Understanding by Design Unit Template s10

Understanding By Design Unit Template (Revised & adapted)

Title of Unit Author Study Grade Level 1st grade Subject Writing Time Frame February 4, 2013 – April 19, 2013 Developed By Jessdine Hum, Jessica Ng, April Yee

Stage 1 - Identify Desired Results

Narrative about this Unit of Study: (including the Big Idea)

Learning Outcomes – Identified Primary Standards What relevant goals will this unit address?

Text Types and Purposes 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Grade Focus: Writing opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. Responding to Literature 11. Develop personal, cultural, textual, and thematic connections within and across genres as they respond to texts through written, digital, and oral presentations, employing a variety of media and genres. Grade Focus: Create and present a poem, dramatization, art work, or personal response to an author or theme studied in class, with support as needed. Understandings Essential Questions What understandings about the big ideas implied in the PLOs are desired? What provocative questions will foster inquiry into the content?

Students will understand that... How can a reader respond to literature?  Writers can respond to literature using different mediums (a poem, art, work, dramatization) What makes a good written response?  Components of a written response to literature include an introduction, body, and conclusion. How does responding to literature improve a reader's comprehension?  Writers can response to literature in different ways (e.g., writing about a favorite part/character, doing a character analysis, coming How can good writers reflect on their own writing? (editing, revising, and away with an author’s message, comparing and contrasting different publishing) texts by the same author, and having self-to-text connections) to understand a story better.  Writers use the writing process (brainstorming, drafting, editing, revising, publishing) and reflect on their writing through peer review. Knowledge: Skills What knowledge will student acquire as a result of this unit? What skills will students acquire as a result of this unit?

Students will know...  How to implement the Writing process (plan, draft, revise, edit,  Writes can respond to Robert Munsch’s stories through publish) problem/solution, analyzing characters and sequence of events.  Develop a variety of ways to respond to literature  Writers can explain why they like/dislike Robert Munsch’s stories using text evidence (humor, drama, exaggeration, repeated  Develops the topic in an organized structure (introduction, body, patterns). conclusion) with specific details

 Writers can derive the author’s message through how the characters  Include the effective use of transitions such as first, second, solve problems. third, next, after, later, finally

 Writers write with a purpose in mind.  Make text to text connections and comparisons

Transferable Knowledge  Develop a clear understanding of the literary work through text  Writers compare and contrast characters adventures and experiences features and structure between texts.  Writers can use peer review to edit and revise their work  Writers use the writing process (plan, draft, revise, edit, publish)  Writers can use different mediums to respond to literature

Stage 2 – Assessment Evidence

Performance Task Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? Brief Written Description of the Performance Task Integrated Reading and Writing Task ->

Assessment: Formative Task Task: Students will listen to two stories by Eric Carle; then create a response in which they compare and contrast the two texts. Teacher will prompt: Both The Very Busy Spider and The Grouchy Ladybug are by Eric Carle. Think about the two book's characters and what happens to them. Is there anything that seems the same? Is there anything that's different? Which story or characters do you like more and why? Be sure to use details and examples from the stories to support all your ideas and opinions. Performance: Formative Task Task: Students will listen to and have a discussion about one last story by Robert Munsch: Smelly Socks. They will then create a response in which they compare and contrast this text with any other Robert Munsch text we have read as a class (they can utilize the attribute chart and their own writing response folders). Teacher will prompt: We’ve read and talked about many books written by Robert Munsch. Think about Smelly Socks and choose one other book that we’ve read. What’s the same or different between these two stories and characters? Which one of these two stories or characters do you like best and why? Be sure to use details and examples from the text to support all your ideas and opinions.

Rubric for Assessment: Grade 1 Personal Response Rubric 2012 -2013

4 3 2 1

Orientation and Clearly states titles of two stories, Clearly states titles of two stories States titles of two stories or Does not state titles of stories or Context author’s name, and the purpose and author’s name author’s name author’s name of comparing and contrasting

Content Clearly states three or more Clearly states at least one States similarities or differences Does not state any similarities or similarities and differences similarities and differences between the two stories or differences between the two between the two stories and/or between the two stories or characters stories or characters characters characters

Evaluation of States opinion on which story or States opinion on which story or States opinion on which story or Does not state opinion on which Literature character is their favorite and character is their favorite and character is their favorite and story or character is their favorite provides a text-bound reasons provides a reason why does not provide a reason why why

Evidence Provides details and/or examples Provides details or examples to Provides details or examples to Does not provide details or to support each stated similarity, support some similarities, support similarities, differences or examples to support similarities, difference and opinion differences and opinion opinion differences and opinion Mechanics and My writing is easy to read My writing is pretty easy to read My writing is a little hard to read My writing is very hard to read Conventions because: because: because: because:

-I have used capitals for the -I have mostly used capitals for -I have used some capitals. -I have used few or no capitals. beginning of sentences, names the beginning of sentences, and dates. names and dates. -I have used some end -I have used few or no punctuation. punctuation marks. -I used end punctuation correctly. -I have used end punctuation and commas. -I spelled some sight words - I have spelled few sight words -I spelled sight words correctly correctly and used some letter correctly and used few letter and unknown words with mostly -I spelled most sight words sounds to spell unknown words. sounds to spell words. correct letters. correctly and used letter sounds to spell unknown words.

Other Evidence Through what other evidence – student work samples, observations, quizzes, tests, self-assessment or other means – will students demonstrate achievement of the desired results?

 small group and individual student conferences  teacher observations  pre/post skill/knowledge checklist  attribute charts

Objective(s) Listed Aim or Learning Intention Assessment Resources Related to knowledge, skills or both? of Each Lesson.

Pre-assessment Refer to pre-assessment protocol below Components of written responses to What does response mean?  Examples of written responses literature What can writers respond to?  Examples of things we can respond to A written response includes an introduction.  Title  Author A written response includes a body of information  favorite part (opinion)  text-to-self connections  character analysis  sequence of events  author’s message  cause and effect A written response includes a conclusion.  restatement of opinion  summary of points Other types of responses to literature What does a response mean?  Examples of other types of What other ways can readers responses (e.g., poems, respond? dramatization, artwork)  Examples of things we can respond to Writers can respond to literature through poems. Writers can respond to literature through dramatization. (plays, transcripts) Writers can response to literature through art. Components of Writing Process Writers plan what they want to respond to (see: components of written response to literature – body) Writers draft their response to include an introduction, a body, and a conclusion. Writers go back to revise their work.  Do I need to add words/sentences to give more details?  Do I need to take away words/sentences for my sentence to make sense?  Can I combine sentences that talk about similar things? Writers go back to edit their work.  Capitals  Punctuation marks Universal Design for Learning REPRESENTATION ACTION & EXPRESSION ENGAGEMENT The ‘what’ of teaching & learning.. The ‘how’ of teaching & learning… The ‘why’ of teaching and learning… (What format will the teacher use to present (How will you present the content? Through…) (What activities will students do to demonstrate content?) their learning?) Audio:  Interactive writing  video clips  Shared writing  Scheduling  talking texts (Tumble Books website)  Small group instruction (support ELLs)  Visual timetables  Independent writing  Flexible access to information (Robert Visual:  Peer review Munsch)  Robert Munsch texts  Oral presentations  Charts:  Posters (writing, illustrations, drawings) 1. Attribute charts  Peer share 2. Graphic organizers  Dramatization (role playing)  Class discussions Kinesthetic/Tactile:  TPR (dramatization)

From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk)

Grade 1 Personal Response Rubric 2012 -2013

4 3 2 1 Orientation and Clearly states titles of two Clearly states titles of two States titles of two stories Does not state titles of Context stories, author’s name, and stories and author’s name or author’s name stories or author’s name the purpose of comparing and contrasting Content Clearly states three or more Clearly states at least one States similarities or Does not state any similarities and differences similarities and differences differences between the two similarities or differences between the two stories between the two stories or stories or characters between the two stories or and/or characters characters characters

Evaluation of States opinion on which States opinion on which States opinion on which Does not state opinion on Literature story or character is their story or character is their story or character is their which story or character is favorite and provides a text- favorite and provides a favorite and does not their favorite bound reasons why reason why provide a reason why Evidence Provides details and/or Provides details or Provides details or Does not provide details or examples to support each examples to support some examples to support examples to support stated similarity, difference similarities, differences and similarities, differences or similarities, differences and and opinion opinion opinion opinion Mechanics and My writing is easy to read My writing is pretty easy to My writing is a little hard to My writing is very hard to Conventions because: read because: read because: read because:

-I have used capitals for the -I have mostly used capitals -I have used some capitals. -I have used few or no beginning of sentences, for the beginning of capitals. names and dates. sentences, names and -I have used some end dates. punctuation. -I have used few or no -I used end punctuation punctuation marks. correctly. -I have used end -I spelled some sight words punctuation and commas. correctly and used some - I have spelled few sight -I spelled sight words letter sounds to spell words correctly and used correctly and unknown -I spelled most sight words unknown words. few letter sounds to spell words with mostly correct correctly and used letter words. letters. sounds to spell unknown words.

Grade 1 Author Study Writing Data Collection W1 (Opinion Pieces) and W11 (Personal Response to Literature)

Name Orientation and Content Evaluation of Evidence Mechanics and Context Literature Grammar