Curricular Unit DevelopmentDelia DeCourcyOakland SchoolsNovember 14, 2013
Identify Desired Results
Determine Evidence
of Learning
Plan Instructio
n
Good Morning!
wlela.wikispaces.com
Goals for TodayDevelop a
shared language for designing curriculum
Explore a design process informed by UbD
Make significant headway on framing a fiction/nonfiction unit
Share progress on the work
Today’s Schedule
7:15-7:30 UbD/Essential Questions
7:30-8:15 Structuring Unit Development
8:15-9:45 Collaborative Work Time
9:45-10:15 Sharing the Work
Understanding by Design
Grant Wiggins & Jay McTighe
Unit Design Work: Intellectual GPS Identify specific learning
destination Instructional path becomes
more clear
Understanding By Design
Big ideas – the knowledge Transfer Learning – authentic
performance/task Focus: long term results Not just covering materialTeachers
Coaches of understanding Check for meaning making & transfer
Designing with the end in mind
Designing with the End in Mind
To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction.
- Stephen Covey, The Seven Habits of Highly Effective
People
Design TemplateShared language collaboration
Uniformity of format audience
Clear Framework implementation
Backwards Design - Stages
1. Identify Desired Results
2. Determine Acceptable Evidence of Learning
3. Plan Learning Experience & Instruction Accordingly
Curricu
lum
Desig
n
= R
ecu
rsive
Stage 1: Identify Desired Results
“If you don’t know where you’re going, then any road will get you there.”
Focus on Students’ output not teacher input
Students’ ability to make use of what is learned
Identify Desired Results
Revisiting Essential Questions Essential Questions have no one obvious right
answer.
They uncover, rather than cover up a subject’s controversies, puzzles and perspectives.
Essential Questions address the philosophical or conceptual foundations of a discipline.
Essential Questions are framed to provoke and sustain student interest.
Identify Desired Results
Entry Point = Key Text
Why are we having our students read this text?
What makes this text great literature?
What specific lessons or ideas does it have to offer?
Identify Desired Results
The Love Unit What is romantic love? What is Shakespeare’s take on romantic love? How do ideas about and depictions of romantic love
differ across texts and time? How have they remained the same?
Take Away/Intellectual End:I want students to understand that there are multiple definitions of romantic love and ways that these definitions have been represented across texts, within a text (Shakespeare), and across time and cultures. But there are also ideas about and depictions of romantic love that remain consistent.
Identify Desired Results
Guidelines for Essential Questions
Questions should lead to larger essential unit ideas.
Questions should be framed for maximal
simplicity.
Questions should be worded in student-friendly language.
Questions should provoke discussion.
Identify Desired Results
Turn & Talk
Does your unit’s essential questions do all those things?
How might you revise or tweak your questions?
Why are we having our students read this text?
Identify Desired Results
Revisit Supporting Texts How do they support the essential
questions?
TURN & TALK
Assess where you are with finding effective supporting texts.
Key ConceptsWhat do we want students to understand deeply and be able to apply?
CONTENT romantic love forbidden love iambic
pentameter sonnet form figurative
language puns
SKILLS performing a multi-draft read summarizing key events identifying and analyzing the
development of a theme reading and analyzing across
multiple texts visual analysis identifying text features in a
nonfiction text identifying audience and
purpose in a nonfiction text
Identify Desired Results
STOP & JOTWhich concepts (content & skills) do you think are most critical to this unit?
Identify Desired Results
The Standards Which standards are crucial? Where am I in the year? What skills can I build on? What skills need to be reinforced? What skills need to be introduced?
Reading - Informational Reading - Narrative Writing Speaking & Listening Language
Identify Desired Results
Stage 2: Evidence of Learning
In this task, students independently recognize, apply, explain….
What exactly are you assessing for?
Could students do the proposed assessment well but not truly have mastered or understood the content or skills?
Evidence of Learning
Summative Assessment Design
How can students apply and transfer their learning? (new scenario)
Do not focus on medium first! (essay, speech, website)
What is evidence of their Understanding of content?Mastery of a skill?
Evidence of Learning
STOP & JOT• At the end of this unit, what do
students need to be able to recognize, apply, or explain?
• What skills do they need to demonstrate mastery of?
Evidence of Learning
The Love Unit: Summative Assessment
Description: a presentation that examines the depiction of romantic love across multiple texts, through time and across cultures. Use studied and self-selected texts Identify patterns of representation Provide textual and visual evidence to
support claims
Evidence of Learning
TURN & TALKBased on you Stop & Jot, what are your ideas for the summative assessment?
Evidence of Learning
ALIGNMENT: Does the summative assessment address the essential questions & reflect the concepts (content & skills) focused on?
Pre-Unit Assessment Task1. Students read a Shakespearean sonnet
as well as an advertisement that addresses a related theme from the sonnet.
2. They write a summary of each text then write an analysis of the connections between the two texts.
3. Skills assessed: close reading of text, visual analysis, reading and analyzing across multiple texts.
Evidence of Learning
Mid-Unit Formative Assessment Task1. Students read Act 3, scene 2 of Romeo
& Juliet and watch both film versions.2. They then summarize the key events
and ideas of the scene.3. Next, they engage in a Socratic seminar
about the importance of this scene to the development of the romantic love theme and the similarities and differences between the films’ interpretations.
Evidence of Learning
Stage 3: Learning Targets
Otherwise known as Objective Teaching Point
Include Content & Skill What students will KNOW and BE ABLE
TO DO Student-friendly language
Plan Learning Experience
The Love Unit – Learning Target(Act 1, scene 2) Students will
analyze the role of romantic love in a culture where arranged marriage is the norm and how this affects characters’ motivation and behavior.
Plan Learning Experience
Curricu
lum
Desig
n
= R
ecu
rsive
Check alignment of all 3 stages
Collaborative Work
wlela.wikispaces.com
Sharing the Work: Spokesperson
Essential Questions
TextsConceptsSummative
Assessment Task
VictoriesChallenges