UBD

Khrystie-Ann Clark Victoria Guarango Context: 10th grade classroom ** UbD Template with Design Questions **

|||| ** Stage 1—Desired Results ** NYS Standards:
 * ** Established Goals **
 * ** Established Goals **
 * Reading **** 1: ** Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

** Reading **** 3: ** Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

** Reading **** 7: ** Analyze various accounts of a subject told in different mediums, determining which details are emphasized in each account.

** Speaking and Listening 1: ** Initiate and participate effectively in a range of collaborative discussions with a range of diverse partners on grades 9 to 10 topics, texts and issues building on others' ideas and expressing their own clearly and persuasively.

** Speaking and Listening 2: ** Integrate multiple sources of information presented in diverse media formats, evaluating the credibility and accuracy of each source.

** Speaking and Listening 5 **: Make strategic use of digital media and presentations to enhance the understanding of findings, reasoning, and evidence and add to interest.

** Writing 2b: ** Develop a topic with well-chosen, relevant and sufficient facts, extended definitions, concrete details, quotations of other information and examples appropriate to the audience's knowledge of the topic.

** Writing 4 **: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.

** Writing 5: ** Develop and strengthen writing as needed by planning, revising, editing, re-writing, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. || Students will **understand** that… and cohesive fashion || ** Other Evidence **
 * ** Understandings ** [[image:http://secretsocieties10.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50"]]
 * Students will understand that setting plays a major role in the texts || ** Essential Questions ** [[image:http://secretsocieties10.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50"]]
 * How do secret societies reflect your setting?
 * How do boarding schools influence the development of secret societies? ||
 * Students will **know**… [[image:http://secretsocieties10.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50"]]
 * New Historical Criticism
 * Reader Response
 * Secret Societies vs. Cults
 * Setting
 * Multimodality || Students will **be able to**… [[image:http://secretsocieties10.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50"]]
 * Student will be able to define and identify new historical criticism throughout the fulcrum text, //A Separate Peace//.
 * Students will be able to utilize technology as a tool for learning.
 * Students will be able to utilize effective stylistic tools of writing to create an essay. ||
 * ** Stage 2—Assessment Evidence ** ||
 * ** Performance Tasks ** [[image:http://secretsocieties10.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50"]]
 * Through what authentic performance tasks will **
 * students demonstrate the desired understandings? **
 * Discussions/Socratic Seminars of the novel
 * Journal responses based on prompts dealing with the novel
 * Writing assignment (Historical Criticism)
 * Multimedia project
 * Explore differences between spoken and written speech
 * Presentation on understanding of secret societies
 * By what criteria will performances of understanding be judged? **
 * Students will be given points for facilitating at least two Socratic Seminars per quarter
 * Students will be given points for participating in facilitating in all discussions and seminars
 * Journal responses should illustrate deeper understanding of the novel, using evidence to support their claims; Responses should reflect competency of topics discussed in class
 * Writing piece should effectively demonstrate their knowledge of historical criticism and its relationship with the texts, using evidence from the novel to support their claims
 * Presentations should convey accurate knowledge and a clear understanding of the task
 * Media project should demonstrate a comprehensive knowledge of tools utilized and be executed in a creative
 * Through what other evidence (e.g., quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results? **
 * Students will read and annotate various texts
 * Students will complete assigned homework every night; we will be observing who participates in discussions to assess been keeping up with the homework
 * How will students reflect upon and self-assess their learning? **
 * Students will be able assess their progress based on their journal entries which should demonstrate their understandings
 * Students will assess their competency with the media tools by creating a short “Making Of” at the end of their multimedia projects ||
 * ** Stage 3—Learning Plan ** ||
 * ** Learning Activities ** [[image:http://secretsocieties10.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50"]]
 * What learning experiences and instruction will enable students to achieve the desired results? **
 * How will the design… **

the students are coming from (prior knowledge, interests)? -We will list the objective for that day on the board at the beginning of class everyday so that students will be aware of what they are expected to accomplish. -We will hand out a syllabus at the beginning of the unit so students know what to expect and they can plan accordingly. -On the first day of the unit, we will complete a KWL chart with the class in order to know what they know, what they want to know and what they will learn; This will help us know what knowledge the students are bringing to the unit. -We will hook the students by introducing our essential questions in exciting ways. -We will hook the students by allowing them to research the secret society of their choice. -We will segue into the war topic by hooking the students with a visit from a real war vet. -We will hold interest by having intriguing discussions and Socratic Seminars. -Students will participate in gallery walks, watching videos and working with new technology to create multimodal presentations to help them explore the key ideas we discuss in class. -Students will have the chance to meet with us during mini-conferences in which they discuss their work and revise it -Students will be given opportunities to discuss the readings with their peers in order to further their understandings of the texts. -Students will be given the opportunity to revise their work as many times as needed until they feel satisfied with its quality. -Students will be able to evaluate their work by keeping a journal to track their thoughts, questions and developing understandings. -The “Making Of” section of their multimedia project allows the students to evaluate how effectively they used the tools. - Students will keep a journal in which they write about their processes, questions, predictions, etc. Students of many learning ranges will be able to keep up with the entries because they are not difficult. -Students of all learning abilities should also be able to keep with the in class discussions if they keep up with the reading. -We will adjust the other projects if need be for lower learners. -We will give feedback as soon as possible to all our students to help them improve -We will be available during free periods and before and after school for anyone that needs help - Students have a syllabus which will help them keep track of the up-coming assignments. -We will have a section of the board dedicated to announcements about up-coming assignments. ||
 * W ** = Help the students know **W**here the unit is going and **W**hat is expected? Help the teacher know **W**here
 * H ** = **H**ook all students and **H**old their interest
 * E ** = Equip students, help them **E**xperience the key ideas and **E**xplore the issues?
 * R ** = Provide opportunities to **R**ethink and **R**evise their understandings and work?
 * E ** = Allow students to **E**valuate their work and its implications?
 * T ** = Be **T**ailored (personalized) to the different needs, interests and abilities of learners?
 * O ** = Be **O**rganized to maximize initial and sustained engagement as well as effective learning?