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2019. 5. 16. Unit Overview (nonfiction) - Google Docs
3- W7: Conduct short research projects that ● Identify different types of linking ● Write a draft about their research ● Give careful, critical feedback and
build knowledge about a topic phrases and ways to apply them topic. suggestions about the
ART.T.I.3.1 Identify and describe different into their own writing. ● Publish it by typing it out idea/writing
characters though vocal expression. ● Choose their informational text ● Look through the book to choose ● Con idently teach each other about
ART.T.III.3.1 Infer from a text, characters topic their own topic. their topic
and setting in stories. ● Group information that is similar ● Find and select the information ● help one another if one student is
ART.T.III.3.5 Listen to constructive criticism ● Write a table of contents that is essential (distinguish stuck on writing or brainstorming
and respond in a positive manner. ● Learn how to start with a large important information from ● Read the pair’s writing and respect
ART.T.V.3.2 Recognize that the arts are an topic/idea and narrow it down. non-important) each other’s writing
expression and record of human life. ● Think and plan out how they are ● List and organize it into the order ● Accept each other’s feedback and
3 – H3.0.2 Explain how historians use going to apply the lesson to their they want to present apply it to their own writing.
primary and secondary sources to answer own informational text writing.
questions about the past ● Learn how to start writing their (What values and commitments and
3 – H3.0.5 Use informational text and visual draft using the table of content (What discrete skills and processes should attitudes should students acquire or
data to compare how American Indians and ● Connect the organized information students be able to use?) wrestle with?)
settlers in the early history of Michigan into writing/paragraphs
adapted to, used, and modi ied their ● Use craft moves ( igurative speech)
environment. in there writing
(What content standards and program- or ● Understand starting the sentence
mission-related goal(s) will the unit address? with a similar pattern is not good
What habits of mind and cross-disciplinary ● Form information into a paragraph
goal(s)- for example, 21st century skills, core
● Distinguish important facts from
competencies- will this unit address?
Include source and identifying number) interesting facts
(How will students demonstrate their understanding- meaning-making and transfer- through complex performance?)
(Regardless of the format of the assessment, OTHER EVIDENCE: are these formative (Stage 3- progress monitoring)? Double Check.
what qualities are most important?)
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum
https://docs.google.com/document/d/1EDuGWybViOT-mNR7whZ_23lgQjHHUPaus25k3AEOXDs/edit 2/6
2019. 5. 16. Unit Overview (nonfiction) - Google Docs
● Give back the KWL charts in the middle of the unit to let the student ill in more. (Can see how well they are learning
- Students understanding the content and if they have any more additional question about the topic)
and the topic is very important ● Give back the KWL charts at the end of the unit to check what the students learned from this unit about informational
- Students able to demonstrate and apply
text.
what they have learned into their work
is very important. (What other evidence will you collect to determine whether Stage 1 goals were achieved?
- Students challenging themselves and
pushing themselves to improve and
their effort on the work.
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum
https://docs.google.com/document/d/1EDuGWybViOT-mNR7whZ_23lgQjHHUPaus25k3AEOXDs/edit 3/6
2019. 5. 16. Unit Overview (nonfiction) - Google Docs
(What pre-assessments will you use to check students’ prior knowledge, skill levels, and potential misconceptions?)
(Toward which goal does each Learning Events Progress Monitoring
learning event build?)
Student success at transfer, meaning, and acquisition depend upon their participation in these ● (How will you monitor students’ progress
Acquisition
learning events… toward acquisition, meaning, and transfer
during lesson events?) (Formative
Meaning Assessment)
Ask students questions about different
Transfer Initiating or Introductory Phase
methods to organize information.
- Introduce the topic of informational text and ask the students what they already
know about informational text. (M, Acq)
Let the students share their topics and
- Make connection to their social studies research project, saying that is a kind of
information and how they formed it
informational text as well. (M)
into a paragraph. Also then let peers
- Introduce the concept of informational text, how to organize information, making a
give feedback on the content that is
table of content. (T, M)
been shared. (Pros/Cons)
- The students will participate in choosing interesting topics for their informational
text. (Acq)
Students typing up their writing to
- In a large group discussion, students will identify the different components of
publish it
informational text and use a large poster to let the students write as they discuss
about informational text. (T, M, Acq)
● Looking at student behavior
- The students will peer teach each other about their own topic. (Acq)
o they are being
Developmental Phase
respectful to others
- Create a poster about how to write informational text step by step (Acq, M)
o they have a positive body
- List interesting information and facts about their topic and have a time of peer
language
teaching. Let the students experience how become a teacher. (T, M, Acq)
o they are ready to listen
- The students will learn how to organize the shared information into large topic and
to their peers
subtopics. Finalize it by making a table of content for their topic. (T,Acq) The students
will play around with the list of information they wrote to see which information is
● Watching the small and large class
the most essential to least essential.
discussion
- The students will identify which information can be their broad, main statement and
o Being able to give helpful
other information can be the supporting detail information for the statement.
feedback to peers with
- The students will learn different ways to organize their detailed information like
evidence
boxes and bullets, cause and effect, pros and cons, compare and contrast. (T,M)
o Being able to participate
- The students will learn how to combine similar/related information together by using
in the discussion
a hand model (this is a method that I will use to teach about table of contents).
Taking a look at their Pre-Assessments
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum
https://docs.google.com/document/d/1EDuGWybViOT-mNR7whZ_23lgQjHHUPaus25k3AEOXDs/edit 4/6
2019. 5. 16. Unit Overview (nonfiction) - Google Docs
- The students will use mentor text (books that is used for example TBD) to look at ● (How will students monitor their
examples and to borrow ideas from to use it into their own writing. own progress toward acquisition,
- The students will pair up for peer reviews and give feedback to each other. meaning, and transfer?)(Assessment
as learning)(rubric?)
Culminating Phase They are going to learn from large/small
- The students will create a well-structured table of contents for their topic (T,M,Acq) group discussions and 1 on 1 feedback from
- The students will have well-organized information which is complete informational the peer and teacher on their informational
text ready to be typed and published based on examples discussed in class (Acq) text or section of writing the student is
- The students will be given strong and helpful feedback such as ways to improve their currently working on.
writing, grammar and spelling errors, and areas that they liked about. (M, Acq)
Students are given rubric and expectations of
what needs to be done for writing
informational text.
● (Have you included multiple means of representation, multiple means of action and
expression, and multiple means of engagement?) Students have opportunities to use creative
● (Are all three types of goals (acquisition, meaning, and transfer) addressed in the learning vocabulary and different types of lead in their
plan?) writing.
● (Does the learning plan re lect principles of learning and best practices?)
● (Is there tight alignment with Stages 1 and 2?)
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum
https://docs.google.com/document/d/1EDuGWybViOT-mNR7whZ_23lgQjHHUPaus25k3AEOXDs/edit 5/6
2019. 5. 16. Unit Overview (nonfiction) - Google Docs
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum
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