Post on 13-Dec-2015
transcript
(No tech needed for most of today.)
Understanding by DesignELA CCSS Unit Planning
Tea Party
Move around the room and share your quote with as many people as possible. Work in pairs - not groups.
Briefly discuss how the quotes might be related.
Clock Partners
Small Group Discussion
What might these quotes be about (i.e. patterns, themes, the big idea)?
Reflection
Why use Backward Design to plan a unit of study?
Agenda
Goal: Teachers will complete drafting a backward designed ELA CCSS Unit of Study.
Objectives:-Revise essential questions-Draft enduring understandings-Draft a GRASPS structured PT-Utilize WHERETO for learning events-T(Tailor for ELLs) and E(quip)
Review - Step 1 - Unpacking Standards
AB Each Teach
• Pairs designate one partner as A and one as B. • Person A reads and unpacks W.8.1b. • Person B reads and unpacks SL.8.3. • When both are ready, they teach their partner how to unpack that standard.
Essential Questions
What are some purposes of developing essential questions?
Essential Questions
Read to explore the reasons the author promotes for utilizing essential questions. (Text-Dependent Question)
Stop and Talk - Essential Questions• Read silently and simultaneously to designated stopping points (at least 3). • When each partner is ready, stop and “say something.” o The something might be a question, a brief summary, a key point, an interesting idea, or a personal connection. • Continue the process until you have completed the selection.
3 o’clock Partner
Essential Questions
Collaborative Carousel
1. Create the graphic.2. Write the concept in the center.3. On your own, draft as many essential
questions in various categories as you can.4. When signaled, pass your paper to the left.
Add your thinking to the paper you receive.
Concept - Vocabulary
Check your EQs with your grade level team.
Are they essential?Do they match students’ current needs? Standards?
Reflection
What are some purposes for developing essential questions?
"We believe that we generally approach problems with an open mind. However, the brain unconsciously steers our attention towards previously stored knowledge. Any information that does not match the solution or the theory we have already internalized, tends to be ignored or masked….We must be aware of our errors, if we genuinely want to improve our thinking." - Science Daily
Determine Acceptable Evidence
GRASPS
Join another pair of partners
9 O’Clock Partner
Stem Completion - Card Sort
1. Each group member considers possible Roles for students to take for this task.
2. After 3 minutes, each member of the group will share his/her roles. Choose one.
3. As a group, brainstorm the type of READING (Situation) that role engages in.
4. With your partner, complete the sentence stems for the GRASPS task.
Line Up
Think of something you understand well.
WHERETO
HookView media sources that define progress: Progress is Movement in the Right Direction - https://www.youtube.com/watch?v=NPdoHMUIm_k Progress is Hope - https://www.youtube.com/watch?v=GA7nOLXaA2U Philosophical Chairs Debate - The economy is the best indicator of a nation’s progress.
Tailoring for English Language Learners
Designated ELD - where the ELD Standards are the focal standards as you work with passages from curriculum.
Tailoring for English Language Learners
ELD Standard, Grade 8, Part II, C. 6 (Br)Combine clauses in a wide variety of ways (e.g. creating compound and complex sentences, and compound-complex sentences) to make connections between and join ideas, for example, to show the relationship between multiple events or ideas.
Example - Sentence Unpacking
Sentence to unpack:“Although many countries are addressing pollution, environmental degradation continues to create devastating human health problems each year.”
What does this sentence mean?
Sentence Deconstructing
StructureType of clause and how I know
TextBroken into clauses
MeaningWhat it means
“Although many countries are addressing pollution, environmental degradation continues to create devastating human health problems each year.”
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Quick Guide to the Scaffolds Tool from Orange County
Recall and Reproduction
Skills and Concepts
Strategic Thinking
Extended Thinking
Bloom’s DOK
● Proficiency Level Descriptors
● Prompts and Responses
● Application● Academic
Vocabulary● Strategy Lists● Content Area
Frames
Equipping with Text Based Evidence
Equipping with Text Based EvidencePractice
What is the difference between important and trivial evidence?
How can we design reading inquiries and classroom conversations that will better equip students to deeply analyze the texts they read?
Staircase of Standards
Equipping with Textual Evidence
One Example...
CCSS Appendix B Text Exemplars, Grades 6-8 - “Blood, Toil, Tears and Sweat” Winston Churchill’s address to Parliament on May 13, 1940 (ELA - Informational Text)
Text Based Thinking
Choose one of the sample questions.
Work through the response together. Record your thinking. Prepare to share.
Reflection (Think. Write. Pair. Share)
Please return to the morning’s reflection. Add and revise your thinking from the day.
Agenda
Goal: Teachers will complete drafting a backward designed ELA CCSS Unit of Study.
Objectives:-Revise essential questions-Draft enduring understandings-Draft a GRASPS structured PT-Utilize WHERETO for learning events-T(Tailor for ELLs) and E(quip)
Resources
Livebinder linkhttp://www.livebinders.com/play/play?id=1654712
Password:UBD
Thank you!
Annotate & Discuss UbD Design Standards
1. On your own, read and annotate text by:- Underlining major points- Circling key words and/or confusing words- “?” “I wonder if…”- “!” “I’m surprised that…”- * Most Important Points- “1,2,3” by sequence areas
Annotate & Discuss UbD Design Standards
Discuss your text annotations with your small group.