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FRIT 7430: UbD Stage 3 Assignment

Christopher J. Croom“FRIT 7430: Instructional Design

Understanding by DesignFall 2012


UbD Stage 2 TemplateStage 2 – Determine Acceptable Evidence

Title of Unit

My Health Matters Grade Level

6th Grade

Curriculum Area

English/Language Arts Time Frame

3 weeks

Stage 1 – Identify Desired ResultsContent 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 writer’s 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?What is a Thesis?

Knowledge and Skills

KnowledgeStudents will know:

The various elements of Argumentative Writing

Claim Thesis Relevant Evidence Fact Opinion

Skills 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 student’s 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 student’s 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 student’s 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 student’s 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.

Performance Task

Randy Carlson, 11/07/12,

Facets?


Write an Argumentative Essay in support of the Government’s 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 teacher’s approval.

(1) The Government’s 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). Audience: The student’s 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).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.

Argumentative Writing Rubric

ELACC6W1. Write arguments to support claims with clear reasons and relevant evidence. 1 2 3

Does Not Meet Meets Exceedsa. Engaged the

readerDid not engage the reader(“Hello my name is, I am going to talk to you about, This essay will be about”)

Engaged the reader Engaged the reader by using more than one attention getting device

a. Claim Claim was not stated. Stated a clearly stated claim

Stated a clear and strong claim


b. Provided Relevant Evidence to support the claim (facts)

No Relevant Evidence given to support the claim

Relevant Evidence was given to support some of the claim

Relevant Evidence immensely was provided for each reason to support the claim

c. reasons to support the claim (details)

Provided no relevant reasons to support the claim

Provided few relevant reasons to support the claim

Provided all of the necessary reasons to support the essay

d. Essay was organized logically

The essay was unorganized and difficult to understand

The essay was organized but the reader may misunderstand based on how the sentences are arranged sentences

The essay was well organized and coherent

e. Provided a sense of closure

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

You provided a sense of closure by restating or rephrasing the claim.

You provided a sense of closure for the reader by rephrasing the claim and by leaving the reader with a take away idea/thought

Grammar/Spelling There were 4 or more Grammar and Spelling errors that took away from the meaning of the essay

There were a 2-3 Grammar or spelling errors

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 you’re so happy when you wake up and realize it didn’t happen? Well, last month I would have been happy to wake up and now know I was dreaming, but I wasn’t. While I was walking the park, a dog that was running free attacked me. I got away in time and wasn’t hurt, but some people may not be so lucky. That experience


Good examples!


ay away from 2nd person


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 doesn’t 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 doesn’t 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. Here’s what you can do. First, find out about your community’s 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

Strong Introduction

Construct your Own

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 wasn’t hurt, but some people may not be so lucky. That experience really scared me.

Have you ever had a dream about a big animal chasing you, and you’re so happy when you wake up and realize it didn’t happen? Well, last month I would have been happy to wake up and now know I was dreaming, but I wasn’t. While I was walking the park, a dog that was running


free attacked me. I got away in time and wasn’t 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 doesn’t 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 doesn’t 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

Audience: The student’s 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).

Student Self- Assessment(Check-List)

ELACC6W1. Write arguments to support claims with clear reasons and relevant evidence.

YES NO Standards Criteria/Questions f. Engaged the reader Did you engage the reader by using more


Good section here!


than one attention getting device? b. Claim Did you state a clear and strong claim?

g. Provided Relevant

Evidence to support the claim

Did you give lots of Relevant Evidencefor each reason to support the claim (facts)?

h. reasons to support the claim

Did you give 2-3 reasons to support the essay (opinions/details)?

i. Essay was organized logically

Is your essay well organized and coherent? Does it make sense?

j. Provided a sense of closure

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?

Grammar/Spelling 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 writer’s 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. What’s 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 TModification: 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. EBodily-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


Modification: Leveled Text/Complexity; Teacher notes 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

Differentiation: Read Aloud remediation of facts and opinions TModification: Leveled Text/Complexity; Teacher notes T

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

Differentiation: Read Aloud remediation of facts and opinions TModification: Leveled Text/Complexity; Teacher notes T

Week 2

Day 1 – EQ: Why is it important to state a strong claim? Why is it important 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 Government’s 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) TModification: Print information for the students vs. having student to retrieve the information (text complexity) T

Day 2 – EQ: Why is it important to state a strong claim? Why is it important to use relevant evidence to support your claim?

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 TModification: 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

Day 4 – EQ: How do I construct an Argumentative Essay? Why is it important to use relevant evidence to support your claim?

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 Intrapersonal3. Students will explain the importance of including relevant evidence in writing. E

Intrapersonal4. Students will begin to write their body paragraphs using the graphic organizer and research.

Rethink O Intrapersonal

Differentiation: Text complexity TModification: Clozed Passage/Framed Text T



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 don’t 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 TModification: 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 don’t 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


Differentiation: Small group writing together Interpersonal TModification: Clozed Passage/Framed Text T

Day 3 – EQ: Why is it important to assess ourselves?1. The teacher will review expectations for peer editing and review the self-assessment check

list. Reflect/Revise/Rethink EEEE Intrapersonal2. The students will engage in peer editing and completing their essay. EEEE Interpersonal3. 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


Day 4 – EQ: Why is it important to assess ourselves?1. The teacher will review the expectations of the argumentative essay rubric and the

expectations for presenting. Reflect/Revise/Rethink EEEE Intrapersonal2. The teacher will show a model of an additional essay and how to present a glogster

presentation. Reflect/Revise/Rethink EEEE Intrapersonal3. Students will complete their essay and glogster presentation. Reflect/Revise EEEE4. Students who finish early will begin presenting at the end of class. E T Interpersonal

Day 5 – EQ: Why is it important to assess ourselves?1. The teacher will review the presentation expectations. EEEE Intrapersonal2. The students will submit their essay and present their glogster presentation. E Intrapersonal3. 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 didn’t 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 essay’s rubric because the students pulled this information directly from their own writing.

Technology Resources: www. edmodo.com – Virtual Classroom www.glogster.comPretest for prerequisite skillsReflect/Revise/RethinkWHERETO


Stage 3 Scoring Rubric

(0 Points) (3 Points) (5 Points) Your Score

1. Does not clearly communicate WHERETO for learning activities

Fails to provide a pretest for learners.

Codes some learning activities with WHERETO

Clearly codes each activity with WHERETO

Includes a pretest to check for prerequisite skills and knowledge.

2. Alignment is not demonstrated between instructional strategies, standards, and understandings of the unit.

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.

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

Utilizes Gardner’s strategy to provide different “Entry Points.”

Evidence of an attempt at differentiation exists, but differentiation is not illustrated using labeling.

Utilizes Gardner’s 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

4. Fails to provide opportunities for students to RETHINK ideas, REFLECT, and to REVISE work.

Provides opportunities for students to RETHINK big ideas, REFLECT on progress, and REVISE their work.

Provides numerous opportunities for students to RETHINK big ideas, REFLECT on progress, and to REVISE work.

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

Includes the use of technology

Includes the use of technology in a meaningful way.

“Off the shelf” resources are properly referenced


6. Assignment is not organized

Assignment Instructions not followed

Several errors in grammar and form, which distracted the reader

Assignment somewhat organized

Most assignment instructions followed

A few errors in grammar and form which distracted the reader

Assignment is organized

Assignment Instructions followed

No errors in grammar or form that distracted the reader.

Your Total Score /30

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