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Latosha Bacon

FRIT 7430: Instructional Design

Stage 2, Understanding by Design

Summer 2010
UbD Stage 2 Template
Stage 2 – Determine Acceptable
Title of Variety is the Spice of Grade 8
Unit Writing Level
Stage 1 – Identify Desired Results
List the understandings of your unit:
(copy and paste from Stage 1)
Content Standards:
ELA8C1 The student demonstrates understanding and control of the rules
of the English language, realizing that usage involves the appropriate
application of conventions and grammar in both written and spoken
formats. The student:
b. Analyzes and uses simple, compound, complex, and compound-complex
sentences correctly, punctuates properly, and avoids fragments and run-

Essential Questions
(copy and paste from Stage 1)

Overarching Questions: Topical Questions:

Why is the correct use of sentence How can our use of sentence
structure important? structure affect how others perceive
How does the author’s use of
sentence structure impact the How can varying sentence structure
reader’s comprehension? improve my writing?

How would writing be different if What errors in sentence structure

there was only one sentence should I look for when editing my
structure? writing?

Why are sentence structures

significant parts of our writing and
editing processes?

If sentence structures represent

families, what role does each clause
Stage 2 – Evidence

Performance Task(s)
Be sure to indicate:

Goal: Your goal is to gain votes.

Role: You are a candidate for student council president.
Audience: The target audience is the student body.
Situation: You need to convince your peers that you are qualified
to lead and represent them.
Product Performance and Purpose: You need to develop three
different flyers to post around the school. You should express
your desire to be elected, your platform, and what they can
expect once you are elected.

Standards and Criteria for Success: Your flyers/speech should

-The use of various structures.
-Proper use of conjunctions.
-Correct punctuation.

Performance Task(s) Rubric(s)

Teacher Name: Mrs. Bacon

Student Name: ________________________________________

CATEGORY 4 3 2 1
Required The poster includes Nine sentences are Eight sentences are Seven or fewer
Elements all 10 of the required included on the included on the sentences are
sentences as well as poster. poster. included on the
additional poster.

Knowledge Student can Student can Student can Student appears to

Gained accurately answer all accurately answer accurately answer have insufficient
questions related to most questions about 75% of knowledge about the
the processes used related to the questions related to facts processes used
to create the poster. processes used to the processes used in the poster.
create the poster. to create the poster.

Sentence There are at least There are at least There at least two Each structure is
Structure two sentences for two sentences for sentences for two represented once or
each structure. three structures. structures. less.

Mechanics Capitalization and There is 1 error in There are 2 errors in There are more than
punctuation are capitalization or capitalization or 2 errors in
correct throughout punctuation. punctuation. capitalization or
the poster. punctuation.

Attractiveness The poster is The poster is The poster is The poster is

exceptionally attractive in terms of acceptably attractive distractingly messy or
attractive in terms of design, layout and though it may be a very poorly designed.
design, layout, and neatness. bit messy. It is not attractive.

Other Evidence
(e.g. tests, quizzes, work samples, observations)
Written quiz- Describe how clauses form
sentences. ELA8C1b- Analyzes and uses simple, compound,
complex, and compound-complex sentences correctly (explain)

Oral quiz- Create analogies that explain how

clauses relate to family and or other units. ELA8C1
b. Analyzes and uses simple, compound, complex, and compound-complex
sentences correctly (interpret)

Work sample- Using clauses provided on sentence

strips, students will create compound, complex,
and compound-complex sentences. ELA8C1 b. Analyzes
and uses simple, compound, complex, and compound-complex sentences
correctly (apply)

Observation- Students will create two examples

of each sentence structure. They will swap papers
with a partner and analyze each other’s work.
ELA8C1 b. Analyzes and uses simple, compound, complex, and
compound-complex sentences correctly (perspective)

Writing-Describe a fragment and a run-on

sentence’s shame when they are removed from a
paragraph. ELA8C1 B. Avoids fragments and run-ons.

Students will choose a writing from their journals

that is at least three weeks old. They will look for
errors in sentence structure. They will then write
a brief entry in their journals reflecting upon the
usefulness their new knowledge. ELA8C1 b. Analyzes and
uses simple, compound, complex, and compound-complex sentences
correctly, punctuates properly, and avoids fragments and run-ons. (Self-
Student Self-Assessment and Reflection

K-W-L- Prior to the lesson, students will use a K-

W-L chart students will list what they know about
sentence structure and what they wish to learn.
At the end of the lesson, students will record
what they have learned.

Pre-test- Students will complete a pre-test to

determine what they do and don’t know. This will
also guide the teacher’s instruction.

Rubric Review-Prior to submitting their task,

students will review the rubrics to ensure that
their work is aligned.

Give Me Five- Students will trace their hands on a

sheet of paper. They will write one thing they
have learned on each finger of the drawing.
These items will be displayed on the class bulletin

Post-test- The students will complete a post-test

to measure student success and help develop
future lessons.
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
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