ubd revised 52610

Understanding by Design

WHAT IS UbD?

1. UbD is a way of thinking purposefully about curricular planning and school reform, a set of helpful design tools, and design standards – not a program or recipe.

2. The end goal of UbD is understanding and the ability to transfer learning – to appropriately connect, make sense of, and use discrete knowledge and skills in context.

3. Evidence of understanding is revealed through performance.

4. Educators are coaches of understanding, not mere purveyors of content or activity.

5. Planning is best done “backward” from the desired results and the transfer tasks that embody the goals.

3. Evidence of understanding is revealed through performance.

4. Educators are coaches of understanding, not mere purveyors of content or activity.

5. Planning is best done “backward” from the desired results and the transfer tasks that embody the goals.

6. UbD transforms Content Standards and other goals into focused learning targets based on “big ideas” and transfer tasks.

7. UbD reflects a “continous improvement” approach to design and learning. The results of our curriculum designs (e.g., assessment results, quality of student work, degree of learner engagement) may lead to needed adjustments.

Traditional Learning PlanI. Objectives

a. b.c.d.

II. Subject Matter:

III. Materials:

III. Procedure:A. Pre-Activity

Mood setting

B. Main Activity

C. Post Activity

D. Assessment / Evaluation

V. Agreement / Assignment

III. Procedure:A. Pre-Activity

Mood setting

B. Main Activity

C. Post Activity

D. Assessment / Evaluation

V. Agreement / Assignment

UbD Template UbD Template

Stage 1 Identify Desired ResultsStage 1 Identify Desired Results

Enduring Understandi

ngs

Enduring Understandi

ngs

U

Established Goals

Established Goals

G

Essential QuestionsEssential Questions

Q Knowledge and Skills

Knowledge and Skills

K

S

Transfer Goals

Transfer Goals

TG

Backward Design: Stage 1Backward Design: Stage 1

Established Goals

Enduring Understandings

Essential Questions

Transfer Goals

Knowledge and Skill

GGGG

UUUU

QQQQ

KKKK SSSS

TGTGTGTG

MA Standard 8 – Understanding a Text: Students will identify the basic facts and main ideas in a text and use them as the bases for interpretation.

MA Standard 19 – Writing: Students will write with a clear focus, coherent organization, and sufficient detail.

MA Standard 20 – Writing: Students will write for different audiences and purposes.

Stage 1 – Key Design ElementsStage 1 – Key Design ElementsEnglish, High SchoolEnglish, High School

Stage 1 – Identify Desired ResultsStage 1 – Identify Desired Results

Established Established Goals:Goals:

G

Students will understand that…

Novelists often provide insights about human experience and inner life through fictional stories.

Writers persuade and engage their readers through the use of a variety of stylistic techniques.

Novels reflect common adolescent experiences and deep-seated personal problems about growing up and relating to others.

What understandings are What understandings are desired?desired?

U

What is the relationship between fiction and truth? What truths can best be rendered fictionally?

Does the author represent adolescence? Is he abnormal, or are all adolescents “abnormal”? Who is genuine and who is “phony”?

How do authors hook and hold readers? How do they engage you?

How do writers persuade their readers?

What essential questions will be What essential questions will be considered?considered?

Q

Students will know…

the plot and characters of Catcher in the Rye.

various stylistic techniques that J.D. Salinger employed.

the steps in the writing process.

persuasive writing techniques

What key knowledge and skills will What key knowledge and skills will students acquire as a result of this students acquire as a result of this unit?unit?

Students will be able to…

apply strategies for interpretive reading.

develop a well-reasoned hypothesis through a close reading of a text.

apply the writing process to produce a draft and a revision of a persuasive written product.

reflect on their comprehension of a text, and consider their own misunderstandings.

K S

Understandings:

•Reading involves making sense of the text, not just decoding the words.•Sometimes authors convey their ideas indirectly and the learner must infer their meanings.•Friends are trusted people who look out for our interests.•True friendship is often revealed in times of trouble.

Essential Questions:

•What do good readers do?•Why do writers and speakers mean something other than what they write or say?•How do we read between the lines?•Who are my true friends, and how do I know?

Drafting a Design from Big IdeasReading

Established Goals:Students will read and respond in individual , literal and critical, and evaluative ways to literary,

informational, and persuasive texts; describe the text by giving an initial reaction to the text and explaining its general content and purpose; and generate questions before, during and after reading, writing, listening, and viewing.

-CT Language Arts Standard 1 –Reading and Responding

Big Ideas: •Reading for meaning•Indirect expression

•True friends vs. acquaintances•Fair-weather friends

Established Goals:Students will read and respond in individual , literal and

critical, and evaluative ways to literary, informational, and persuasive texts; describe the text by giving an initial reaction to the text and explaining its general content and purpose; and generate questions before, during and after reading, writing, listening, and viewing.

-CT Language Arts Standard 1 –Reading and Responding

Understandings:

•Reading involves making sense of the text, not just decoding the words.•Sometimes authors convey their ideas indirectly and the learner must infer their meanings.•Friends are trusted people who look out for our interests.•True friendship is often revealed in times of trouble.


•What do good readers do?•Why do writers and speakers mean something other than what they write or say?•How do we read between the lines?•Who are my true friends, and how do I know?

Big Ideas:

•Reading for meaning•Indirect expression

•True friends vs. acquaintances•Fair-weather friends

Drafting a Design from a Big ideasStatistics

Understandings:

•Statistics can represent or model complex phenomena•Statistics can be manipulated to obscure the truth.•There are various mathematical means for reaching “fair” decisions.


•What are the limits of mathematical representation and modeling?•What mathematical methods provide the “fairest” rankings?•What is “average”?•How can mathematics help us decide (e.g., in grading, voting, ranking)?

Big Ideas: •Central Tendency

•Mathematical representation and modeling •Fairness (Mathematical)

•Judging and ranking

Established Goals:All students will connect mathematics to other learning by understanding the interrelationships

of mathematical ideas and the roles that mathematics and mathematical modeling play in other disciplines and in life.

-NJ Mathematics Standard 3

Established Goals:All students will connect mathematics to other

learning by understanding the interrelationships of mathematical ideas and the roles that mathematics and mathematical modeling play in other disciplines and in life.

-NJ Mathematics Standard 3

Understandings:

•Statistics can represent or model complex phenomena•Statistics can be manipulated to obscure the truth.•There are various mathematical means for reaching “fair” decisions.


•What are the limits of mathematical representation and modeling?•What mathematical methods provide the “fairest” rankings?•What is “average”?•How can mathematics help us decide (e.g., in grading, voting, ranking)?

Big Ideas: •Central Tendency

•Mathematical representation and modeling

•Fairness (Mathematical)•Judging and ranking

List common characteristics of the properly framed examples:

Concept Attainment for Framing Enduring Understandings

Part 1 – Examine the following examples to determine the common characteristics of effectively framed enduring understandings.

Properly Framed

The student will understand that…

1.In a free-market economy, price is a function of supply and demand.2.True friendship is revealed during difficult times, not happy times.3.Statistical analysis and data display often reveal patterns that may not be obvious.4.The most effective stroke mechanics swimming involve pushing the maximum amount of water directly backward.5.The interaction of heredity and experience influences behaviour

Improperly Framed

The student will understand that...

6. That the price of long-distance phone calls has declined during the past decade.7. True friendship.8. How to calculate mean, median, and mode.9. That the should not cup their hands when swimming the freestyle.10. DNA

Properly Framed

The student will understand that…

1.In a free-market economy, price is a function of supply and demand.2.True friendship is revealed during difficult times, not happy times.3.Statistical analysis and data display often reveal patterns that may not be obvious.4.The most effective stroke mechanics swimming involve pushing the maximum amount of water directly backward.5.The interaction of heredity and experience influences behaviour

Improperly Framed

The student will understand that...

6. That the price of long-distance phone calls has declined during the past decade.7. True friendship.8. How to calculate mean, median, and mode.9. That the should not cup their hands when swimming the freestyle.10. DNA

List common characteristics of the properly framed examples:

Part 2 – Use your list of characteristics as criteria to determine which of the following examples are effectively framed as Enduring Understandings. Check “yes” or “no” after each example.

1. The concept of estivation.

1. The USDA Food Pyramid presents relative, not absolute, guidelines for a balanced diet

2. Mathematical models simplify reality to enable useful solutions.

3. How to tell time

4. The cause and effects of the Civil War.

5. That the Magna Carta was assigned on June 15, 1215.

YES NO

Enduring UnderstandingsSamples Assigned By Subject

Literature• Novelists often provide insights about human experience through fiction.• An effective story engages the reader by setting up questions – tensions, mystery, dilemmas, or

uncertainty.• Everybody is entitled to an opinion about what the next supports some interpretations more

that others.

Foreign Language• The topography, climate, and natural resources of a region influence the culture, economy and

lifestyle of lists inhabitants.• Al maps distort Earth’s representation of area, shape, distance, and direction.

Literature• Novelists often provide insights about human experience

through fiction.• An effective story engages the reader by setting up questions –

tensions, mystery, dilemmas, or uncertainty.• Everybody is entitled to an opinion about what the next

supports some interpretations more that others.

Art• The greatest artists often break with established traditions and techniques to better express

what they see and feel.• Available tools, techniques, and resources influence artistic expression.• Great art addresses universal themes of human existence.

Foreign Language• The topography, climate, and natural resources of a region

influence the culture, economy and lifestyle of lists inhabitants.• Al maps distort Earth’s representation of area, shape, distance,

and direction.

Art• The greatest artists often break with established traditions and

techniques to better express what they see and feel.• Available tools, techniques, and resources influence artistic

expression.• Great art addresses universal themes of human existence.

Enduring UnderstandingsSamples Assigned By Subject

Reading/ Language Arts

• Effective readers use specific strategies to help them better understand the text e.g., using context clues, questioning the author, predicting what will come next, rereading, summarizing).

• Different types of texts (e.g., narrative, mystery, biography, expository, persuasive) have different structures.

• Understanding a text’s structure helps a reader better understand its meaning.

Writing

• Audience and purpose (e.g., to inform, persuade, entertain) influence the use of literary techniques (e.g., style, tone, word choice)

• Writers do not always say what they mean. Indirect forms of expression (e.g., satire, irony) require readers to read between the lines to find the intended meaning.

• Punctuation marks and grammar rules are like highway signs and traffic signals. They guide readers through the text to help avoid confusion.

Reading/ Language Arts• Effective readers use specific strategies to help them better

understand the text e.g., using context clues, questioning the author, predicting what will come next, rereading, summarizing).

• Different types of texts (e.g., narrative, mystery, biography, expository, persuasive) have different structures.

• Understanding a text’s structure helps a reader better understand its meaning.

Writing• Audience and purpose (e.g., to inform, persuade, entertain)

influence the use of literary techniques (e.g., style, tone, word choice)

• Writers do not always say what they mean. Indirect forms of expression (e.g., satire, irony) require readers to read between the lines to find the intended meaning.

• Punctuation marks and grammar rules are like highway signs and traffic signals. They guide readers through the text to help avoid confusion.

An Enduring Understanding….(description)

Involves the Big Ideas that give meaning and importance to facts.

Can transfer to other topics, fields, and adult life. Is usually not obvious, often counterintuitive, and easily

misunderstood. May provide a conceptual foundation for basic skills. Is deliberately framed as a generalization-the “moral of the

story.”

Tips on Framing Understandings

• Avoid the phrase, “Students will understand how to…”

Concept Attainment Essential QuestionsPart 1 – Examine the following examples and non examples to determine the common

characteristics Essential Questions. List these in the box below.

Essential Questions

1.How are “form” and “function” related in biology?2.How do effective writers hook and hold their readers?3.Who “wins “ and who “loses” when technologies change?4.Should it be axiom if it is not obvious?5.What distinguishes fluent foreigners from native speakers?6.How would life be different if we couldn’t measure time?

Nonessential Questions

7. How many legs does a spider have? How does an elephant use its trunk?8. What is the foreshadowing? Can you find an example of forshadowing in the story? 9. What is the original meaning of the term “technology” (from its Greek root, techne) ?10. By what axioms are we able to prove the Pythagorean theorem?11. What are some French colloquialisms?12. How many minutes are in an hour? How many hours are in a day?

List common characteristics Essential questions:

Part 2 – Use your list of characteristics as criteria to determine which of the following are Essential Questions. Check “yes” or “no” alter each example.

13. What is the relationship between popularity and greatness in literature?

14. When was the Magna Carta signed?

15. Crustaceans – what’s up with that?

16. When president of the United States has the most disappointing legacy?

17. When is an equation linear?

18. To what extent are common sense and science related?

YES NO

Refine your list of key characteristics of Essential Questions?

Essential Questions -SamplesArts (visual and performing)• Where do artists get their ideas?• How does art reflect, as well as shape, culture?

Culinary Arts• When is it ok to deviate from the recipe?• What makes a safe kitchen?

Foreign Language• What distinguishes a fluent foreigner from a native speaker?• What can we learn about our own language and culture from studying another?

Health• What is healthful living?• How can a diet be healthy for one person and not another?

Essential Questions -SamplesLiterature• What makes a great book?• Can fiction reveal truth? Should a story teach you something?

Reading • What makes a great story?• How do you read between the lines?• Why do we punctuate? What if we didn’t punctuation marks?

Writing• Why write?• How do effective writers hook and hold their readers?• What is a complete thought?

Essential questions(description)

Stimulate vital, ongoing rethinking of big ideas, assumptions, and prior lessons

Have no simple ‘right” answer; they are meant to be argued.

Often address the conceptual or philosophical foundations of a discipline.

Raise other important questions.

Naturally and appropriately recur.

Are designed to provoke and sustain student inquiry, while focusing learning and final performance.

Tips for Using Essential Questions1. Organize programs , courses, units of study, and lessons around the

questions. Make the “content” answer the questions.

2. Select or design assessment tasks (up front) that are explicitly linked to the questions. The task and performance standards should clarify what acceptable pursuit of, and answers to, the questions actually looks like.

3. Use a reasonable number of questions per unit (two to five). Make less be more. Prioritize content for students to make the work clearly focus on a few key questions.

4. Frame the questions in “kid language” as needed to make them more accessible. Edit the questions to make them as engaging and provocative as possible for the age group.

Tips cont..5. Ensure that every student understands the questions and sees

their value. Conduct a survey or informational check, as necessary, to ensure this understanding and recognition.

6. Derive and design specific concrete exploratory activities and inquiries for each questions.

7. Sequence the questions so that they naturally lead from one to another.

8. Post the essential questions in the classroom and encourage students to organize notebooks around them to make clear their importance for study and note taking.

9. Help students to personalize the questions. Have them share examples, personal stories, and hunches. Encourage them to bring in clippings and artifacts to make the questions come alive.

10. Allot sufficient time for “unpacking” the questions – examining subquestions and probing implications- mindful of student age, experience, and other instructional obligations. Use questions and concept maps to show relatedness of questions.

11. Share your questions with other faculty to make planning and teaching for cross-subject matter coherence more likely. Encourage ideas to promote overarching questions schoolwide – ask teachers to post their questions in the faculty room and in department meeting and planning areas.

Type and circulate questions in the faculty bulletin. Present and discuss questions at faculty and P.T.S.A. meetings.

UbD Template UbD Template

Stage 2 Determine Acceptable Stage 2 Determine Acceptable EvidenceEvidence

Performance Tasks

Performance Tasks

T

RubricsRubricsR

Other Evidence

Other Evidence

OE

Self-Assessment

Self-Assessment

SA

1. The focus in STAGE 2 is “valid evidence” – making sure that what we assess follows logically from or (aligns with) with all decisions made in STAGE 1.

2. Assessing for understanding requires evidence of the students’ ability to insightfully explain or interpret thier learning – to “show thier work” and to “justify” or “support” their performance/ product with commentary.

3. Assessing for understanding also requires evidence of the students’ ability to apply their learning in new, varied, and realistic situations – “doing’ the subject in a situation (transfer) as opposed to merely answering pat questions out of context.

Stage 2 – Assessment EvidenceStage 2 – Assessment Evidence

Stage 2Performance Task(s):Performance Task(s):

provide evidence of understanding because we have to see if the learners can apply and adapt their learning to various problems, situations, and contexts.

should be as faithful as possible to real-world contexts, demands, messiness, audiences, and purposes

should be written in the GRASPS format to make assessment tasks more authentic and engaging

must be assessed using valid criteria and indicators, reflective of not only quality performance but related to the Desired Results of Stage 1.

reflect the 6 Facets of understanding: explanation, interpretation, application, perspective, empathy, and self-understanding

Other Evidence - Other Evidence -

is non-performance-based evidence collected to assess various Desired Results of Stage 1

is the place to identify conventional tests, quizzes, and assignments that round out the assessment picture od Stage 1.

can overlap the performance-based evidence, thereby increasing the reliability of the overall assessment (especially if the performance task was done as agroup)

Facet 5 – EMPATHYFacet 5 – EMPATHY

Facet 6 – SELF- KNOWLEDGEFacet 6 – SELF- KNOWLEDGE

Facet 3 - APPLICATIONFacet 3 - APPLICATION

Facet 1 - EXPLANATIONFacet 1 - EXPLANATION

Facet 4 - PERSPECTIVEFacet 4 - PERSPECTIVE

Facet 2 - INTERPRETATIONFacet 2 - INTERPRETATION

Explanation:

Facet 1 involves the kind of understanding that emerges from a well developed and supported theory, an explanation that makes sense of puzzling or opaque phenomena, data, feelings, or ideas.

It is understanding revealed through performance and products that clearly, thoroughly, and instructively explain how things work, what they imply, where they connect, and why they happen.Understanding is thus not mere

knowledge of facts but knowledge of why and how.

For example:For example:

We know that the Civil War happened, and we can perhaps cite a full chronology. But why did it happen?

We may know that different objects fall to the ground with apparent uniformity of acceleration. But how is that so? Why does mass not make a difference in acceleration?

To understand in this sense is to connect facts and ideas-often seemingly odd, counterintuitive, or contradictory facts and ideas-into a theory that works.

As Dewey (1933) explained, to understand something “is to see it in its relations to other things: to note how it operates or functions, what consequences follow from it, and what causes it”.

Understandings in this sense thus go beyond true or borrowed opinions (mere right answers) to warranted opinions – a student’ s ability to explain an answer so that he/she can justify how he/she arrives at that answer and why it is right.

• We call upon such students to reveal their understanding by using such verbs as explain, justify, generalize, predict, support, verify, prove , and substantiate.

• Thus, a student who can explain why steam, water, and ice though superficially different, are the same chemical substance has a better understanding of water (H20) than someone who cannot.

• Regardless of the subject matter/content or the age or the sophistication of the student, when the student understands in the sense of FACET 1, that student has the ability to “show his/her work: explain why an answer is right or wrong, give valid evidence and argument for a view, and defend that view against other views, if needed

The implications for assessment are straightforward-use of assessments

(e.g., performance tasks, projects, prompts, and tests)

that ask students to explain, not simply recall, to link facts with larger ideas and justify the connections, to show their work, not just give an answer, and to support their conclusions.

Interpretation: interpretations, narratives/stories, and translations that provide meaning

The object of interpretation is understanding, not explanation, hence, an interpretation could be relative.

Understanding occurs when we organize essentially contestable but “incompletely verifiable propositions in a disciplined way” (Bruner, 1996).

Meaning Transforms Meaning Transforms UnderstandingUnderstanding

The meanings we ascribe to all events, big and small, transform our understanding and perception of particular facts.

The student possessing this understanding can show an event’s significance, reveal an idea’s importance, or provide an interpretation that strikes a deep chord of significance and resonance.

“Meaning is in the eye of the beholder.”

Consider how differently a mother, a police officer, or an adolescent in a foster home might perceive the same newspaper account of severe child abuse.

Social workers and psychologists might well have an accepted theory of child abuse in the sense of FACET 1.

But the meaning of the event, hence an understanding of it may have little to do with the theory; the theory may be only a scientific account with no bearing, for example, on the abused person’s view of the event.

How do you interpret Pacquiao’s victory over Hatton?

Explanation and interpretation are thus related but different.

A jury trying to understand a case of child abuse seeks significance and intent, not generalizations from theoretical science.

The theorist builds objective and general knowledge about the phenomenon called abuse.

But the novelist or journalist may offer as much or more insight into the “why”.

We may know the relevant facts and

theoretical principles, but we can and must

still always ask:

What does it all mean to me, to us?

When we say that students must make their own meaning, we mean that it is counterproductive to hand students prepackaged “significance” or “interpretations” without letting them work through the problem to where they see the explanations and interpretations as valid.

Application: ability to use knowledge effectively in new situations

Understanding involves matching one’s idea or action to context.

We show our understanding of something by using it, adapting it, and customizing it.

Application of understanding is thus context-dependent skill, requiring the use of new problems and diverse situations.

As Bloom (1956) and his colleagues long ago argued:

If the situations... are to involve application as we are defining it here, then they must either be situations new to the student or situations containing new elements as compared to previous situations....

As Gardner (1991) As Gardner (1991) argued:argued:

The test of understanding involves neither repetition nor information learned nor performance of practices mastered. Rather it involves the appropriate application of concepts and principles to questions or problems that are newly posted.

Whereas short-answer tests and oral responses in classes can provide clues to student understanding, it is generally necessary to look more deeply... For these purposes, new and unfamiliar problems, followed by open-ended clinical interviews or careful observations, provide the best way of establishing the degree of understanding....

Perspective: critical and rightful points of view

An important symptom of an emerging understanding is the capacity to represent a problem in a number of ways and to approach its solution from varied vantage points; a single, rigid representation is unlikely to suffice.

We ask questions like...We ask questions like...

From whose point of view?From which vantage point?What is assumed or tacit that needs

to be made explicit and considered?What is justified and warranted?Is there adequate evidence?Is it resonable?What are the strengths and

weaknesses of the idea? Is it plausible? What are its limits?

So what?

Perspective involves making tacit assumptions and implications explicit.

It is often revealed through an ability to ask, “What of it?” –and to see an answer or even a teacher’s or textbook’s answer- as a point of view.

This type of perspective is a powerful form of insight, because by shifting perspectives and casting familiar ideas in a new light, one can create new theories, stories, and applications.

Empathy: the ability to get inside another person’s feelings and worldview.

It is the ability to walk in another’s shoes, to escape one’s emotional reactions to grasp another’s.

When we try to understand another person, people or culture we strive for empathy. It is simply an affective response or sympathy.

We can ask questions We can ask questions like...like...

How does it seem to you?What do they see that I don’t?What do I need to expereince if I

am to understand?What was the artist or performer

feeling, seeing, and trying to make me feel and see?

Empathy is a learned ability to grasp the world from someone else’s point of view.

It is the discipline of using one’s imagination to see and feel as others see and feel.

With empathy, we see from inside the person’s worldview; we embrace the insights that can be found in the subjective or aesthetic realm.

Self-knowledge is the wisdom to know one’s patterns of thought and action.

We can ask questions like: - How does who I am shape my views? - What are the limits of my

understanding? - What are my blindspots? - What am I prone to misunderstand

because of prejudice, habit, or style?

In our daily life, our capacity to accurately self-assess and self-regulate reflects understanding.

Metacognition refers to self-knowledge about how we think and why, and the relation between our preferred methods of learning and our understanding (or lack of it).

The immature mind is thus not merely ignorant or unskilled but unreflective.

What is the key idea in _____________________________?What are the examples of ____________________________?What are the characteristics and parts of ______________?What caused _________? What are the effects of ________?How might we prove, confirm, justify __________________?How is ___________, connected to ____________________?What might happen if _______________________________?What are common misconceptions about ______________?How is this come about? Why is this so?

What is the meaning of __________________________?

What are the implications of _________________________?

What does ______________reveal about _______________?

How is ______________like _____________(analogy or metaphor)?

How does _________________________ relate to me or us?

So what? Why does it matter?

How is ____________________ applied in the larger world?

How might ______________ help us to _______________?

How could we use ____________ to overcome __________?

How when can we use this (knowledge or process)?

What are different points of view about ________________?

How might this look from _____________’s perspective?

How is ____________ similar t or different from ________?

What are other possible reactions to _______________?

What are the strengths and weaknesses of _____________?

What are the limits of _____________________?

What is the evidence for _________________________?

Is the evidence reliable? sufficient?

What would it be like to walk’s shoes?

How might ____________ feel about ________?

How might we reach an understanding about _____________?

What was ________________ trying to make us feel and see?

How do I know _________________________?

What are the limits of my knowledge about _____?

What are my “blind spots” about ____________?

How can I best show _________________________?

How are my views about ___________ shaped by _______

(experiences, habits prejudices, style)?

What are my strengths and weaknesses in ______?

Samples by SubjectSamples by Subject

Explain Interpret Apply Perspective Empathy Self-Knowledge

“Who are your true friends? Who are your fair-weather

friends?”

Interpret “Spring” in Frog and Toad are

Friends. What does this episode

reveal about friendship?

Place an order for a “true

friend” from an imaginary mail-order friendship

store.

How do others view me as a

friend?

Write an essay or

journal entry on why some kids always get picked

on and what it feels like to

be those kids.

Respond to writing

prompts: “Do I know who my true friends

are?”

Self-Knowledge

Respond to writing prompts: “Do I know who my true friends are?”

Empathy

Write an essay or journal entry on why some kids always get picked on and what it feels like to

be those kids.

Perspective

How do others view me as a friend?

Apply

Place an order for a “true friend” from an imaginary mail-order friendship store.

Interpret

Interpret “Spring” in Frog and Toad are Friends. What does this episode reveal

about friendship?

Explain

“Who are your true friends? Who are your fair-weather friends?”


Develop a troubleshoot-ing guide for an electric

circuit system.

Assume the role of an electrical

subcontractor: interpret and analyze the

writing drawings for

building a house.

Build a working set of switches for a model railroad

layout.

AC or DC? Argue the

merits of each type of current

for various users.

Create an imaginary

diary entry: “A day in the

life of an electron.”

EmpathyCreate an imaginary diary

entry: “A day in the life of an electron.”

PerspectiveAC or DC? Argue the merits of each type of current for various

users.

ApplyBuild a working set of switches

for a model railroad layout.

Interpret Assume the role of an electrical

subcontractor: interpret and analyze the writing drawings for building a

house.

Explain

Develop a troubleshooting guide for an electric circuit system.


Study a common

phenomenon (e.g., weather data). Reveal

subtle and easily

overlooked patterns in the

data.

Do a trend analysis of a

finite data set.

Develop a new statistic

for evaluating the value of a

baseball player in key

situations.

Examine the differences when using

various measures (e.g., mean, median) for calculating

grades.

Read Flatland and a set of

letters between

mathematicians explaining

why they fear publishing their findings; write

a reflective essay on the difficulty of

explaining new ideas, even

abstract ones.

Develop a mathematical resume with a

brief description of

your intellectual

strengths and weaknesses.

Self-KnowledgeDevelop a mathematical resume with a brief description of your

intellectual strengths and weaknesses.

EmpathyRead Flatland and a set of letters between mathematicians explaining why they fear publishing their findings; write a reflective essay on the difficulty of explaining new

ideas, even abstract ones.

PerspectiveExamine the differences when using various measures (e.g., mean, median) for calculating

grades.

Apply

Develop a new statistic for evaluating the value of a baseball

player in key situations.

Interpret

Do a trend analysis of a finite data set.

Explain Study a common phenomenon

(e.g., weather data). Reveal subtle and easily overlooked patterns in

the data.


Describe why a particular rhetorical

technique is effective in a

speech.

“What’s wrong with Holden?” Make sense of

the main character in

Catcher in the Rye.

What makes a great book?

Make an audiotape review of a

favorite book for the school

library.

Read and discuss The Real STORY

OF THE Three Little Pigs by A.

Wolf.

Work is a soup kitchen, and write an essay on the experiences

of the homeless

after reading Charles

Dickens.

Attach s self-assessment to

each paper you write

reflecting on your writing

process.Self-Knowledge

Attach s self-assessment to each paper you write reflecting on your

writing process.

EmpathyWork is a soup kitchen, and write an

essay on the experiences of the homeless after reading Charles

Dickens.

Perspective

Read and discuss The Real STORY OF THE Three Little Pigs by A.

Wolf.

ApplyWhat makes a great book? Make an audiotape review of a favorite

book for the school library.

Interpret “What’s wrong with Holden?” Make

sense of the main character in Catcher in the Rye.

Explain

Describe why a particular rhetorical technique is effective in a speech.


Explain the role of silence

in music

Represent fear and hope

in a visual collage or

dance.

Write and perform a

one-act play on a school

issue.

Critique three different

versions of the same Shake-speare play

(focus on a key scene)

Imagine you are Juliet

from Romeo and Juliet,

and consider your terrible,

final act. What are

you thinking and feeling.

Keep log of the drama

class exercises that demand the

most from you emotionally.

Self-KnowledgeKeep log of the drama class

exercises that demand the most from you emotionally.

EmpathyImagine you are Juliet from Romeo and Juliet, and consider your terrible, final act. What are you thinking and feeling.

Perspective

Critique three different versions of the same

Shakespeare play (focus on a key scene)

Apply

Write and perform a one-act play on a school issue.

Interpret

Represent fear and hope in a visual collage or dance.

Explain

Explain the role of silence in music


Link everyday actions and facts to the

laws of physics,

concentrating on easily

misunderstood aspects

(e.g., mass compared to

weight).

Take readings of pond water to determine whether the

algae problem is serious.

Perform a chemical

analysis of local stream

water to monitor EPA compliance , and present

findings.

Conduct thought

experiments (e.g., Einstien’s- What would the world be like if I were traveling on a beam of

light?

Read and discuss pre-modern or discredited scientific

writings to identify

plausible or “logical” theories

(given the information available at the time).

Propose solutions to an

ineffective cooperative

learning activity based on what didn’t work in your

group.

Self-KnowledgePropose solutions to an ineffective

cooperative learning activity based on what didn’t work in your group.

EmpathyRead and discuss pre-modern or discredited

scientific writings to identify plausible or “logical” theories (given the information available at the

time).

PerspectiveConduct thought experiments (e.g., Einstien’s-

What would the world be like if I were traveling on a beam of light?

ApplyPerform a chemical analysis of local stream

water to monitor EPA compliance , and present findings.

Interpret Take readings of pond water to determine

whether the algae problem is serious.

Explain Link everyday actions and facts to the laws of

physics, concentrating on easily misunderstood aspects (e.g., mass compared to weight).

Consider the following verbs when planning possible

ways in which students may demonstrate their

understanding.

explaindemonstrate

derivedescribedesignexhibitexpressinduceinstructjustifymodelpredictproveshow

synthesizeteach

interpretanalogies (create)

critiquedocumentevaluateillustrate

judgemake meaning of

make sense of metaphors (provide)

read between the linesrepresent

tell a story oftranslate

applyadapt build

createdebugdecidedesignexhibitinvent

performproducepropose

solvetest use

perspectiveanalyzeargue

comparecontrastcriticize

infer

empathyassume role of

believebe like

be open toconsiderimaginerelate

role-play

self-knowledge

be aware ofrealize

recognizereflect

self-assess

ElectricitElectricityy

Explanation

Self-Knowledge

Inte

rpre

tatio

n

Empathy

Application

Perspectiv

e

•Interpret a schematic diagram and predict the outcome

•Describe an electron’s experience as it passes through a simple current.

•Give a pre-test and a post-test to assess common misconceptions (e.g., force-concept inventory) and have students reflect on their deepening understanding.

•Give a pre-test and a post-test to assess common misconceptions (e.g., force-concept inventory) and have students reflect on their deepening understanding.

•Why does the United States use AC instead of DC current? (historical perspective) •What are the strengths of each type?

•Design an electrical circuit to accomplish a specific task.•Troubleshoot a faulty electrical circuit.

•Explain to the class how a battery causes a light bulb to glow.

GGoaloalThe goal (within the scenario) is to minimize costs for shipping bulk quantities of M&M’S.

RRoleoleYou are in engineer in the packaging department of the M&M’S candy company.

AAudienceudienceThe target audience is non- engineer company executives.

SSituation:ituation:You need to convince penny-pinching company officers that your container design will provide cost-effective use of the given materials, maximize shipping volume of bulk quantities of M&M’S, and be safe to transport.

PProduction Performance and Purpose:roduction Performance and Purpose:You need to design a shipping container from given materials for the safe and cost-effective shipping of the M&M’S. Then you will prepare a written proposal in which you include a diagram and show mathematically how your container design provides effective use of the given materials and maximizes the shipping volume of the M&M’S.

SStandards and Criteia for Success:tandards and Criteia for Success:Your container proposal should...

Provide cost-effective use of the given materials.Maximize shipping volume of bulk quantities of M&M’S.Be safe to transport.

Your models must make the mathematical case.









Stage 3 Plan Learning Experiences Stage 3 Plan Learning Experiences and Instructionand Instruction

Learning Plan

Learning Plan

L

Engaging and

Effective Activities

W HERETO

W HERETO

1. The focus in STAGE 3 is “aligned” learning activities – making sure that what you teach and how you teach follows logically from the STAGE1 goals (instead of from comfort or habit).

2. Teaching for understanding requires that students be given numerous carefully-designed opportunities to draw inferences and make generalizations themselves. Understandings cannot be handed over, like facts; they have to be realized by the learner or they have no meaning and are easily forgotten or misunderstood.

3. WHERETO is an acronym for considering and self-assessing the key elements and logic of a learning plan:

WHERE: ensuring that the students see the big picture, has answers to the Why questions, and know the final performance demands as soon as possible

HOOK: getting the students interested immediately in the idea and issues of the unit, engaging the student in thought-provoking experiences/ challenges/ questions at the heart of the unit

EQUIP& EXPERIENCE: providing the students with the tools, resources, skills, and information needed to achieve the desired understanding; experiencing the big ideas as real important

RETHINK: taking the unit deeper by shifting perspective, considering different theories, challenging prior assumptions, introducing new evidence and ideas, etc. Also: providing the impetus for and opportunity to revise prior work or to polish it

EVALUATE: ensuring that students get diagnostic and formative feedback, and opportunities to self-assess and self-adjust

TAILOR: Personalize the learning through differentiated assignments and assessments, as appropriate, without sacrificing rigor/validity

ORGANIZE: Sequence the work to suit the understanding goals (thus, often questioning the flow provided by the textbook, which is typically organized around discrete topics)

Alignment: The Logic of Backward Design(What do the understandings imply for assessment?)

Friendship – Elementary School

Stage 1 Stage 2If the desired result is for learners to …

Then, you need evidence of the student’s ability to …

So, the assessments need to include some things like…

Understand that• Friendship demands honesty and openness.

• True friendship is often revealed during hard times, not apply times.

• It is sometimes hard to know who your true friends really are.

APPLY:What applications would enable us to infer students’ understanding of what they have learned?

What kinds of performances and products, if done well, would provide valid ways of distinguishing between understanding and mere recall?

• Order a friend: Order a “true” friend over the phone from a friendship catalog. What qualities should your friend have?

• Dear Abby: Give advice in case where a child told a white a lie to avoid embarrassing his friend.

U T OE




And thoughtfully consider the questions...

• Who is a true friend?

• What make s a friendship last?

EXPLAIN:What must students be able to explain, justify, support, or answer about their work for us to infer genuine understanding? How can we test their ideas and applications to find out if they really understand what they have said and done?

• Develop an informative brochure for younger students to help them know who their true friends are.

• Create a comic strip or book to illustrate friendship actions.

• Tell or draw a story showing what happens when two friends don’t see eye-to-eye.

• Explain your choices to the salesperson (for the order-a-friend task)

Q




• Explain who your friends are and why they are your friends.

• Describe the qualities of a true friend. Justify the qualities you selected.

• Respond to quotes about friendship, e.g., “A friend in need is a friend indeed.” “The enemy of my enemy is my friend.”

WHERETO--Sequencing the LearningNutrition

What sequence of teaching and learning experiences will equip students to engage with, develop, and demonstrate the desired understandings/ use the following sheet to list the key teaching and learning activities in sequence. Code each entry which the appropriate initials of the WHERETO elements.

1. Begin with an entry question (Can the foods you eat cause zits?) to hook students into considering the effects of nutrition on their

lives. H2. Introduce the Essential Questions and discuss the culminating

unit performance tasks (Chow Down and Eating Action Plan). W

3. Note: Key vocabulary terms are introduced as needed by the various learning activities and performance tasks. Students read and discuss relevant selections from the Health textbook to support the learning activities and tasks. As an ongoing activity, students keep a chart of their daily eating and drinking for later

review and Evaluation. E

4. Present concepts attainment lesson on the on the food groups. Then have students practice categorizing pictures of foods accordingly. E

5. Introduce the Food Pyramid and identify foods in each groups. Students work in groups to develop a poster of the Food Pyramid containing cut-out-pictures of foods in each group. Display the posters in the classroom or hallway.

6. Give quiz on the food groups and Food Pyramid (matching format). E

7. Review and discuss the nutrition brochure from the USDA. Discussion question: Must everyone follow the same diet to be healthy? R

8. Working in cooperative groups, students analyze a hypothetical family’s diet (deliberately unbalanced) and make recommendations for improve nutrition. Teacher observes and coaches students as they work. E-2


9. Have groups share their diet analyses and discuss as a class. E,E-2

(Note: Teacher collects and reviews the diet analyses to look for misunderstanding needing instructional attention.)

10. Each student designs an illustrated nutrition brochure to teach younger children about the importance of good nutrition for healthy living and the problems associated with poor eating. This activity is completed outside of the class. E, T

11.Students exchange brochures with members of their group for a peer assessment based on criteria list. Allow students to make revisions based on feedback. R, E-2

12.Show and discuss the video, “Nutrition and You.” Discuss the health problems linked to poor eating. E

13. Students listen to, and question, a guest speaker (nutritionist from the local hospital) about health problems caused by poor nutrition. E


14. Students respond to written prompt: Describe two health problems that could arise as a result of poor nutrition and explain what changes in eating could help to avoid them (These are collected and graded by teacher.) E-2

15. Teacher models how to read and interpret food label information on nutritional values. The have the students practice using donated boxes, can, and bottles (empty!). E

16. Students work independently to develop the three-day camp menu. Evaluate and give feedback on the camp menu project. Students self-and peer-assess their projects using rubrics. E-2, T

17. At the conclusion of the unit, students review their completed daily eating chart and self-assess the healthfulness of their eating. Have they noticed changes? Improvements? Do they notice changes in how they feel and their appearance? E-2


18. Students develop a personal “eating action plan” for healthful eating. These are saved and presented at upcoming student-involved parent conferences. E-2, T

19. Conclude the unit with student self-evaluation regarding their personal eating habits. Have each student develop a personal action plan for their “healthful eating” goal. E-2, T


Conceptual Framework in English

CBICBICALLACALLA

Theory of LanguageTheory of LanguageLinguistics Linguistics PhilosophyPhilosophyPsychologyPsychology

Theory of LearningTheory of Learning ConstructivismConstructivism

Learning by doing (D)Learning by doing (D)Reflective learning (P)Reflective learning (P)Social learningSocial learningLearning strategiesLearning strategiesTransformative LearningTransformative Learning

Theory of LanguageTheory of LanguageLearningLearning

Process - OrientedProcess - OrientedCondition - OrientedCondition - Oriented

PTCBLPTCBL

Functional Literacy for All

Communi-Communi-cative cative

CompetenceCompetence

Literary Literary Competence/ Competence/ AppreciationAppreciation

Valuing

Context Context BasedBasedText Text

BasedBasedGenreGenreBasedBased

• The overall goal of the 2010 Secondary Education Program is to develop a functionally literate Filipino who can effectively function in various communication situations.

• A functionally literate individual demonstrates the following critical competencies: − to express clearly one’s ideas and feelings orally, in

writing, and non-verbally; − the ability to learn on his own; the ability to read,

comprehend and respond in turn to ideas presented; − the ability to write clearly ones ideas and feelings and

the ability to access, process, and utilize available basic and multimedia information.

• These competencies comprised the expected outcomes of 2010 Secondary English Curriculum.

As indicated in the schematic diagram, the two-fold goal of this Program is to develop the communicative and the literary competence/appreciation of the Filipino youth.

The purpose is to develop the four competencies: linguistic, sociolinguistic, discourse and strategic with emphasis on cognitive academic language proficiency (CALP).

On the other hand, literary competence is concerned with general skills needed to meet the communicative and linguistic demands of the different types of literature.

Values underscore the significant insights and universal truths presented in the varied literary texts.

• In addition to the macro-language skills of listening, speaking, reading and writing the model highlights the paramount importance of viewing of multimedia and Internet sources of information as the means to develop creativity in transcoding concepts from one medium to another.

• The said language skills do not occur as separate units but rather as integrated units.

• In the 2010 Secondary Education English Curriculum (2010 SEC), other inputs have been considered in response to the paradigm shifts that have taken place.

• These additional inputs mark the difference between the 2010 SEC and what preceded it.

• The model shows that as far as communicative competence is concerned, the learning program in the curriculum focuses on content–based instruction (CBI) which integrates the learning of language and the learning of some other content such as Science and Mathematics where English is used as the medium of instruction.

• The model, likewise underscores the use of cognitive academic language learning approach (CALLA) which takes into consideration the various contexts in which language is used in the classroom and other academic settings.

• In addition, the model uses the problem-based, task-based, and competency-based learning (PTCBL) approaches in which students collaboratively solve problems and reflect on their experiences.

• The teachers take on the role as facilitators of learning.

• The use of text analysis, text-based, context–based and genre-based approaches to reading literature and literary appreciation ensures literary competence and appreciation.

• The underlying theoretical bases of the 2010 SEC include

the theory of language, theory of learning and

theory of language learning.

• The theories of language and language learning are in

keeping with the current pedagogical practice highlighting

constructivism.

Year Level FIRST YEAR SECOND YEAR THIRD YEAR FOURTH YEAR

Concept

Quarter

Philippine Literature

Afro-Asian Literature(including Philippine Literature)

British-American and

Philippine Literature

World Literature(including Philippine Literature)

1 Narrative Narrative Narrative Narrative

2 Drama Drama Drama Drama

3 Poetry Poetry Poetry Poetry

4 Essay Essay Essay Essay

CONCEPT MATRIX 2010 Secondary Education Curriculum

Curriculum Document in English

PERFORMANCE MATRIX

Year Level

Quarter

FIRST YEAR SECOND YEAR

THIRD YEAR FOURTH YEAR

1 Storytelling Interactive Storytelling/

Reading

Short Story Writing

One-Minute Film/ Movie

Poster Presentation

2 Drama Presentation

Playlet Presentation

from an Original Script

Theatrical Presentation of an Existing

Drama

Presentation of Modern

Adaptation of a Classic Play

3 Choral Reading

Writing a Haiku/Tanka

Poetry Slam/Performance

Poetry

Writing Lyrics to a Given

Melody

4 Writing a Personal/Reflective

Essay

Descriptive Essay Writing

Writing a Persuasive

Essay

Writing Critical

Analysis of a Film

2010 Secondary Education Curriculum

Curriculum Document in English

Quarter 1 - NARRATIVE

2010 Secondary Education Curriculum

English I

General Standard: The learner demonstrates literary and communicative competence through his/her understanding of the different genres of Philippine Literature and other text types for a deeper appreciation of Philippine culture.

Quarter 1 - NARRATIVE

Why do we study

narratives?

Narratives are the

interesting accounts of

people’s ideas, feelings,

and values pertinent to

the development of their

culture and society.

The learner tells a story

creatively and

proficiently.

The learner

demonstrates

understanding of the

distinctive features,

aesthetic elements and

underlying objectives of

varied types of

Philippine narratives

using the most

appropriate language

forms and functions.

Understanding

Essential

Question PerformanceContent

Standard

Stage 1: Results/OutcomesStage 1: Results/Outcomes

The learner demonstrates

understanding of the distinctive

features, aesthetic elements and

underlying objectives of varied

types of Philippine narratives using

the most appropriate language

forms and functions.

Content

The learner tells a story

creatively and proficiently.

Performance

Narratives are the interesting

accounts of people’s ideas,

feelings, and values pertinent to

the development of their culture

and society.

Understanding

Why do we study

narratives?

Question

Performance

assessment of

storytelling based on

the following criteria:

•Focus / Theme

•Accuracy

•Audience Contact

•Sequence /

Development of

action

•Dialogue

•Language

•Delivery

•Voice

ExplanationExplain the development of events and progress of ideas in a story.

Criteria:Accuracy CoherenceUse of appropriate language forms and functions:Simple past Tense

•Time markers•WH Questions•S-V Agreement•Direct Discourse•Reported Speech

Creative

Storytelling

PerformanceUnderstanding

At the level ofProduct/

Performance

Stage 2 : AssessmentStage 2 : Assessment

ExplanationExplain the development of events and progress of ideas in a story.

Criteria:Accuracy CoherenceUse of appropriate language forms and functions:Simple past TenseTime markers

•WH Questions•S-V Agreement•Direct Discourse•Reported Speech

Understanding Performance assessment of storytelling based on

the following criteria:Focus / ThemeAccuracyAudience ContactSequence / Development of actionDialogueLanguageDeliveryVoice

Performance

InterpretationShare a story showing one’s understanding and appreciation of an effective and meaningful literary piece

Criteria:significancewith insightswith emotional response

InterpretationGather, analyze and present folk narratives with ease

Criteria:significancewith insightswith meaning

Creative

Storytelling



Performance


ApplicationUse appropriate sources of information, multimedia and technology to create a story

Criteria:adaptationvariationreceptivity

PerspectiveAnalyze interdependence of plot characters, theme and other narrative elements

Criteria:critical in an analytical sensewith Insightswith usefulness

Creative

Storytelling



Performance


EmpathyRelate ideas discovered from the narrative to real life experiences

Criteria:with insightsopenness

Self- knowledgeSelf asses one’s strengths and weaknesses in telling a story effectively

Criteria:meta- cognitionreflectionself-adjustment

Creative

Storytelling



Performance


Required:

- Wedding Dance, by Amador Daguio

- How My Brother Leon Brought

Home a Wife, by Manuel E. Arguilla

- The Monkey and the Turtle, by Jose

P. Rizal

Suggested:

-My Brother’s Peculiar Chicken, by

Alejandro R. Roces

Reading-Speaking

Abstracting the distinctive features,

elements and objectives of sample

folk narratives (Interpretation)

Language Focus:

•Simple past tense

•Time Markers

•WH Questions

Reading-Writing

Gathering and presenting (explaining)

sample folk narratives from different

(Explanation)

Resources Suggested instructional Activities

Stage 3 : Learning PlanStage 3 : Learning Plan

Reading-Speaking

Abstracting the distinctive features, elements and

objectives of sample folk narratives (Interpretation)Language Focus:Simple past tenseTime MarkersWH Questions

Reading-Writing

Gathering and presenting (explaining) sample folk

narratives from different (Explanation)

Suggested instructional ActivitiesRequired:

- Wedding Dance, by Amador Daguio

- How My Brother Leon Brought Home a Wife,

by Manuel E. Arguilla

- The Monkey and the Turtle, by Jose P. Rizal

Suggested:

-My Brother’s Peculiar Chicken, by Alejandro R.

Roces

Resources

Philippine Folk Narrative

- The Creation, An Igorot Folktale

- Malakas and Maganda, a creation

myth

- Sampaguita, a legend

- The Dog and the Lion, a Maranaw

Fable

- In Disguise, an anecdote by

Benjamin L. Panlilio

Language Focus:

•S-V Agreement

Reading-Writing

Classifying samples of folk narrative

(Interpretation)

Reading-Speaking

Focusing in the structure, features

and elements of short story

(Explanation)

Language Focus:

•S-V Agreement

Resources Suggested Instructional ActivitiesStage 3 : Learning PlanStage 3 : Learning Plan

Language Focus:S-V Agreement

Reading-Writing

Classifying samples of folk narrative (Interpretation)

Reading-Speaking

Focusing in the structure, features and elements of short

story (Explanation)

Language Focus:S-V Agreement

Suggested Instructional Activities

Philippine Folk Narrative

- The Creation, An Igorot Folktale

- Malakas and Maganda, a creation myth

- Sampaguita, a legend

- The Dog and the Lion, a Maranaw Fable

- In Disguise, an anecdote by Benjamin L. Panlilio

Resources

Reference booksInternetComputerMultimedia MaterialsDVDCDGraphic Organizerpicturesdrawings

art materials

Reading-Speaking

Drawing insights on the importance of

using literary/ narrative devices

(Interpretation)

Language Focus:Direct Discourse

Speaking

Illustrating important points for

effective storytelling (Interpretation)

Speaking- Listening-Viewing

Playing a significant active role in a

creative storytelling (Application)

Language Focus:

Reported Speech

Resources Suggested instructional ActivitiesStage 3 : Learning PlanStage 3 : Learning Plan

Reading-Speaking

Drawing insights on the importance of using literary/ narrative devices

(Interpretation)

Language Focus:Direct Discourse

Speaking

Illustrating important points for effective storytelling (Interpretation)

Speaking- Listening-Viewing

Playing a significant active role in a creative storytelling (Application)

Language Focus:Reported Speech

Suggested instructional Activities

Reference booksInternetComputerMultimedia MaterialsDVDCDGraphic Organizerpicturesdrawingsart materials

Resources

Unit Learning Plan

Unit Title: Once Upon a Time…

Year level: First YearSubject: Language / Communication ArtsLink the Content StandardsLink the Content Standards

General StandardGeneral Standard: : The learner demonstrates literary and communicative competence through his/her understanding of the different genres of Philippine Literature and other types of deeper appreciation of Philippine culture.

Content Standard: Content Standard: The learner demonstrates understanding of the distinctive features, aesthetic elements and underlying objectives of varied types of Philippine narratives using the most appropriate language forms and functions.

Brief Summary of the UnitBrief Summary of the UnitIn this unit of the first quarter, students will learn, understand, appreciate, and value Philippine culture through different types of narratives. The students will demonstrate communicative competence through storytelling. They will tell a famous story from Philippine literature to convince the audience the audience to buy a book and read stories. The unit will conclude with the audience filling up an order form of they are motivated by the storytelling and the storyteller evaluating his/her performance based on his/her self-assessment and based on the feedback from the peer evaluation and order forms.

Quarter: First QuarterQuarter: First QuarterTime Frame: 8 DaysTime Frame: 8 Days

Stage 1: Desired ResultsStage 1: Desired ResultsEnduring UnderstandingsEnduring Understandings( BIG IDEA)( BIG IDEA)The students will understand that…

Narratives/ stories give accounts of people’s ideas feelings, and values pertinent to the development of their culture and society.

Narratives/ stories are reflections of people’s culture, traditions, and beliefs.

Transfer Goal:Transfer Goal:I want my students to learn the elements of a narrative so that in the long run, they will be able to tell, appreciate, and preserve their own stories as these stories reflect people’s culture, traditions, and beliefs.

Essential QuestionsEssential QuestionsWhy do we tell stories?How do narratives/ stories give accounts of people’s culture, traditions, and beliefs?In what way do narratives reflect people’s culture, traditions, and beliefs?What will happen if there are no stories ever written or told?

Knowledge: the students will know…Knowledge: the students will know…about narrativesthe different types of narrativesthe development of narrativesthe elements of narrativessources of narratives

Skills: the students will be able to…Skills: the students will be able to…Tell stories creatively and proficiently.Assess story-telling activities based on a set of rubrics/ criteria

Enduring UnderstandingsEnduring Understandings( BIG IDEA)( BIG IDEA)The students will understand that…

Narratives/ stories give accounts of people’s ideas feelings, and values pertinent to the development of their culture and society.

Narratives/ stories are reflections of people’s culture, traditions, and beliefs.

Transfer Goal:Transfer Goal:I want my students to learn the elements of a narrative so that in the long run, they will be able to tell, appreciate, and preserve their own stories as these stories reflect people’s culture, traditions, and beliefs.

Essential QuestionsEssential QuestionsWhy do we tell stories?How do narratives/ stories give accounts

of people’s culture, traditions, and beliefs?In what way do narratives reflect people’s

culture, traditions, and beliefs?What will happen if there are no stories

ever written or told?

Knowledge: the students will Knowledge: the students will know…know…

about narrativesthe different types of narrativesthe development of narrativesthe elements of narrativessources of narratives

Skills: the students will be able Skills: the students will be able to…to…Tell stories creatively and proficiently.Assess story-telling activities based on a set of rubrics/ criteria

Stage 2: Assessment EvidenceStage 2: Assessment EvidencePerformance tasksPerformance tasksStorytelling Exercises-Students will be given practice exercises in story-telling and will be asked to self-assess their performance.

Individual and group assessment rubricsStudents will be asked to come up with their own stories e.g. al legend

Goal Goal Students will tell a story proficiently and creatively to convince readers to buy a book.

Role Role You are a children’s book author / publisher and you are coming with a book which contains classic Philippine stories.

Audience Audience Book lovers, teachers, students

SituationSituationThere is a book launching of the book entitled “Once Upon a Time” which contains classic stories / legends in Philippine Literature. As the author/ publisher, you are to tell one of the stories in the book to invited guests to convince them to buy the book.

Product / PerformanceProduct / PerformanceCreative and proficient storytelling of their own narrative

StandardsStandards1. Book order form with a performance assessment rubric

Other evidences1. Story Grammar- students will

identify the elements of the story.

2. Story Portfolio- students will compile stories they have read and give their reactions to the stories read.

3. Comics- students will be asked to tell a story using comic strips.

4. Comprehension questions- students will be tested on how well they understood the story.

Rubrics:(See attached)

Performance tasksPerformance tasksStorytelling Exercises-Students will be given practice exercises in story-telling and will be asked to self-assess their performance.

Individual and group assessment rubricsStudents will be asked to come up with their own stories e.g. al legend

Goal Goal Students will tell a story proficiently and creatively to convince readers to buy a book.

Role Role You are a children’s book author / publisher and you are coming with a book which contains classic Philippine stories.

Audience Audience Book lovers, teachers, students

SituationSituationThere is a book launching of the book entitled “Once Upon a Time” which contains classic stories / legends in Philippine Literature. As the author/ publisher, you are to tell one of the stories in the book to invited guests to convince them to buy the book.

Product / PerformanceProduct / PerformanceCreative and proficient storytelling of their own narrative

StandardsStandards1. Book order form with a performance assessment rubric

Other evidences1. Story Grammar- students will identify the elements of the story.2. Story Portfolio- students will compile stories they have read and

give their reactions to the stories read.3. Comics- students will be asked to tell a story using comic strips.4. Comprehension questions- students will be tested on how well

they understood the story.

Rubrics:(See attached)

Stage 3: Learning PlanStage 3: Learning Plan

1. Present the story “Si Malakas at Si Maganda” through storytelling

to hook the students to consider the relationship of literature /

stories to the lives and beliefs of a nation.

Discuss the following questions with the students:a. Why did the bird swoosh and scoop water from the sea until

it reached the sky?b. What was inside the bamboo? How are they relevant to the

creation?c. How does this Philippine version of the creation differ from the

biblical and scientific version?d. In what way is the story a reflection of our culture and beliefs?

2. Introduce the enduring understandings and essential questions.

3. Read and discuss relevant selections in the textbook.

4. Do related activities like story grammar and story portfolio.

5. Divide the students into groups of three members. Have them

tell the story “The Creation” according to the number assigned to

them.

6. Go around and monitor the storytelling in the different groups.

Give pointers and coach if necessary.

7. Have them discuss the following questions based on the story:a. How did the first man, woman, and people come into

existence?b. How did the salt start the process of production and trading?c. Why do different countries have different stories?

Stage 3: Learning PlanStage 3: Learning Plan

8. Discuss the importance of stories / narratives in the lives of

people. Consider these points for discussion:What would happen if there were no stories ever written or told?What is the importance of these stories to us?Why do different countries have different stories?

9. After listening to legends and other narratives have the students

create their own legend / stories. Have them think of a thing, a

place, or an event and have them make an original legend that

will show Philippine traditions, culture, values, and beliefs.

10.Present the situation to the students. Have them pretend that

they are authors trying to sell a book by presenting a creative

and proficient storytelling of one of the stories in the collection.

For this exercise, ask the students to tell their own legends.

11.Have the rest of the class act as audience. Have them evaluate the

performance of their classmates using an order form. After each

performance, have the students fill out an order form on whether they

buy the book or not based on storytelling. Students will have to justify

their choice by filling in the rubric for peer assessment.

For enrichment, have the students make this a class contest, wherein students will do the storytelling by group (Readers’ Theater). Members of the group take turns in evaluating each other. The best storyteller from each group will be the one who will present in front of the class. The audience will have to choose among the best storytellers guided by a set of criteria and will … the one with the most order form will eventually be declared the best storyteller. (Rethink this part)

12.Observe and give feedback on the students’ performance.

13.Conclude the unit by asking the students to do a comics of their favorite

Philippine narrative.

Rubrics for Judging Oral StorytellingRead each item in the criteria and its description. Place a (/) mark in the column which you

think the storyteller was able to achieve.

Criteria Excellent 5

VS4

Good3

Fair2

Needs Improveme

nt

1

1. Voice and diction ( %) a. Enunciation was correct and

distinct

b. Projection is adequate

c. Variables of pitch, rate, volume, are used

2. Facial and body expression ( %)

a. The face expresses the emotions that fit the thought

b. Gestures and movements are used to enhance storytelling

c. Visual aids used are appropriate, attractive, and enhance the telling of the story.

3. Audience Impact ( %)

a. The storyteller is able to sustain the audience‘s attention and interest up to the end of the story.

4. Originality ( %)

Summary: Points to RememberSummary: Points to Remember

Helps us to design instruction that promotes understanding and student engagements;

Is a recursive process, not a perspective program or instructional model;

Looks at instructional design from a “results” orientation;

Provides design standards;

Targets achievement through a “backward design” process that focuses on assessment first and relevant instructional activities last;

Understanding by DesignUnderstanding by Design

Challenging professional work that requires self-assessment and reflection concerning classroon practice;

Is not opposed to content standards or traditional testing and grading;

Expects us to establish spirals of learning where students use and reconsider ideas and skill – vs. A linear scope and sequence;

Requires thoughtful reflection upon the use and warrant of knowledge;

Asks ‘us to think of curriculum in terms of desired “performances of understanding” and then “plan backwards’ to identify needed concepts and skills.

Summary: Points to RememberSummary: Points to Remember

Understanding by DesignUnderstanding by Design

INDICATORS OF TEACHING FOR INDICATORS OF TEACHING FOR UNDERSTANDING UNDERSTANDING

What does “teaching for understanding” look like?

What would we expect to see in an Understanding by Design classroom?

Reflects a coherent design - - big ideas and essential questions clearly guide the design of, and are aligned with, assessments and teaching and learning activities.

Makes clear distinctions between big ideas and essential questions, and the knowledge and skills necessary for learning the ideas and answering the questions.

Uses multiple forms of assessement to let students demonstrate their understanding in various ways.

Incorporates instruction and assessment that reflect the six facets of understanding - - the design provides opportunities for students to explain, interpret, apply, shift perspective, emphatize, and self-assess.

INDICATORS OF TEACHING FOR UNDERSTANDING INDICATORS OF TEACHING FOR UNDERSTANDING by Jay McTighe and Eliot Seifby Jay McTighe and Eliot Seif

THE UNIT OR COURSE DESIGNTHE UNIT OR COURSE DESIGN

Anchors assessment of understanding with authentic performance tasks calling for students to demonstrate their understanding and apply knowledge and skills.

Uses clear criteria and performance standards for teacher, peer, and self-evaluations of student products and performances.

Enables students to revisit and rethink important ideas to deepen their understanding.

Incorporates a variety of resources. The textbook is only one resource among many (rather than serving as the syllabus).

THE UNIT OR COURSE DESIGNTHE UNIT OR COURSE DESIGN


THE TEACHER Informs students of the big ideas and essential

questions, performance requirements, and evaluative criteria at the beginning of the unit or course.

Hooks and holds students’ interest while they examine and explore big ideas and essential questions.

Uses a variety of strategies to promote deeper understanding of subject matter.

Facilitates students’ active construction of meaning (rather than simply telling)

Promotes opportunities for students to “unpack their thinking” - - to explain, interpret, apply, shift perspective, emphatize, or self-assess (incorporates the six facets of understanding).


Uses questioning, probing, and feedback to stimulate student reflection and rethinking.

Teachers develops basic knowledge and skills in the context of big ideas and explores essential questions.

Uses information fron ongoing assessments as feedback to adjust instruction.

Uses information from ongoing assessments to check for student understanding and misconceptions (beyond the textbook) to promote understanding.


THE TEACHER

Can describe the goals (big ideas and essential questions) and performance requirements of the unit or course.

Can explain what they are doing and why (i.e., how today’s work relates to the larger unit or course goals.

Are hooked at the beginning and remain engaged throughout the unit or course.

Can describe the criteria by which they work will be evaluated.

Are engaged in activities that help them to learn the big ideas and answer the essential questions.

Are engaged in activities that promote explanation, interpretation, application, perspective taking, empathy, and self-assessment (the six facets)

THE LEARNERSTHE LEARNERS


Demonstrate that they are learning the background knowledge and skills that support the big ideas and essential questions.

Have opportunities to generate relevant questions.

Are able to explain and justify their work and their answers.

Are involved in self-or peer-assessment based on established criteria and performance standards.

Use the citeria or rubrics to guide and revise their work.

Set relevant goals based on feedback.


THE LEARNERSTHE LEARNERS

The big ideas and essential questions are central to the work of the students, the classroom activity, and the norms and culture of the classroom.

There are high expectations and incentives for all students to come to understand the big ideas and answer the essential questions.

All students and their ideas are treated with dignity and respect.

Bid ideas, essential questions, and criteria or scoring rubrics are posted.

Samples or models of student work are made visibe.

Exploration of big ideas and essential questions is differentiated, so some students are able to delve more deeply into the subject matter than others.


Workshop No.3Workshop No.31. Prepare a set of learning activities which is aligned with

Stage 1 (Desired Results) and Stage 2 (Assessment Evidence).

2. Make sure that the activities are effective and engaging.

3. Include the following:

Motivating activities

Engaging activities

Synthesizing activities

Reinforcing and enriching activities

Presentation of Presentation of Group Outputs for Group Outputs for

Evaluation and Evaluation and CritiquingCritiquing

Thank you and Thank you and Good Luck!Good Luck!

Happy UBIDIZING!!!Happy UBIDIZING!!!

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Documents

ideas students

s desired results

assessment results

design standards

transfer tasks

key knowledge

coaches of understanding

evidence of understanding