The Und er stan d i ng b y De si gn G ui de to Cre ati n g Hi gh-Q ual i t y U ni t s Mo d ul e D: D e ve l opi n g an I ni t i al Un i t S ke tch

Figure D . 2

Simple Stages Template

Unit Topic: Autobiogra Subject(s): ELA Grade(s): 9 Time Frame: 4-5 Weeks

phical Incident

Stage 1Desired Results

What should students learn as a result of this unit?

Students will write an autobiographical incident narrative essay on a moment that stands out in their lives using descriptive and figurative language. (L1) Five paragraphs, using transition words, a clear introduction, 3 body paragraphs and a conclusion. Students will learn to "show" the reader what is taking place, and not "tell." (L2) Students will create a 2 page narrative using various forms of figurative language in their writing.

Stage 2Evidence
What evidence will show that students have met the Stage 1 goals?

Students will score a proficient on the Autobiography Rubric Students will complete mini tasks that incorporate quick writes with descriptive and figurative language.

Stage 3Learning Plan

What key learning events will help students reach the goals and be successful on the assessments?

Students will read excerpts from Sandra Cisneros' House on Mango Street, and the the short story "Eleven." Students will follow the outline for a five paragraph essay, using transition words, and a template for writing essays (Step up to Writing) Students will deconstruct a Cisneros vignette and look for examples of "showing," not "telling" language and style of writing. Students will create quick writes that mirror House on Mango Street vignettes in order to brain storm their essay topic.

Source: 2004 ASCD. All rights reserved.

Fi gure B .1

The UbD Template, Version 2.0

Stage 1Desired Results
The Und er stan d i ng b y De si gn G ui de to Cre ati n g Hi gh-Q ual i t y U ni t s

Established Goals What content standards and program- or mission-related goal(s) will this unit address? What habits of mind and crossdisciplinary goal(s)for example, 21st century skills, core competencieswill this unit address?

Transfer
Students will be able to independently use their learning to . . .

Create an autobiographical narrative essay about a moment in their life that has made them who they are.
What kinds of long-term independent accomplishments are desired?

Students will know how to write a five paragraph essay with a clear introduction, body paragraphs, and conclusion.
M od ul e B: Th e UbD Te m pl ate

Meaning
UNDERSTANDINGS Students will understand that . . . ESSENTIAL QUESTIONS Students will keep considering . . .

Writing #4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Literature #2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Language #1 Determine or clarify the meaning of unknown and multiple-meaning words and phrases Adaptation of their own life stories into descriptive narrative texts.

Using descriptive language helps the reader visualize and connect better with your story.
What specically do you want students to understand? What inferences should they make?

What moments in my life make me who I am today?

What thought-provoking questions will foster inquiry, meaningmaking, and transfer?

Students should be able to "show" their stories, not tell them.

Who am I? Where did I come from? What makes me unique? Acquisition What does my name signify about myself?
Students will be skilled at . . .

Students will know . . .

How the stories Sandra Cisneros wrote can become samples for their own writing based upon her use of figurative and descriptive language.
What facts and basic concepts should students know and be able to recall?

Writing narrative essays

What discrete skills and processes should students be able to use?

Introduction (hook, background information, thesis) Transition words; topic sentences and supporting information 2011 by Grant Wiggins and Jay McTighe Conclusion (restate main points and give a life lesson)

Using figurative language to enhance their writing

Fi gure B .1

The UbD Template, Version 2.0

(continued)

Stage 2Evidence
The Und er stan d i ng b y De si gn G ui de to Cre ati n g Hi gh-Q ual i t y U ni t s

Code
Are all desired results being appropriately assessed?

Evaluative Criteria
What criteria will be used in each assessment to evaluate attainment of the desired results? PERFORMANCE TASK(S): Students will show that they really understand by evidence of . . .

a proficient score in every category of the Autobiographical Rubric

M od ul e B: Th e UbD Te m pl ate

-rubric -Say Something responses -vocabulary worksheets

Regardless of the format of the assessment, what qualities are most important?

How will students demonstrate their understanding (meaning-making and transfer) through complex performance?

five paragraph narrative essay that allows the reader to visualize their story

OTHER EVIDENCE: Students will show they have achieved Stage 1 goals by . . .

an autobiographical essay with a clear focus on audience

developing writing skils

What other evidence will you collect to determine whether Stage 1 goals were achieved?

quick writes "Say Something" responses to daily reading assignments

Fi gure B .1

The UbD Template, Version 2.0

(continued)

Stage 3Learning Plan

The Und er stan d i ng b y De si gn G ui de to Cre ati n g Hi gh-Q ual i t y U ni t s

Code

What pre-assessments will you use to check students prior knowledge, skill levels, and potential misconceptions?

A pre writing baseline prompt will be given to student at the beginning of the year to test writing skills

Pre-Assessment

M od ul e B: Th e UbD Te m pl ate

Whats the goal for (or type of) each learning event?

Learning Events Student success at transfer, meaning, and acquisition depends upon . . .

Progress Monitoring How will you monitor students progress toward acquisition, meaning, and transfer, during lesson events?

Write efficient paragraphs that meet the proficient standard in the rubric

building slowly upon writing skills through graphic organizers to outline and organize their thoughts comprehending the difference between showing and telling their stories

check each outline and rough draft

Are all three types of goals (acquisition, meaning, and transfer) addressed in the learning plan? Does the learning plan reect principles of learning and best practices? Is there tight alignment with Stages 1 and 2? Is the plan likely to be engaging and effective for all students?

What are potential rough spots and student misunderstandings?

not knowing how to use descriptive language in their own writing

The plan addresses each stage and addresses 1 and 2. The plan will be engaging because it is a reflection upon their own lives, based upon the examples they have read from Cisneros' life in the texts.

How will students get the feedback they need?

teacher and peer review on drafts