collaborative)

"Fact Fragments” and Quotes (notetaking): Students will demonstrate the ability to take notes using “fact-
fragments” and listing quotes in an organizer in order to answer an overarching question. Students will respond
to a prompt using their notes to develop support for their ideas.

3 2
 Lists fact fragments
that accurately answer
the question
 Lists one or two quotes
Fact Fragments that are highly effective
And in answering the
Notetaking question
 Includes page number
for quoted text.
Rubric
1 0
 Lists fact fragments  Some fact fragments  Notes are not
that mostly answer the answer the questions completed or are
question and/or notes may be unrelated to the
 Lists one or two quotes copied word for word question
that are somewhat from the text.  Quotes are missing,
effective in answer the  Some quotes listed are ineffective and
question inaccurate or inaccurate
 May or may not ineffective.  Page numbers for
include page number  May or may not quotes are not listed
for quoted text include page number
for quoted text

Options for Differentiation Options for Technology Integration

All Levels: Students will use an organizer to
take notes using “fact fragments” and quotes.
Students will identify the location of the quote.
Students will read a text on their reading level.
Then students will respond to the lesson prompt
using the notes to support their points. They will
use paraphrases and quotes in their responses.
Students will be strategically paired with a peer
of a different ability level for an opportunity to
share responses. They will engage in reflection
and dialogue on their work by sharing what they
learned.
IEP: (Visual) Student will follow the on-level
pathway.
All Levels: Students may choose to respond using a Word
document or record a response on Flip Grid.
On Level: Students can use a pre-made notetaking
organizer on a Word document pushed to them through
Schoology.
Below Level: Students can access an audio recording of
the text through McGraw Hill Connect Ed. Students can
respond using the speech to text option if they decide to use
a Word document.
IEP: (Visual) Student can enlarge the text in McGraw Hill
Connect Ed. Student can enlarge the Word document when
responding.

ELL: After reading a text at their level with the
teacher, students will complete an organizer. The
teacher will provide pre-written notes from which
students can choose (with some inaccurate
options). Then they will use the “fact fragments”
from their notes to draw and/or write sentences
about the topic.
ELL: Students can complete a drag and drop notetaking
organizer using the activity option on Class Flow or on a
Schoology Assessment. Students can choose to type
sentences and use images on a Word document or use
Wixie.

3. Formative Assessment (Individual, Collaborative)

Using Multiple Sources (notetaking): Students will need to use three sources, including at least one video
source, to answer an overarching question on a given topic. Students will need to take notes that will allow them
to organize the information and identify the sources used.

Rubric
3 2 1 0
 Uses three or more  Uses at least two  Uses at least one  Notes do not use
sources sources source sources or are
 Notes reflect the  Notes mostly reflect  Some notes reflect the inaccurate
question the question question  Notes do not reflect
 Notes are written in  Notes are mostly  Notes may be copied the question
fact fragments written in fact word for word (no fact  Notes do not reflect
Notetaking  Includes two or more fragments fragments) or do not the question or are
quotes that are  Includes one or more include enough to be made up
relevant and add quotes that are understood  Quotes are not listed
meaning relevant, but do not  Quotes are listed but or are inaccurate
 Sources are identified add meaning are inaccurate and/or unrelated
 Sources may or may  Sources are not  Sources are not
not be identified identified identified

Options for Differentiation Options for Technology Integration

On and Below Level: Students will choose an
organizer for taking notes to answer the specified
question on the topic. Students’ notes will include
“fact-fragments” as well as quotes from three
sources.
Above Level: Students will create an organizer
to take notes to answer the specified question on
the topic. Students’ notes will include “fact-
fragments” as well as quotes from all their
sources. These students will also use digital
content and library resources to supplement or
answer lingering questions.
Below Level: Students will be asked to use at
least two of three sources.
IEP: (visual) This student will follow the on-level
pathway.
ELL: These students will focus on notes from a
video source. After watching the video (with
teacher support), students will choose from pre-
made list of “fact fragments” and quotes to add to
the organizer started in the previous assessment.
All Levels: Students will watch a video independently, using
the fast forward, rewind, and pause features while taking
notes.
On Level: Students can create their chosen organizer using
a Word document.
Above Level: Students can create their organizer using a
Word document.
Below Level: Students can use the organizer pushed to
them on Schoology.
IEP: (Visual) Student can enlarge text using the computer
tools.
ELL: Students can use the video tools to pause, rewind, or
fast forward to match pre-made notes. If digital tools were
used in the first lesson (Class Flow or Schoology
Assessment) the same drop and drag tools will be used to
add information for the video source.

All Levels: Students will reflect on their learning

by sharing what they learned about their topic
with a partner. Students will also reflect on the
notetaking process in a class discussion on what
they liked or didn’t like about using “fact
fragments.”

4. Formative Assessment (Individual, Collaborative)

Integrating Information: Students will use the sources and notes from the previous formative assessment in
order to create a PSA (Public Service Announcement) on the topic by integrating the information researched.
Students will also apply skills learned in previous lessons to write or speak knowledgably on the topic.

3 2
 Demonstrates a clear
understanding of the
topic
 Includes sufficient
support from the
sources
 Ideas are logically
PSA organized
(Product)  Information is accurate
 Uses information from
at least three sources
 Includes at least one
accurate and credited
quote
 Sources are listed
Rubric
1 0
 Demonstrates a  Demonstrates minimal  Demonstrates no
general understanding understanding of the understanding of the
of the topic topic topic
 Includes sufficient  Includes minimal  Missing causes and/or
support from the support from the effects
sources sources  Ideas are not
 Ideas are mostly  Organization of ideas organized
logically organized is not clear  Information if
 Information is mostly  Information is often inaccurate or unrelated
accurate inaccurate  Does not use sources
 Uses information from  Uses information from  Quotes are irrelevant
at least two sources only one source or missing
 Includes at least one  Quotes are inaccurate  Sources not listed
accurate quote or irrelevant
 Sources may or may  Sources may or may
not be listed not be listed

Options for Differentiation Options for Technology Integration

On, Above and Below Level: Students will be
expected to create a PSA in the form of a
television or radio commercial, a magazine or
web ad, or a poster. The PSA will integrate the
information collected in the notes during previous
lessons. Students will need to paraphrase
information from all sources and include at least
one quote from one of the sources.
IEP: (Visual) This student will follow the on-level
pathway.
All Levels: Students will access a curated list of links to
websites, videos, and text. Students may use Wixie,
VoiceThread, Flip Grid, or another tool they like to create the
PSA.
IEP: (Visual) Student can enlarge text on the computer.
ELL: These students may use Flip Grid to record
themselves reading sentences that they wrote or create a
poster labeling and/or writing sentences about what they
learned using Wixie.

Below Level and ELL: Students will be provided

a template for creating their PSAs as an option.

ELL: These students will use the notes from the

past two lessons to create a modified PSA.
Students may create a poster or video telling
facts they learned.

All Levels: Students will share their PSA with

the class and peers will offer praise, questions,
and polishing tips.

Summative Assessment(s)

Research Project: Students will engage in a short, focused research on an environmental issue of their choice.
They will research the causes, effects, and possible solutions of the issue. Examples for possible research will
include but are not limited to oil spills, deforestation, fracking, pollution (water, air, or land), erosion,
overdevelopment of land, and natural disasters (earthquakes, tsunamis, hurricanes…). Students will then create
a product with a written component to share with another class.

Rubric
3 2 1 0
 Uses three or more  Uses at least two  Uses at least one  Notes do not use
sources sources source sources or are
 Notes reflect the  Notes mostly reflect  Some notes reflect the inaccurate
question the question question  Notes do not reflect
 Notes are written in  Notes are mostly  Notes may be copied the question
fact fragments written in fact word for word  Ideas are copied word
Notetaking  Includes one or more fragments  Quotes are listed but for word or made up
quotes that are  Includes one or more are inaccurate  Quotes are not listed,
relevant and add quotes that are  Sources are not are inaccurate, and/or
meaning relevant, but do not identified unrelated
 Sources are identified add meaning  Sources are not
 Sources may or may identified
not be identified
 Uses at least three  Uses at least two  Uses at least one  Sources not used or
sources sources source information irrelevant
 Response  Response  Response  Response is off topic
demonstrates a clear demonstrates a demonstrates minimal or demonstrates no
understanding of the general understanding understanding of the understanding of the
concept of the concept concept concept
 Ideas are supported  Ideas mostly are  Paraphrased ideas  Ideas are copied from
with accurately supported with have many the text or are
Written component
paraphrased accurately inaccuracies paraphrased
information paraphrased  Quotes are not inaccurately
 Quote(s) are effective information relevant or do not add  Quotes are not
and accurate  Quote(s) are relevant meaning relevant or missing
 Quotes are credited but may not add  Quotes are not  Quotes are not
and correctly meaning credited or punctuated credited or punctuated
punctuated  Quotes are credited
and punctuated
 Demonstrates a clear  Demonstrates a  Demonstrates minimal  Demonstrates no
understanding of the general understanding understanding of the understanding of the
concept of the topic topic topic
 Includes accurate  Includes mostly  Includes some  Information from the
information from the accurate information accurate information sources are missing,
sources from the sources from the sources irrelevant, or
Product
 Ideas are logically  Ideas are mostly  Organization of ideas inaccurate
organized logically organized is not clear  Ideas are not
 Uses information from  Uses information from  Uses information from organized
at least three sources at least two sources only one source  Does not use sources
 Sources are credited  Sources may or may  Sources may or may  Sources not credited
not be credited not be credited

Options for Differentiation Options for Technology Integration

On, Above, and Below Level: Students will take
notes using two to five sources, write an essay or
script, and create a product on the topic they
chose (an environmental issue). They may
choose to create a pamphlet, a video, a
presentation, or another approved idea for their
product.
All Levels: Students will be provided a digital list of curated
sources that link to videos, websites, and texts. Students
also have access to digital content using BCPS One.
Students can use Flip Grid, Wixie, Google Slides, Microsoft
Power Point, or Voice Thread, or another tool they like for
their products. They may use a Word document for their
notetaking and written components.

IEP: (visual) This student will follow the on-level The teacher may find another school, outside of the area,
pathway. with whom students can share products using Flip Grid,
Google Meet, or Skype.
ELL: These students will be provided scaffolded
support during their research. They will work as a Above Level: These students will be required to find one
group. They will use their research to create a relevant source outside of the sources on the curated list.
poster or video telling what they learned about
 their topic.
All Levels: Students will complete a self-
reflection by explaining what they learned
throughout this unit. This may include content as
well as researching skills.
IEP: (Visual) Student can enlarge text using the computer
tools.
ELL: These students will be provided a scaffolded curated
list of four to five curated sources at their level that include
links to videos, websites, and/or texts.

STAGE 3 - LEARNING PLAN

With desired results and appropriate evidence of understanding in mind, you will identify major learning activities: 1) what
will need to be taught and coached, and how should it best be taught to achieve desired results; 2) what sequence of
activities aligns to the desired results; 3) how will you make learning both engaging and effective given the desired
outcomes and assessment evidence; 4) how will you differentiate learning activities and experiences to meet the needs of
student subgroups; 5) how will you integrate technology; 6) how will you incorporate Face-to-Face, Distance, or Flipped
Learning Environments to best support instruction and learning.

STAGE 3 - MAJOR LEARNING ACTIVITIES

1. Major Learning Activity

Asking and Answering Questions: Students will be working towards developing questions and locating
responses as they read. Students will learn how to use background knowledge and preview sources to
develop questions on a topic. They will also work to locate information in a text and annotate answers.
Finally, they will analyze the information they find in order to write or speak knowledgably about the topic.
The topic we will investigate is climate change.

My groups will be formed in order to meet the varying needs of my students. I will use previous lessons’
written responses, observations, discussions, and reading levels to inform my groupings.
 Researching is a new concept for most fifth graders. Developing relevant questions that can be
answered using the source provided may be a challenge for my below level and ELL students. These
students may need added support on previewing text to develop question(s).
 My on level and below level students may need more work with developing new questions and as
they arise during their research. These students will need practice with metacognition as they read.
 All students will need instruction on how to effectively highlight and annotate text with a focus on
answering their questions.

Options for Differentiation Options for Technology Integration

All Levels: The topic of climate change will be
introduced by showing a video that shows what is
happening to animals because of it. After
participating in a class discussion about what
students know about global warming, students
will work in a mixed ability group to generate a
list of questions about the topic.
On Level: After receiving instruction on
highlighting and annotating answers, students
will be given the option to work independently, or
with a partner in their reading group to read and
annotate the text. The teacher will circulate to
observe interactions and provide support in
Flipped Learning: After students have created initial
questions, students can view a teacher created video
that demonstrates how to continue developing questions
and looking for responses as they read. This view would
also demonstrate how to highlight and annotate a text
based on the questions. This may be used for flipped
learning and/or as a reference as needed. This video
could be viewed prior to class or as part of a rotation
during class.
The above level group could have an additional video
that will demonstrate how to annotate text features, such
as diagrams, graphs, and charts.
locating answers and developing questions as
they read.
Above Level: Students will be provided with a
more challenging text or website and will also be
asked to annotate diagrams in the text.
Synchronous/Face to Face: Students may be placed in
breakout groups to generate their lists of questions.
Students may also work in leveled breakout groups to
annotate texts. The teacher will meet with each group in
breakout rooms to address the differentiated needs of
the students.

Below Level: After receiving instruction on Possible Digital Sources:

highlighting and annotating answers, students
will work with the teacher to practice. The teacher
will model first, then the students will work
together. When students are released, they will
continue reading with a partner in their group,
possibly using audio support, while they continue
annotating.
IEP: This student will follow the on-level group’s
plan.
ELL: After receiving instruction on highlighting
and annotating answers, these students will
watch a video providing background information
on the topic in their native language (Spanish).
Students may also watch a video in English with
significant visual support. Then students will
meet with the teacher to read a text at the
students’ level. The teacher will develop
vocabulary prior to reading using picture cards.
Then the teacher will read appropriate portions of
the selection annotating with the students.
Students will complete sentences about the topic
by filling in the blanks with the vocabulary
developed in the lesson.
This activity will be engaging and interesting
because it is a real-world problem that is
introduced with a hook to introduce the issue.
Students also can work in cooperative groups.
 Hook for Lesson:
o “Global Warming and its Effects on
Wildlife” posted by Toggled on TV
https://www.youtube.com/watch?
v=B_73M4FHbOw
 On and Below Level:
o “Global Warming” in McGraw Hill Connect
Ed accessed through Schoology (This
resource had digital annotation tools and
audio options)
 Above Level:
o Center for Climate and Energy Solution:
Climate Basics for Kids
-https://www.c2es.org/content/climate-
basics-for-kids/
 ELL:
o Brain Pop (Spanish Version) on Global
Warming located in BCPS One’s Digital
Content section
o “What is Climate Change” by Archipelago
Creative: https://youtu.be/ko6GNA58YOA
o CBBC Newsround: “What is Global
Warming?”
-http://news.bbc.co.uk/cbbcnews/hi/newsi
d_1570000/newsid_1575400/1575441.st
m

2. Major Learning Activity

"Fact Fragments” and Quotes (notetaking): Students will learn how to take notes that will later be used to
develop a product that accurately paraphrases and quotes the text. Students will need to understand the
concept of plagiarism and ways to avoid it. They will learn how to use “fact fragments” as they locate
relevant information. Students will also identify which sentences or phrases are better used as quotes, noting
page numbers. The students will take notes to identify the effects climate change has on coral reefs.

I will assess students’ needs through a questionnaire on plagiarism as well as by reviewing written
responses from previous units. I will also use students’ reading levels to inform my groups.
 Students will need to organize their notes. Since we have been using Cornell notes, this is an option.
 Although many students are aware or have heard the term plagiarism, most do not know how to
avoid it. All students will need instruction on how to use “fact fragment” notetaking in order to help
assure final products are not plagiarized. Some students will need more support and scaffolds to be
 successful.
 Some students will also need instruction on identifying quotes and phrases that accurately support
the idea being researched. Some students will need more support in locating quotes that add
meaning or are relevant.

Options for Differentiation Options for Technology Integration

All Levels: The teacher will observe the need to
pull small groups of students for support on
listing “fact fragments” and quotes.
On and Above Level: Since we have used webs
and Cornell notes students will choose the way
they would like to organize their notes for this
assignment. After learning how to take notes
using “fact fragments” students will read a text on
algae overgrowth in oceans that is written at their
level.
Below Level: After learning about taking notes
using “fact fragments,” students will work with the
teacher in a small group to choose an organizer
and begin taking notes. After learning how to
take notes using “fact fragments” students will
read a text on algae overgrowth in oceans that is
written at their level. The teacher will guide the
students and gradually release them to work with
a partner. Some students may move on to
working independently. The teacher will be
available for coaching or a small group.
IEP: (Visual) This student will follow the on-level
pathway.
ELL: These students will be reading a Spanish
version of “Coral Reef” from Raz Plus before they
meet with the teacher. During their small group,
students will be rereading two sections of the
book in English, “Dangers to Coral Reefs” and
“Protecting Coral Reefs.” First, vocabulary will be
developed by matching Spanish words to English
words. Then, students will be provided a pre-
made organizer with some parts pre-filled in
order to sort “fact fragments” and quotes that
identify effects of climate change. The teacher
will guide students as needed and gradually
releasing them to work in the group without the
teacher.
Flipped Learning: Before starting, all students can view
“Fact Fragment Frenzy” from Read Write Think to learn
how to take notes. In addition, they can watch a teacher
made think aloud modeling the process of choosing
quotes that are meaningful (keeping it limited to one or
two). These can also be used a reference if students
need to review.
 “Fact Fragment Frenzy” from Read Write Think:
http://www.readwritethink.org/files/resources/inter
actives/factfrenzy/opening.html
Synchronous/Face-to-Face: Students in the below
level group can be put into breakout rooms to work with
their partners as they take notes. The teacher can move
from room to room for additional support. ELL students
can also be put in a breakout room once they have been
released from the teacher.
Possible Digital Sources:
 On, Above and Below Levels:
o Ocean Threats: Leveled Readers on
McGraw Hill Connect Ed accessed
through Schoology
 ELL:
o Coral Reefs: English and Spanish
versions in Raz-Plus by Learning A-Z
accessed through Schoology

This will be an engaging and challenging lesson

because it investigates a real-world problem
while providing some autonomy in choosing the
organizer. Students will also have the opportunity
to engage in flipped learning, giving them the
opportunity to control their pacing and deciding
where they need more support.

3. Major Learning Activity

Using Multiple Sources (notetaking): Students will need to locate and record answers to an overarching
question using several sources. Students will need to develop strategies for organizing notes from multiple
sources on one organizer. This should include a way to identify sources used. Once the organizer has been
developed, students will need to skim and scan print sources and use video features to fast forward, pause,
and rewind in order to find sections that will support their research. Students will need to apply the
notetaking strategies of listing “fact fragments” and quotes from previous lessons. This lesson will likely be
completed over two to three days.

I will assess student needs based on the previous lessons of asking and answering questions and
notetaking to avoid plagiarism in prior lessons. These groups may be different than previous groupings since
some students who are strong readers need more support with organizing ideas.
 All students will need modeling on how to skim and scan print sources to locate responses to
questions. Some will also need support on using the fast forward, pause, and rewind features on
videos.
 Students in my below level group may need to review taking notes using “fact fragments” and quotes.

Options for Differentiation Options for Technology Integration

On, Above Level: Students will learn about
skimming and scanning in order to find answers
to a question using more than one source.
Students will engage in a discussion about ways
to organize information from three sources
(determining that they may need three cause and
effect organizers; one for each source). Then
students will use the sources from earlier lessons
to take notes that answer the guiding question:
What are the causes and effects of climate
change? Finally, students will watch a video of
their choice about an animal affected by climate
change to gather information from a third source.
Students will be provided a list of animals derived
from the hook in the beginning of this unit, but will
have the option to choose other animals.
Above Level: Students will have the option of
choosing a fourth source from the Digital Content
section of BCPS One.
Below Level: After learning about skimming and
scanning to take notes, students will work with
partners to take notes on one of the sources
using a cause and effect organizer provided.
Students will then meet with the teacher to
review progress. Then the teacher will show the
first few minutes of a video to demonstrate the
use of fast forward, pause, and rewind in order to
take notes on a second cause and effect
organizer. The students will choose their video
Flipped Learning: Students can watch a video on
skimming and scanning to learn more about taking notes
when researching.
 “Taking Notes for Research in Elementary
School” posted by Learn and Lead
https://www.youtube.com/watch?
v=Q3S1chdLhhw
Synchronous/Face-to-Face: Teacher can use breakout
rooms in order to meet with groups of students.
Possible Sources for Research:
 List curated by teacher (still in progress):
o “Global Warming and its Effects on
Wildlife” posted by Toggled on TV
https://www.youtube.com/watch?
v=B_73M4FHbOw
o “Science Kids: Understanding Weather
and Climate” on Discovery Ed accessed
through Schoology
o “Polar Bears 101” by Nat Geo Wild (good
for ELLs) https://youtu.be/1zRGzlWqce4
 Digital Content on BCPS One including Brain
Pop (also available in Spanish), Discovery Ed,
World Book Kids, World Book Student, Gale Kids
InfoBits, Go Pebble, Safari Montage, and links to
the School and Public Libraries
 Kiddle (available on students’ desktops)
and begin practicing, being released as they are Possible Tools:
comfortable. Student will take notes on the third  ELL:
text independently. o Class Flow or Schoology Assessments for
completing a drag and drop activity for
IEP: (Visual) This student will follow the on-level ELL students
pathway.

ELL: Students will be provided a choice of three

videos (selected based on visual support and
simplicity of language). They will watch the video
agreed upon as a group. After watching the
video, students will work with the teacher to list
the effects together. Then students will complete
an organizer by pasting or dragging and dropping
notes from the three sources read in this unit.
Students will use their books or the video to add
three more notes on their own.

This activity is engaging because it relates to a

real-world problem. It also allows students to
choose which animal they want to investigate.

4. Major Learning Activity

Integrating Information: As students create their Public Service Announcements (PSA) they will need to
use notes from the previous lesson to create a product that uses all the sources, is organized, and that
accurately paraphrases and quotes sources. Students will need instruction on changing notes into sentences
as well as using quotation marks and citing to delineate the author’s words.

Student groupings will be based on the previous lessons, particularly their notetaking to prepare for this
activity. This lesson will also require me to group based on the type of PSA (written or oral) they choose to
create.
 Some students will need additional instruction on the difference between quoting and paraphrasing
and how their notes can help them avoid plagiarizing. Some students will need more scaffolding and
support as they work on their product.
 Students will need guidance on organizing responses that are logically organized and fully
developed.
 Students who choose to create video or audio responses will need instruction on using note cards to
develop an organized response.

Options for Differentiation Options for Technology Integration

All Levels: Students will watch a brief video and Flipped Learning: Students can learn more about
view a sample essay based on the video. quoting and paraphrasing in essays as needed.
Students will note the use of quotations and  “How to Quote in an Essay” by Helpful Professor:
paraphrasing. They will engage in a discussion of https://www.youtube.com/watch?
the difference between paraphrasing and v=wt5G7XT3UlQ&feature=youtu.be
 quoting. The teacher will display an anchor chart  “Quote? Paraphrase? Summarize? What’s the
on quoting and paraphrasing. After instruction on Difference?” by Learn and Lead:
writing essays, the teacher will elicit from the https://youtu.be/4Xox8MgzXo0
students the elements that are necessary for
success in creating their PSAs. The success Possible Tools for Creating PSA:
criteria will also be posted. Then students will  Wixie
break into groups based on the type of product  VoiceThread
they choose for their PSA.  Flip Grid
 Another tool of choice (with approval)
Video/Audio: Students will meet in a small
cooperative group to discuss how to meet the
criteria listed while creating a television or radio
commercial for their PSA. Students will use their
notes to create scripts. Students will also
determine how they will credit their sources. The
teacher will be available to support students as
they work through the assignment. (This may be
divided into two groups depending on the number
of students).

Visual/Written: Students will meet in a small

cooperative group to discuss how to meet the
criteria listed while creating a magazine or web
ad for their PSA. Students will also determine
how they will credit their sources. The teacher
will be available to support students as they work
through the assignment. (This may be divided
into two groups depending on the number of
students).

ELL: These students will participate with the

cooperative groups. They will be paired with a
confident student in their group for support. They
will be given the same options as the other
students, but may use more visuals and less
writing.

This lesson is engaging because it provides

students a choice on how they will deliver their
PSA.

*Differentiation: Provide for differentiation and learning styles by including aspects of UDL and Multiple Intelligences
(verbal/linguistic, musical/rhythmic, logical/mathematical, visual/spatial, body/kinesthetic, intrapersonal, interpersonal).
Differentiate content, processes, context, and products. What are the accommodations, modifications, extensions, and/or
enhancements? How will you accommodate to meet individual needs, including special needs (ELL/Special
Education/GT)?

Sources:

August, Diane, et al. “PreK-12: Home.” McGraw Hill, McGraw Hill Education, 2010,
www.mheonline.com/readingwonders.
“A Simple Lesson on Climate Change for English Language Learners.” Larry Ferlazzo's Websites of the Day...,
2 Oct. 2014, larryferlazzo.edublogs.org/2014/10/01/a-simple-lesson-on-climate-change-for-english-
language-learners/.

“Climate Basics for Kids.” Center for Climate and Energy Solutions, 27 July 2020,
www.c2es.org/content/climate-basics-for-kids/.

“Differentiated Instruction. Your Way.” Raz, www.raz-plus.com/?

_ga=2.204682771.2071736785.1605326500-479758910.1600953923.

“Coral Reefs.” “Differentiated Instruction. Your Way.” Raz, www.raz-plus.com/?

_ga=2.204682771.2071736785.1605326500-479758910.1600953923.

“Global Warming and Its Effects on Wildlife.” YouTube, upload by Toggle On TV, 6 June 2014,
https://www.youtube.com/watch?v=B_73M4FHbOw

“How to Quote in an Essay.” YouTube, upload by Helpful Professor, 9 March 2019,

https://www.youtube.com/watch?v=wt5G7XT3UlQ&feature=youtu.be

“Introduction to the Greenhouse Effect.” Discovery Education, Wonderscape,

2016, app.discoveryeducation.com/learn/videos/cd906919-7958-42fe-bfe0-2bdcff382968.

“Polar Bears 101.” YouTube, upload by Nat Geo Wild, 8 September 2017, https://youtu.be/1zRGzlWqce4

“Quote? Paraphrase? Summarize? What’s the Difference?” YouTube, upload by Learn and Lead, 8 June 2017,
https://youtu.be/4Xox8MgzXo0

“Science Kids: Understanding Weather and Climate.” Discovery Education, Wonderscape,

2016, app.discoveryeducation.com/learn/videos/37e9e569-9d87-4ea8-9369-cc97cc6494e3.

“Student Materials: Fact Fragment Frenzy.” Read Write Think,

www.readwritethink.org/files/resources/interactives/factfrenzy/opening.html.

“Taking Notes for Research in Elementary School.” YouTube, uploaded by Learn and Lead, 8 June 2017,
https://www.youtube.com/watch?v=Q3S1chdLhhw

“What is Climate Change.” YouTube, upload by Archipelago Creative, 2 March 2011,

https://youtu.be/ko6GNA58YOA

*Note: Videos and texts from Discovery Education, McGraw Hill, and Raz Plus are accessed through the
BCPS One Portal or Schoology LMS and are not accessible to the general public.