QUALIFYING EXAM

Submitted by: Seth Jay M. Calusin

Grade Level: Grade 12 Regular Class

Number of Students: 30 students

Subject: English                                                                         

Topic: Word analysis, structuring dialogues and performing a drama/role play

INTRODUCTION:

It’s easy to identify learning experiences that feel great, it’s a lot harder to deconstruct why
they feel great. As teachers, understanding the why is a core part of our design process in
teaching. It allows our mind to constantly push for better, and to develop our own standard of
what makes a learning experience exceptional. Most importantly to us, without understanding
the why, we can’t incorporate these great elements from one lesson into another. We need to
cultivate a shared language of what makes learning experiences great, in practical, non-abstract
terms. A great learning experience focuses on being effective first. If it’s not effective, then it’s
failed at being a learning experience. Being visually rich, interactive, and enjoyable are all
important, but they should be used to enrich the learning, not to substitute it.

A great deal of theories, researches, strategies, methods, approaches have been found and
discovered. Once these have been demonstrated and tried, everyone in the field of teaching
will give a valiant effort to prepare and show this in the class. Furthermore, lesson planning
keeps on evolving until a suitable type of lesson plan exist. The effectiveness of the lesson plan
relies upon some of a components which requests a ton of speculation from the teachers
("What are elements of a great Learning Experience and Lesson Planning," 2010).

Before any effective lesson plan takes place the teacher should consider the following: Know
who your students are. Know their ability levels; backgrounds; interest levels; attention spans;
ability to work together in groups; prior knowledge and learning experiences; special needs or
accommodations; and learning preferences. This may not happen as quickly as you would like,
but it is important to design instruction to meet the needs of the students. Know the materials
that are available to help you teach for success. Take and keep an inventory of the materials
and resources that are available to you as a teacher. For example: technology, software,
audio/visuals, teacher mentors, community resources, equipment, manipulative, library
resources, local guest speakers, volunteers.
There are a great deal lesson plan that teachers. We have the Traditional and Non-Traditional:
Conventional and Non-customary. The basic ones are detailed and semi-detailed lesson plans.
We additionally have a few exercise designs that turn out convenient. These are I-Plan, 3 P's 2
A's, 4 A's, and then some. In any case, as I have ventured to every part of the magnificence of
lesson plan, I set my eyes with the brilliant and noteworthy sort of lesson plan. It's the UbD
(Understanding by Structure). What's UbD? How can it work? All things considered, it's
fundamentally a structure where feedback and questions identifying with learning can be
replied with a 100% exactness and accuracy. Questions like the effectiveness, learning
experiences, learning objectives and many more. Here are several points of the UbD
framework, the backward design. How it works!

 A primary goal of education should be the development and deepening of student

understanding.

 Students reveal their understanding most effectively when they are provided with
complex, authentic opportunities to explain, interpret, apply, shift perspective,
empathize, and self-assess. When applied to complex tasks, these "six facets" provide a
conceptual lens through which teachers can better assess student understanding.

 Effective curriculum development reflects a three-stage design process called "backward

design" that delays the planning of classroom activities until goals have been clarified
and assessments designed. This process helps to avoid the twin problems of "textbook
coverage" and "activity-oriented" teaching, in which no clear priorities and purposes are
apparent.

 Student and school performance gains are achieved through regular reviews of results
(achievement data and student work) followed by targeted adjustments to curriculum
and instruction. Teachers become most effective when they seek feedback from
students and their peers and use that feedback to adjust approaches to design and
teaching.

 Teachers, schools, and districts benefit by "working smarter" through the collaborative
design, sharing, and peer review of units of study.

In practice, Understanding by Design® offers:

 a three-stage "backward planning" curriculum design process anchored by a unit design

template

 a set of design standards with attendant rubrics

  and a comprehensive training package to help teachers design, edit, critique, peer-
review, share, and improve their lessons and assessments.

Support materials include the original Understanding by Design® book (Wiggins & McTighe,

1998), which provides an in-depth look at the Understanding by Design® framework, as well as
a handbook, a study guide, and a three-part videotape series.

These materials provide educators with a powerful set of resources to make their work more
focused, engaging, coherent, and effective.

BODY:

As seen in the lesson plan I made, the subject is English. There are 3 stages of this framework.
Stage 1 has desired results, stage 2 is for assessment evidence and the third stage is the
learning plan. As you noticed, stage 3 is usually the first part for most lesson plans. That’s why
this is called the backward design for it scopes out the enduring understandings, setting the aim
or purpose of what the learners would carry on for a life-long journey. And on top of that, we
are dealing with the complexity of the learners. Their learning experiences must be crafted in
their hearts, never to forget the values through actual demonstrations and application in real-
life situations.

The teacher's fundamental task is to get students to engage in learning activities that are likely
to result in achieving [the intended learning] outcomes. It is helpful to remember that what the
student does is actually more important that what the teacher does. (Schuell, 1986, p.429)

In stage 1, desired outcomes or results is necessary for it answers the question of what you
want your learners to learn from your lesson. In order to achieve that, it should be aligned with
the content standards that are already crafted well. It serves as the basis of your lesson. Look
over it and it is up to the national standards. Through this, your enduring understandings and
essential questions will follow. Your enduring understandings sums up to how they would carry
this outside the 4 walls of the room or the premises of the school. Would they really remember
and do the right things as learned in your lesson? As experienced, some teachers would just
make lessons for the sake of completion and make it as a guide towards what would the flow
be. Nevertheless, they forgot the essence of valuing and understanding of what the students or
learners must take and never forget to do. Next is the essential questions. Essential questions
are the triggering point of how would this be of great importance in their lives. This answers the
enduring understanding portion. It justifies the understanding of the learners from your lesson.
They check if your enduring understanding really is making sense. It activates the realizations of
the learners which leads to the student or learning objectives: the outcomes.
The outcomes now are the range of knowledge and skills of each individual that he or she must
attain or experience through actual learning in the active process. The learning objectives must
also be connected and in line with the enduring understanding. By the way, the enduring
understanding is the mother of all roots. It means that every step is and should be checked in
the enduring understanding. After all, their learning experiences are already put in this area.
Proper and actual processes and activities are all that’s left to make it effective and meaningful.
The knowledge area which you desire for your learners to achieve must also be weighed with
the skills they’ll acquire or develop. It may sound easy to attain, but learning doesn’t happen
overnight. Therefore, it goes the same with gradual process and practice. Once you’re finished
with this, then you’re all set in sealing stage 1, your desired results. Remember, desired results!
The part where your pupils or students should arrive. Go for the win, as they say.

Important knowledge and skill objectives, targeted by established standards, are also identified
in Stage 1. An important point in the UbD framework is to recognize that factual knowledge and
skills are not taught for their own sake, but as a means to larger ends. Acquisition of content is
a means, in the service of meaning making and transfer. Ultimately, teaching should equip
learners to be able to use or transfer their learning (i.e., meaningful performance with content).
This is the result we always want to keep in mind

The next one, stage 2, is the assessment evidence. It is the part where how they are going to
show to you that they truly and fully got your intentions. The best way? It’s through
performance or actual demonstration. Nothing beats actual performance or demonstration.
This is already enveloping the skills that you listed in your desired results. Since their lesson is
proper disposal, the product or task must also be significant. The students must also speak in
English while doing their tasks. One of the best ways is through group work for teamwork will
arise, another way of activating the values side. This is the beauty of UbD. The performance
task has acronym of “GRASPS”. It’s not important to explain each letter that it stands, but it’s
just to make sure that their performance task is up to standards and is SMART (Specific,
Measurable, Attainable, Relevant and Time-bounded). The learners package also is to let
everyone participate especially to the group who’s going to team up with a PWD. Now, once
they’re finished with the tasks, a rubric for grading is also provided. Your rubric matters if you
want it global or analytic. Global is for a type of rubric grading wherein you look at the
wholesomeness of the performance of the learner, while analytic if you follow rigidly to each
criterion. This part is up to you. If the performance task is finished, then we’ll head to the
supporting evidences. The proof of their product. This time, there are a lot of methods we can
do for this. We can have video presentations and they have to make sure they’re using the
English language in speaking or communicating. There are also activities in pairs, seat works,
board works and assignments or home works. Stage 2 is the assuring portion that everything
must be up to standards and it followed what the desired results are, so that learners can also
have the support through actual contact and demonstration.

In addition to performance tasks, Stage 2 includes other evidence, such as traditional quizzes,
tests, observations, and work samples to round out the assessment picture to determine what
students know and can do. A key idea in backward design has to do with alignment. In other
words, are we assessing everything that we are trying to achieve (in Stage 1), or only those
things that are easiest to test and grade? Is anything important slipping through the cracks
because it is not being assessed? Checking the alignment between Stages 1 and 2 helps ensure
that all important goals are appropriately assessed, resulting in a more coherent and focused
unit plan.

Finally, the last stage is the lesson proper. As you observed it, it’s more of the flow of your
lesson. More commonly as the lesson proper. You see, the important ones are found on the
earlier stages. The flow is basically the tools in reinforcing the prior stages. The learning plan is
a combination of all the types of lesson plans you know. You can make it as a detailed or semi-
detailed one. It doesn’t matter as long as it’s making sense and are beneficial for the learners,
keeping it up to the content standards and to the enduring understandings - everlasting
learning. It includes the generalization, valuing, discussion or presentation of your lesson,
motivation and of course, the materials and resources.

Teaching for understanding requires that students be given numerous opportunities to draw
inferences and make generalizations for themselves (with teacher support). Understanding
cannot simply be told; the learner has to actively construct meaning (or misconceptions and
forgetfulness will ensue). Teaching for transfer means that learners are given opportunities to
apply their learning to new situations and receive timely feedback on their performance to help
them improve. Thus, the teacher’s role expands from solely a “sage on the stage” to a facilitator
of meaning making and a coach giving feedback and advice about how to use content
effectively.

CONCLUSION:

If we have put into practice what UBD is, then the learning experiences including the student or
learning outcomes would be complete. Everything is well provided, well planned. It starts on
the most important aspect down to the reinforcements or supports, which are also very much
needed. This is the way of the UbD framework. A backward design that stimulates the primary
goal or intention that the learners must achieve at the end of the lesson, day, week or month,
but stays everlastingly. Moreover, it help the key constituents (administrators, teachers,
parents, students, and the general public) understand the rationale for and the requirements of
the UbD. framework prior to moving forward. Without sufficient time to disseminate basic
information and offer necessary training, key constituents may form opinions based on
misconceptions or inaccurately conclude that the UbD framework is too demanding or
irrelevant to their needs.

Teachers must have access to high quality UbD curriculum materials. Weak or flawed examples
convey the wrong idea of what UbD curriculum should look like, and teachers who use
imperfect resources will have negative experiences that hurt the overall reform effort designed
to influence student learning. Time is once again an important factor here; we know from years
of experience that it takes time to develop high-quality curriculum using the UbD framework.
Long-term and ongoing professional development is essential to ensure that all teachers and
administrators have sufficient expertise to implement the UbD framework with fidelity. There’s
no best lesson plan nor methods, but there is the most suitable one for the type of learners you
have.

REFERENCES:

McTighe, J., & Wiggins, G. (1999). Understanding by Design professional development

workbook. Alexandria, VA: ASCD. http://shop.ascd.org/ProductDetail.aspx?ProductId=411
Tomlinson, C., &

McTighe, J. (2006). Integrating differentiated instruction and Understanding by Design:

Connecting content and kids. Alexandria, VA: ASCD.

UNDERSTANDING BY DESIGN

Grade Level: Grade 12 Regular Class

Number of Students: 30 students

Subject: English                                                                         

Topic: Word analysis, structuring dialogues and performing a drama/role play

Teacher: Seth Jay M. Calusin  

STAGE 1- DESIRED RESULTS

Established Goals
Content Standards: Assess the effectiveness of listening strategies employed considering
text types, the listening task and purpose for listening to be able to produce an effective
play-acting.

 
Enduring Understanding(s) Essential Question(s)
Students will understand that… 1.      Why do you want to learn?                

·         Every speaker has a strong 2.      How do you want to learn?                

purpose.
3.      Do you believe that people live what they
·         A word, phrase or sentence can learn? Why? Why not?
reflect the culture, personality and
background of the speaker.

·         Reading is a way to understand

each other or people of other races or
ethnicity.
Student Objectives (Outcomes)
     Students will know… Students will be skilled at…

·         Analyze words and sentences ·         Understanding and analyzing unknown words

·         Relate written text to real life
·         Use the concepts of listening
strategies
or sentence structures
·         Listening attentively to what is spoken
·         Writing dialogues

·         Value teamwork and team effort ·         Identifying the speaker’s tone, attitude and
purpose.

·         Voicing out his/her opinions and emotions

about a text.

 
STAGE 2- ASSESSMENT EVIDENCE
Performance Task/ Product: Other Evidence(s):
Performance Task(s):  

Drama/Role Playing 1. Introduce the essential questions.

G - D – Dynamics of the group.
Everyone must participate. No one
must be left out in   the team.
R - R – Reveal the creativity in every
student.
 2. Allow the students to answer according to their
own experiences. Don’t correct their answers.
 3. Inform them about the output which would be
producing a drama or play and present to them the
criteria on how their performance will be graded.

A - A – Acting prowess must be  4. Present a listening text to the students and let
displayed. them answer the questions which will be helpful in
checking their note taking, vocabulary and
S - M – Must show effort and hard comprehension skills.
work.
 5. Give the students an assigned reading text to be
P - A – Ability to capture audience discussed next meeting.
interest.
 
S – S – Sensational performance and
delivery.

(NOTE: For the scoring rubric, please

see the attached sheet)
STAGE 3- LEARNING PLAN
Day 1: Listening Text Questions

 1. How did the author begin his topic?

2. Who, do you think, are his specific target readers? Explain.

3. According to author "Learning without thought is a snare: thought without learning is a

danger." Do you agree with him? Why?

4. Give illustrations to the truth of the statement: "The man of wisdom does not vacillate; the
man of natural goodness does not fret; the man of valor does not fear."

5. Comment on the author's view that the maxim of charity is ought to be acted upon
throughout one's life. Support your answer.

6. Think about the author's views on the qualities of a noble man. Which of these do you
believe most exemplify an educated or learned man? A thinking man? Which of his
arguments are still relevant today?

7. What do you think is the author's purpose in his essay?

8. What generalization or basic truth in life or human experience is expressed in the essay?

9. How does the title help contribute to the clarification of this truth about life?

Day 2: Word/Sentences/Discourse Analysis (Make meaning)

1. Instruct students to underline the unfamiliar words in the assigned reading text.

2. Unlock the meaning of the following words in the story by using word analysis.
 3. Ask the students to do a brief reaction paper to the story to be passed on the next
meeting.

Unfamiliar
Word Word or Sentence Analysis (Root word + Affixes) or Meaning
  Context Clues from the discourse can be used  
hearken    
cautiously    
profound    
motionless    
dissemble    
tolerable    
gesticulations    
audacity    
concealment    
unperceived    

Day 3: Writing a Short Play (Make meaning)

1. After collecting their homework, assign a random grouping for the students and give each
group a title which they will work on in writing their short play.

2. Give them refresher tips for writing and time to brainstorm.

3. Check their progress.

Day 4: Performance Task Making

1. Using the short role play their group created on the previous meeting; let the group
practice the play for whole period.

2. If other groups haven’t finished writing their play let them finish up and then join the
rehearsals.

3. Remind students about teamwork and the criteria before dismissing them.

Day 5: Presentation of Performance Task

(Note: Please see below for the scoring rubrics)

 

RUBRIC FOR SCORING G.R.A.S.P.S.

(Students and teacher’s copy)

Average:

Grade Percentage: (O.S./H.P.S. x 100)            Legend:

Example:            88-100 = A

10÷12 x 100 = 83     Average=B                                 75-87 = B

           62-74 = C

                                                                                     50-61 = D+

                                                                                     0-50 = F       

Criteria 5pts 3pts 2pts

Content / Ideas All ideas make All ideas make Not all ideas make
sense. Stays on sense. Stays on sense. Some parts
track. Includes many track. Includes some go off the track. Does
interesting details. interesting details. not have interesting
details.
Acting Skill Feelings and ideas Feelings and ideas Feelings and ideas
are expressed in are expressed. were not properly
interesting ways. Emotions were expressed. It lacked
Various emotions strongly expressed. strong emotions
and strong acting where it was needed
prowess were . most.
displayed.
   
Strong beginning and Strong beginning and Weak beginning.
sentences are tied sentences are tied Few sentences tie
together. Details are together. Details are together. Details are
presented in order. presented in order. mixed-up or not in
Presentation begins Presentation begins order. Many
with different words with different words sentences begin with
some sentences are some sentences are the same words.
short and some are short and some are Most of the
longer and complex. longer and complex. sentences are short.
Many power words Many power words Few words are used.
were used. were used.
 
Voices were clearly Voices were clearly
heard and all the heard and all the
words were words were
enunciated properly enunciated properly
with correct stress with correct stress
and pauses. and pauses.
Fluency /
Organization    
Volume and Quality Voices were clearly Voices were clearly Voices were not loud
of Voice heard and all the heard most were enough to be heard
words were properly pronounced by the whole class.
enunciated properly with correct stress Some words were
with correct stress and pauses. properly stressed
and pauses. and pronounced
 
 
Group Dynamics All members were Most members were Few members were
able to contribute able to contribute able to contribute
ideas and organized ideas and organized ideas and few
the final output the final output. organized the final
together. output.