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Understanding by Design Template 2.0
Sample Units
pp 3-4 Social Studies – Pioneer Life (elem.)
pp 5-7 Visual Art (High School)
pp 8-10 English – Novel Study (High School)
pp 11-12 Mathematics – Algebra I
pp 13-15 Physical Education – Golf (secondary)
pp 17-19 Social Studies (Middle School)
pp 20-21 Telling Time (Grade 1)
pp 22-23 Music (Grade 1)
pp 24-33 Argumentation (High School)
Jay McTighe
Acq
uisit
ion
Esta
blish
ed G
oals
Mea
ning
Tran
sfer
Stud
ents
will
kno
w...
Stag
e 1
– D
esir
ed R
esul
ts
UN
DER
STA
ND
ING
SSt
uden
ts w
ill u
nder
stan
d th
at...
Stud
ents
will
be
able
to in
depe
nden
tly u
se th
eir l
earn
ing
to...
ESSE
NTI
AL
QU
ESTI
ON
SSt
uden
ts w
ill k
eep
cons
ider
ing.
..
UbD
Tem
plat
e 2.
0
Stud
ents
will
be
skill
ed a
t...
© 2
011
Gra
nt W
iggi
ns &
Jay
McT
ighe
3
DE
His
tory
Sta
ndar
ds 3
, 4:
Inte
rpre
t hi
stor
ical
dat
a,
anal
yze
hist
oric
al a
rtif
acts
, an
d un
ders
tand
wes
twar
d ex
pans
ion.
L. A
RTS.
Sta
ndar
ds 2
, 4.
2D –
Stu
dent
s an
alyz
e cu
ltur
al
inte
ract
ions
am
ong
dive
rse
grou
ps.
[Con
side
r m
ulti
ple
• M
any
pion
eers
had
nai
ve id
eas
abou
t th
e
oppo
rtun
itie
s an
d di
fficu
ltie
s of
mov
ing
Wes
t.•
Peop
le m
ove
for
a va
riet
y of
rea
sons
--
for
new
econ
omic
opp
ortu
niti
es, g
reat
er f
reed
oms
or t
o fle
e so
met
hing
. •
Succ
essf
ul p
ione
ers
rely
on
cour
age,
inge
nuit
y, a
nd
colla
bora
tion
to
over
com
e ha
rdsh
ips
and
chal
leng
es.
• Th
e se
ttle
men
t of
the
Wes
t th
reat
ened
the
lif
esty
le a
nd c
ultu
re o
f N
ativ
e A
mer
ican
tri
bes
liv
ing
on t
he p
lain
s.
• ke
y fa
cts
abou
t th
e we
stwa
rd m
ovem
ent
and
pion
eer
life
on t
he p
rair
ie
• pi
onee
r vo
cabu
lary
ter
ms
• ba
sic
geog
raph
y (i.
e., t
he t
rave
l rou
tes
of
pion
eers
and
loca
tion
of
thei
r se
ttle
men
ts)
• ke
y fa
ctua
l inf
orm
atio
n ab
out
Nat
ive
Am
eric
an t
ribe
s liv
ing
on t
he p
lain
s an
d th
eir
inte
ract
ions
wit
h th
e se
ttle
rs
•
expr
ess
idea
s or
ally
and
in w
riti
ng
• us
e re
sear
ch s
kills
(wit
h gu
idan
ce) t
o fin
d ou
t ab
out
life
on t
he w
agon
tra
in
and
prai
rie
• Why
do
peop
le m
ove?
Why
did
the
pio
neer
s le
ave
thei
r ho
mes
to
head
wes
t?• H
ow d
o ge
ogra
phy
and
topo
grap
hy a
ffec
t tr
avel
and
se
ttle
men
t?
• Why
did
som
e pi
onee
rs s
urvi
ve a
nd p
rosp
er w
hile
othe
rs d
id n
ot?
• Wha
t is
a p
ione
er?
Wha
t is
“pio
neer
spi
rit”
? • W
hose
“sto
ry” i
s it
?• W
ho w
ere
the
“win
ners
” and
who
wer
e th
e
“lose
rs” i
n th
e se
ttle
men
t of
the
Wes
t?
DE
Geog
raph
y St
anda
rds
3, 4
: U
nder
stan
d un
ique
cha
ract
er
and
cult
ure
of p
lace
s, r
egio
ns
• us
e un
ders
tand
ing
of p
atte
rns
of h
isto
ry t
o be
tter
und
erst
and
the
pr
esen
t.•
crit
ical
ly e
valu
ate
hist
oric
al c
laim
s an
d re
cogn
ize
diff
eren
t pe
rspe
ctiv
es.
Stag
e 3
– Le
arni
ng P
lan
Sum
mar
y of
Key
Lea
rnin
g Ev
ents
and
Inst
ruct
ion
Stud
ents
will
show
thei
r lea
rnin
g by
–Ev
alua
tive
Cri
teri
a
PERF
ORM
AN
CE T
ASK
(S):
© 2
009
Gra
nt W
iggi
ns &
Jay
McT
ighe
4
Stag
e 2
– A
sses
smen
t Evi
denc
e
OTH
ER E
VID
ENCE
:
UbD
Tem
plat
e 2.
0
• Cr
eate
a m
useu
m d
ispl
ay, i
nclu
ding
art
ifac
ts, p
ictu
res,
and
dia
ry e
ntri
es, d
epic
ting
“a w
eek
in t
he li
fe” o
f a
fam
ily o
f se
ttle
rs
livin
g on
the
pra
irie
. (W
hat
com
mon
mis
unde
rsta
ndin
gs d
o fo
lks
toda
y ha
ve a
bout
pra
irie
life
and
wes
twar
d se
ttle
men
t?)
• W
rite
1 l
ette
r a
day
(eac
h re
pres
enti
ng a
mon
th o
f tr
avel
) to
a fr
iend
“bac
k ea
st” d
escr
ibin
g yo
ur li
fe o
n th
e wa
gon
trai
n an
d th
e pr
airi
e. T
ell a
bout
you
r ho
pes
and
drea
ms,
the
n ex
plai
n wh
at li
fe o
n th
e fr
onti
er w
as r
eally
like
. (St
uden
ts m
ay a
lso
draw
pi
ctur
es a
nd e
xpla
in o
rally
.)
• M
useu
m s
peec
h -
How
are
we
‘pio
neer
s’? H
ow a
re w
e lik
e an
d un
like
the
peop
le o
n th
e pr
airi
e? I
mag
ine
that
you
are
an
elde
rly
trib
al m
embe
r wh
o ha
s wi
tnes
sed
the
set
tlem
ent
of t
he p
lain
s by
the
“pio
neer
s.” T
ell a
sto
ry t
o yo
ur 8
-yea
r ol
d gr
andd
augh
-te
r ab
out
the
impa
ct o
f th
e se
ttle
rs o
n yo
ur li
fe.
(Thi
s pe
rfor
man
ce t
ask
may
be
done
ora
lly o
r in
wri
ting
.)
• o
ral a
nd/o
r wr
itte
n re
spon
se t
o on
e of
the
Esse
ntia
l Que
stio
ns, u
sing
pio
neer
voc
abul
ary
in c
onte
xt
• d
rawi
ng(s
) sho
wing
har
dshi
ps o
f pi
onee
r lif
e
• U
se K
-W-L
to
asse
ss s
tude
nts’
prio
r kn
owle
dge
and
iden
tify
lear
ning
goa
ls f
or t
he u
nit.
• R
evis
e Pr
airi
e D
ay a
ctiv
itie
s (e
.g.,
subs
titu
te O
rego
n Tr
ail 2
com
pute
r si
mul
atio
n fo
r “d
ress
the
pio
neer
”
and
ask
for
jour
nal e
ntri
es w
hile
the
sim
ulat
ion
is p
laye
d).
• I
nclu
de o
ther
fict
iona
l rea
ding
s lin
ked
to t
he id
enti
fied
cont
ent
stan
dard
s/un
ders
tand
ings
(e.g
., Li
ttle
Hou
se
o
n th
e Pr
airi
e, B
utte
r in
the
Wel
l).•
Crea
te a
“tim
elin
e m
ap” o
f a
pion
eer
fam
ily’s
jour
ney
west
. •
Add
non
-fict
ion
sour
ces
to a
ccom
mod
ate
vari
ous
read
ing
leve
ls, s
uch
as L
ife
on t
he O
rego
n Tr
ail,
Dia
ries
of
Pion
eer
Wom
en, a
nd D
akot
a D
ugou
t.
Guid
e st
uden
ts in
res
earc
hing
the
per
iod
usin
g a
vari
ety
of r
esou
rces
.•
Sta
ge a
sim
ulat
ed m
eeti
ng o
f a
coun
cil o
f el
ders
of
a N
ativ
e A
mer
ican
tri
be li
ving
on
the
plai
ns, t
o ha
ve s
tude
nts
cons
ider
a d
iffe
rent
per
spec
tive
.
• D
iscu
ss -
“Wha
t sh
ould
we
do w
hen
thre
aten
ed w
ith
relo
cati
on -
figh
t, fl
ee, o
r ag
ree
to m
ove
(to
a r
eser
vati
on)?
Wha
t im
pact
wou
ld e
ach
cour
se
of a
ctio
n ha
ve o
n ou
r liv
es?”
• R
evie
w th
e sc
orin
g ru
bric
s fo
r “m
emor
y bo
x,” m
useu
m d
ispl
ay, l
ette
rs, a
nd jo
urna
ls b
efor
e st
uden
ts b
egin
the
per
form
ance
tas
ks. I
nclu
de
op
port
unit
ies
for
stud
ents
to
stud
y ex
ampl
es o
f th
ese
prod
ucts
.
• t
est
on f
acts
abo
ut w
estw
ard
expa
nsio
n, li
fe o
n
the
prai
rie,
and
bas
ic g
eogr
aphy
• e
xpla
nati
on o
f th
e “m
emor
y bo
x” c
onte
nts
• qu
iz o
n fa
cts
abou
t N
ativ
e A
mer
ican
tri
bes
livin
g
on t
he p
lain
s
• hi
stor
ical
ly
accu
rate
• pr
ofes
sion
al
look
ing
• re
veal
ing
&
info
rmat
ive
• go
od d
etai
l•
clea
r•
mec
hani
cally
sou
nd
• we
ll ar
gued
• we
ll-sp
oken
Acq
uisit
ion
Esta
blish
ed G
oals
Mea
ning
Tran
sfer
Stud
ents
will
kno
w...
Stag
e 1
– D
esir
ed R
esul
ts
UN
DER
STA
ND
ING
SSt
uden
ts w
ill u
nder
stan
d th
at...
Stud
ents
will
be
able
to in
depe
nden
tly u
se th
eir l
earn
ing
to...
ESSE
NTI
AL
QU
ESTI
ON
SSt
uden
ts w
ill k
eep
cons
ider
ing.
..
UbD
Tem
plat
e 2.
0
Stud
ents
will
be
skill
ed a
t...
© 2
011
Gra
nt W
iggi
ns &
Jay
McT
ighe
5
• Whe
re d
o ar
tist
s ge
t th
eir
idea
s?• H
ow d
o ar
tist
s te
ll st
orie
s wi
th im
ages
? • H
ow c
an m
eani
ng b
e co
mm
unic
ated
in
artw
orks
? • H
ow s
houl
d I
judg
e wo
rks
of a
rt
(incl
udin
g m
y ow
n)?
Mar
ylan
d Vi
sual A
rts
Stan
dard
1.2
a: C
ompa
re h
ow
arti
sts
use
narr
ativ
e co
nven
-ti
ons
in s
elec
ted
artw
orks
Stan
dard
1.2
b: C
reat
e na
rrat
ive
artw
orks
fro
m o
bser
vati
on,
mem
ory,
and
imag
inat
ion
that
sh
ow s
etti
ng, c
hara
cter
s,
acti
on, a
nd d
iffe
ring
poi
nts
of
vie
w
Stan
dard
2.3
b: P
lan
pers
onal
ar
twor
ks t
hat
inte
rpre
t th
e un
ique
sty
les
and
form
s of
di
ffer
ent
arti
sts
Stan
dard
3.2
a: C
omm
unic
ate
idea
s an
d co
ncep
ts b
y
man
ipul
atin
g el
emen
ts o
f ar
t an
d pr
inci
ples
of
desi
gn t
o ac
hiev
e sp
ecifi
c vi
sual
ef
fect
s
Stan
dard
4.2
c: F
orm
ulat
e,
appl
y, a
nd c
omm
unic
ate
cr
iter
ia f
or m
akin
g ae
sthe
tic
judg
men
ts a
bout
per
sona
lly
crea
ted
artw
orks
and
the
ar
twor
ks o
f ot
hers
• Ide
as f
or a
rtwo
rks
may
com
e fr
om o
bser
vati
ons,
im
agin
atio
n, p
erso
nal e
xper
ienc
es, a
nd/o
r ot
her
arti
sts
• Art
ists
use
nar
rati
ve c
onve
ntio
ns s
imila
r to
ora
l an
d wr
itte
n st
oryt
ellin
g to
tel
l sto
ries
.• A
rtis
ts s
elec
t, o
rgan
ize,
and
man
ipul
ate
art
elem
ents
and
pri
ncip
les
of d
esig
n to
cre
ate
spe-
cific
eff
ects
and
com
mun
icat
e m
eani
ng• D
ecis
ions
abo
ut a
rt a
nd d
esig
n ca
n be
bas
ed o
n es
tabl
ishe
d an
d pe
rson
ally
dev
elop
ed c
rite
ria.
• bac
kgro
und
info
rmat
ion
on J
acob
La
wren
ce, R
omar
e Be
arde
n, a
nd F
aith
Ri
nggo
ld
• key
voc
abul
ary
and
proc
esse
s re
late
d to
vis
ual n
arra
tive
, nar
rati
ve c
onve
ntio
ns,
art
med
ia a
nd
• com
pari
ng, a
naly
zing
and
dis
cuss
ing
artw
orks
• gen
erat
ing
idea
s th
roug
h br
ains
torm
-in
g an
d sk
etch
ing
• pla
nnin
g, s
elec
ting
and
org
aniz
ing
a va
riet
y of
mat
eria
ls a
nd im
ages
in a
co
mpo
siti
on
• App
ly t
he a
rtis
tic
proc
ess
in t
he c
reat
ion
of o
rigi
nal n
arra
tive
wor
ks.
• Sel
ect
and
effe
ctiv
ely
appl
y di
ffer
ent
med
ia f
or c
onve
ying
idea
s an
d fe
elin
gs.
• Ana
lyze
and
cri
tiqu
e wo
rks
of a
rt (i
nclu
ding
the
ir o
wn) a
gain
st c
rite
ria.
Eva
luat
ive
Cri
teri
aA
sses
smen
t Evi
denc
e
SUPP
LEM
ENTA
RY
EV
IDEN
CE
PER
FOR
MA
NC
E TA
SK(S
)Stag
e 2
– Ev
iden
ceU
bD T
empl
ate
2.0
Cod
ing
© 2
011
Gra
nt W
iggi
ns &
Jay
McT
ighe
6
Ana
lysi
s/D
evel
opm
ent
of P
erso
nal N
arra
tive
St
uden
ts w
ill a
naly
ze a
nd c
ompa
re a
rtwo
rks
by J
acob
Law
renc
e, R
omar
e Be
arde
n, a
nd F
aith
Rin
ggol
d to
iden
tify
cha
ract
eris
tics
of
thei
r st
yle
an
d wa
ys t
hey
use
narr
ativ
e co
nven
tion
s to
com
mun
icat
e vi
sual
sto
ries
. St
uden
ts w
ill u
se in
form
atio
n le
arne
d fr
om t
he a
naly
sis
to g
ener
ate
id
eas
for
a pe
rson
al n
arra
tive
by
plan
ning
a s
erie
s of
ske
tche
s, s
elec
ting
on
e id
ea t
o en
larg
e an
d fin
aliz
e in
a m
ediu
m (c
olla
ge, m
ixed
med
ia, a
nd/o
r pa
int)
influ
ence
d by
the
ir s
tudy
. Stu
dent
s wi
ll pr
epar
e th
e fin
al w
ork
for
an e
xhib
it.
• Stu
dent
sel
f-re
flect
ions
def
endi
ng d
ecis
ions
mad
e in
cre
atin
g,
se
lect
ing
med
ia, a
nd c
ompl
etin
g na
rrat
ive
com
posi
tion
s.
• Tea
cher
obs
erva
tion
s of
the
art
isti
c pr
oces
s of
pla
nnin
g, u
se o
f m
ater
ials
, wor
k ha
bits
, and
saf
ety
proc
edur
es.
• eff
ecti
ve u
se
of n
arra
tive
co
nven
tion
s (c
hara
cter
s,
acti
on, s
et-
ting
), ar
t el
emen
ts a
nd
desi
gn p
rinc
i-pl
es t
o co
mm
u-ni
cate
a s
tory
• eff
ecti
ve u
se
of
sele
cted
med
ia • c
raft
sman
-sh
ip
Stag
e 3
– Le
arni
ng P
lan
UbD
Tem
plat
e 2.
0
© 2
011
Gra
nt W
iggi
ns &
Jay
McT
ighe
7
Less
on 1
(Bac
kgro
und
and
rese
arch
, ana
lyze
, obs
erve
)St
uden
ts w
ill b
e in
trod
uced
to
thre
e ar
twor
ks. T
hey
will
be a
sked
to
dete
rmin
e wh
ich
one
best
“tel
ls” a
sto
ry a
nd t
o id
enti
fy w
hat
in t
he w
ork
cont
ribu
tes
to s
tory
telli
ng. T
each
er w
ill g
uide
stu
dent
s in
ana
lyzi
ng a
sel
ecte
d ar
twor
k to
iden
tify
the
nar
rati
ve
conv
enti
ons
(i.e.
, sub
ject
/cha
ract
ers,
set
ting
, tim
e fr
ame,
act
ion,
tex
t, s
eque
nce,
etc
.) us
ed t
o co
mm
unic
ate
the
stor
y. S
tude
nts
will
then
wo
rk in
pai
rs o
r tr
ios
to r
ead
abou
t Ja
cob
Lawr
ence
, Rom
are
Bear
den,
and
Fai
th R
ingg
old
and
othe
r na
rrat
ive
work
s by
the
art
ists
. The
y wi
ll an
alyz
e an
d co
mpa
re t
he a
rtis
ts’ w
orks
to
iden
tify
sim
ilari
ties
and
dif
fere
nces
in t
hem
es o
r su
bjec
t m
atte
r, u
se o
f na
rrat
ive
conv
en-
tion
s/st
oryt
ellin
g te
chni
ques
and
uni
que
char
acte
rist
ics
of t
heir
sty
le. B
ased
upo
n th
eir
grou
p an
alys
is a
nd d
iscu
ssio
ns, s
tude
nts
will
work
fr
om a
wri
ting
pro
mpt
to
draf
t a
sum
mar
y of
the
ir a
naly
sis.
Less
on 2
– (I
mag
ine/
gene
rate
idea
s, r
eflec
t)St
uden
ts w
ill s
hare
dra
fts
from
pre
viou
s cl
ass
then
look
at
a te
ache
r-m
ade
narr
ativ
e sa
mpl
e an
d di
scus
s th
e s
ubje
ct
mat
ter,
way
s th
at t
he s
ampl
e in
corp
orat
ed n
arra
tive
con
vent
ions
dis
cuss
ed in
the
pre
viou
s cl
ass,
sty
listi
c e
lem
ents
, and
com
posi
tion
al
qual
itie
s. S
tude
nts
will
be p
rese
nted
wit
h th
e pe
rfor
man
ce t
ask
acti
vity
and
cri
teri
a fo
r cr
eati
ng a
per
sona
l nar
rati
ve. T
hey
will
disc
uss
them
es/s
ubje
cts
that
hav
e si
gnifi
canc
e to
the
m a
nd p
lan
3 sk
etch
es f
or a
per
sona
l nar
rati
ve t
hat
inco
rpor
ates
sty
listi
c el
emen
ts a
nd/
or m
edia
cho
ices
obs
erve
d in
the
ir a
naly
sis
of L
awre
nce,
Bea
rden
, and
Rin
ggol
d’s
work
. Stu
dent
s wi
ll cr
itiq
ue t
heir
ske
tche
s to
det
erm
ine
whic
h on
e m
ost
effe
ctiv
ely
tells
a p
erso
nal s
tory
.
Less
on 3
– (P
lan,
exp
erim
ent,
refl
ect)
Stud
ents
will
sel
ect,
refi
ne, a
nd e
nlar
ge o
ne id
ea f
rom
the
ir s
ketc
hes
that
ful
fills
cri
teri
a es
tabl
ishe
d by
the
cla
ss, t
each
er a
nd p
erso
nal
inte
rest
s. S
tude
nts
will
work
in p
airs
to
revi
ew e
ach
othe
rs’ e
nlar
ged
sket
ches
and
giv
e fe
edba
ck r
egar
ding
eff
ecti
ve n
arra
tive
tec
hniq
ues
and
visu
al im
pact
thr
ough
cho
ice
of a
rt e
lem
ents
and
des
ign
prin
cipl
es. T
he t
each
er w
ill d
emon
stra
te o
n th
e te
ache
r-m
ade
sam
ple
ways
to
add
pain
t, t
extu
re, a
nd o
ther
col
lage
com
pone
nts/
mat
eria
ls t
o th
e co
mpo
siti
on.
Stud
ents
will
exp
erim
ent
with
col
lage
and
mix
ed m
edia
te
chni
ques
by
pain
ting
and
/or
colla
ging
mat
eria
ls t
o pa
rts
of t
heir
ske
tche
s be
fore
app
lyin
g th
em t
o th
e fin
al c
ompo
siti
on. S
tude
nts
will
com
plet
e a
jour
nal e
ntry
to
refle
ct o
n th
e pr
oces
s an
d pr
ogre
ss o
f th
eir
work
.
Less
ons
4, 5
, 6, 7
(Stu
dio
tim
e: e
xper
imen
t, r
evis
e/re
fine,
refl
ect)
– St
uden
ts w
ill c
onti
nue
expe
rim
enti
ng w
ith
med
ia. T
each
er w
ill p
rovi
de o
n-go
ing
feed
back
whi
le s
tude
nts
work
and
mak
e re
finem
ents
to
the
final
com
posi
tion
. Stu
dent
s wi
ll sh
are
thei
r wo
rks
in p
rogr
ess,
dis
cuss
pro
cess
es a
nd t
echn
ique
s, a
nd c
onsu
lt w
ith
each
oth
er t
o de
term
ine
what
are
as s
till
need
wor
k an
d wh
ere
mod
ifica
tion
s or
cha
nges
may
be
need
ed. S
tude
nts
will
com
plet
e a
jour
nal e
ntry
to
refle
ct o
n th
e pr
o-ce
ss a
nd
pr
ogre
ss o
f th
eir
work
at
the
end
of e
ach
stud
io s
essi
on.
Less
on 8
– (R
eflec
t/se
lf-e
valu
ate)
St
uden
ts w
ill fi
naliz
e th
eir
com
posi
tion
s an
d pr
epar
e th
eir
work
for
exh
ibit
ion.
The
y wi
ll co
mpl
ete
a se
lf-r
eflec
tion
of
the
work
pro
cess
, di
scus
s wh
ethe
r th
ey m
et t
he e
stab
lishe
d cr
iter
ia, a
nd d
efen
d th
e ch
oice
s th
ey m
ade
in c
ompl
etin
g th
eir
work
.
Sum
mar
y of
Key
Lea
rnin
g Ev
ents
and
Inst
ruct
ion
Acq
uisit
ion
Esta
blish
ed G
oals
Mea
ning
Tran
sfer
Stud
ents
will
kno
w...
Stag
e 1
– D
esir
ed R
esul
ts
UN
DER
STA
ND
ING
SSt
uden
ts w
ill u
nder
stan
d th
at...
Stud
ents
will
be
able
to in
depe
nden
tly u
se th
eir l
earn
ing
to...
ESSE
NTI
AL
QU
ESTI
ON
SSt
uden
ts w
ill k
eep
cons
ider
ing.
..
UbD
Tem
plat
e 2.
0
Stud
ents
will
be
skill
ed a
t...
© 2
011
Gra
nt W
iggi
ns &
Jay
McT
ighe
8
• der
ive
enjo
ymen
t fr
om r
eadi
ng fi
ctio
n.• i
nter
pret
the
mes
and
cha
ract
ers
in li
tera
ture
.• r
ecog
nize
and
app
reci
ate
auth
ors’
styl
es a
nd t
heir
eff
ects
.• e
ffec
tive
ly c
omm
unic
ate
thou
ghts
in w
riti
ng.
• Nov
elis
ts o
ften
pro
vide
insi
ghts
abo
ut
hum
an e
xper
ienc
e an
d in
ner
life
thro
ugh
ficti
onal
mea
ns.
• Aut
hors
use
a v
arie
ty o
f st
ylis
tic
devi
c-es
to
hook
and
hol
d th
eir
read
ers.
• Hol
den
Caul
field
rep
rese
nts
com
mon
ad
oles
cent
exp
erie
nce
but
mas
ks
deep
-sea
ted
pers
onal
pro
blem
s ab
out
grow
ing
up a
nd r
elat
ing
to o
ther
s.
- th
e pl
ot, s
etti
ng a
nd t
he m
ain
char
acte
rs o
f th
e no
vel
- st
ylis
tic
devi
ces
used
by
J.D
.
Salin
ger
in T
he C
atch
er in
the
Ry
e
• Wha
t is
the
rel
atio
nshi
p be
twee
n fic
tion
an
d tr
uth?
• Wha
t in
sigh
ts d
o we
gai
n in
to A
mer
ican
hi
stor
y an
d co
ntem
pora
ry c
ultu
re t
hrou
gh
its
liter
ary
char
acte
rs?
• How
doe
s J.
D. S
alin
ger
‘hoo
k’ y
ou a
s a
read
er?
How
eff
ecti
ve w
ere
his
styl
isti
c de
vice
s?• W
hat’s
wro
ng w
ith
Hol
den?
- us
e in
terp
reti
ve r
eadi
ng s
trat
egie
s
to a
naly
ze li
tera
ture
-
deve
lop
a we
ll-re
ason
ed h
ypot
hesi
s th
roug
h a
clos
e re
adin
g of
a t
ext
- wr
ite
to e
xpla
in
- ap
ply
writ
ing
conv
enti
ons
effe
ctiv
ely
WIS
CON
SIN
EN
GLIS
H/
LAN
GUA
GE A
RTS
GOA
L 2
– LI
TERA
TURE
: Re
ad a
nd u
nder
stan
d lit
erat
ure
repr
esen
tati
ve
of v
ario
us s
ocie
ties
, era
s an
d id
eas.
2.A
.4a
Ana
lyze
and
ev
alua
te t
he e
ffec
tive
use
of
lite
rary
tec
hniq
ues
(e.g
., fig
urat
ive
lang
uage
, allu
sion
, di
alog
ue, d
escr
ipti
on, s
ym-
bolis
m, w
ord
choi
ce, d
iale
ct)
in c
lass
ic a
nd c
onte
m¬p
orar
y lit
erat
ure
repr
esen
ting
a
vari
ety
of f
orm
s an
d m
edia
.2.
A.4
b E
xpla
in r
elat
ions
hips
be
twee
n an
d am
ong
liter
ary
elem
ents
incl
udin
g ch
arac
-te
r, p
lot,
set
ting
, the
me,
co
nflic
t an
d re
solu
tion
and
th
eir
influ
ence
on
the
ef-
fect
iven
ess
of t
he li
tera
ry
piec
e.
GOA
L 3
– W
RITI
NG:
W
rite
to
com
mun
icat
e fo
r a
vari
ety
of p
urpo
ses.
Eva
luat
ive
Cri
teri
aA
sses
smen
t Evi
denc
e
SUPP
LEM
ENTA
RY
EV
IDEN
CE
PER
FOR
MA
NC
E TA
SK(S
)Stag
e 2
– Ev
iden
ceU
bD T
empl
ate
2.0
Cod
ing
© 2
011
Gra
nt W
iggi
ns &
Jay
McT
ighe
9
WHAT’
S W
RONG
WIT
H H
OLD
EN?
You
serv
e as
a c
ase
work
er f
or H
olde
n Ca
ulfie
ld.
Aft
er a
clo
se r
eadi
ng a
nd
disc
ussi
on o
f H
olde
n’s a
ccou
nt o
f th
e ev
ents
of
the
prec
edin
g D
ecem
ber,
you
wi
ll wr
ite
a le
tter
to
Hol
den’s
par
ents
to
desc
ribe
Hol
den’s
beh
avio
r an
d ex
plai
n wh
at (i
f an
ythi
ng) i
s wr
ong
with
him
. Cit
e ex
ampl
es f
rom
the
tex
t to
su
ppor
t yo
ur a
naly
sis.
• in
sigh
tful
in
terp
reta
-ti
on o
f th
e te
xt a
nd m
ain
char
acte
r
• ci
tati
on o
f re
leva
nt t
ext
to s
uppo
rt t
he
char
acte
r an
alys
is
• cl
ear
and
co-
here
nt w
riti
ng•
accu
rate
and
ef
fect
ive
use
of w
riti
ng c
on-
vent
ions
Quizz
es:
thr
ee q
uizz
es o
n th
e pl
ot, s
etti
ngs
and
mai
n ch
arac
ters
Writing
Pro
mpt
: U
sing
J.D
. Sal
inge
r’s w
riti
ng s
tyle
, des
crib
e a
mod
ern
day
Hol
den
Caul
field
if h
e at
tend
ed y
our
high
sch
ool.
For
exam
ple,
wha
t m
usic
wo
uld
he li
sten
to?
Wha
t pl
ays
or m
ovie
s wo
uld
he li
ke o
r ha
te?
etc.
Read
ing
Resp
onse
Jou
rnal:
Stud
ents
to
resp
ond
in t
heir
jour
nals
to
two
ques
tion
s at
the
end
of
each
rea
ding
ass
ignm
ent:
a) W
hat
is t
he m
ost
impo
rtan
t th
ing
you
lear
n ab
out
Hol
den
in t
his
sect
ion
of
the
nove
l?
b) W
hat
is t
he m
ost
impo
rtan
t un
answ
ered
que
stio
n ab
out
Hol
den
at t
his
poin
t in
the
nov
el?
Stag
e 3
– Le
arni
ng P
lan
UbD
Tem
plat
e 2.
0
© 2
011
Gra
nt W
iggi
ns &
Jay
McT
ighe
10
Day
One
: Beg
in b
y te
lling
stu
dent
s th
at H
olde
n is
tel
ling
his
stor
y –
but
to w
hom
and
whe
re is
unc
lear
. Set
the
ton
e of
a p
uzzl
e to
be
solv
ed -
- a
char
acte
r an
d a
situ
atio
n th
at w
ill b
e re
veal
ed g
radu
ally
. Pr
esen
t an
d di
scus
s th
e cu
lmin
atin
g th
e pe
rfor
man
ce t
ask,
“Wha
t’s w
rong
wit
h H
olde
n?”
Ask
the
stu
dent
s to
res
pond
in t
he jo
urna
l at
the
end
of e
ach
read
ing
assi
gnm
ent
and
befo
re t
he n
ext
clas
s to
two
que
stio
ns: a
) wha
t is
the
mos
t im
port
ant
thin
g yo
u le
arn
abou
t H
olde
n in
thi
s se
ctio
n of
the
nov
el?
and
b) w
hat
is t
he m
ost
impo
rtan
t un
answ
ered
que
stio
n ab
out
Hol
den
at t
his
poin
t in
the
nov
el?
Stu
dent
res
pons
es t
o th
ese
ques
tion
s wi
ll be
gin
and
end
daily
cla
ss d
iscu
ssio
ns.
The
nove
l is
divi
ded
her
into
six
rea
ding
ass
ignm
ents
. Sam
ple
disc
ussi
on q
uest
ions
are
pro
vide
d (in
ital
ics)
.
#1:
Cha
pter
s 1-
4 (p
p. 1
-35)
: W
hat
obse
rvat
ions
do
you
have
abo
ut H
olde
n’s u
se o
f la
ngua
ge?
#
2: C
hapt
ers
5-9
(pp.
35-
66):
Wha
t ob
serv
atio
ns d
o yo
u ha
ve a
bout
Hol
den’s
figh
t wi
th S
trad
late
r?
#3:
Cha
pter
s 10
-14
(pp.
66-
104)
: On
p. 8
7, H
olde
n sa
ys, “
The
Nav
y gu
y an
d I
we
were
gla
d to
’ve m
et e
ach
othe
r. W
hich
alw
ays
kills
me.
I’m
alw
ays
s
ayin
g, ‘G
lad
to’ve
met
you
to
som
ebod
y, I
’m n
ot a
t al
l gla
d I
met
.’ I
f yo
u wa
nt t
o st
ay a
live,
you
hav
e to
say
tha
t st
uff,
tho
ugh.
” B
ased
on
your
own
life
and
exp
erie
nces
, do
you
thin
k th
is la
st o
bser
vati
on is
tru
e? B
e sp
ecifi
c.
#4:
Cha
pter
s 15
-18
(pp.
105
-141
): Lo
ok a
t th
e co
nver
sati
on b
etwe
en H
olde
n an
d Sa
lly (p
p. 1
30-1
34).
How
doe
s th
is c
onve
rsat
ion
help
exp
lain
Hol
den?
#
5: C
hapt
ers
19-2
3 (p
p.14
1-18
0):
Wha
t do
you
thi
nk is
the
mos
t re
veal
ing
mom
ent
in t
he lo
ng s
cene
bet
ween
Hol
den
and
Phoe
be, i
n D
.B.’s
bed
room
?
#6:
Cha
pter
s 24
-26
(pp.
180
-214
): H
ow d
o yo
u in
terp
ret
Mr.
Ant
olin
i’s b
ehav
ior
and
Hol
den’s
rea
ctio
n to
it, a
t th
e ti
me
and
late
r?
Day
Two
: [E
ach
day,
stu
dent
s m
eet
in t
heir
coo
pera
tive
gro
ups
to d
iscu
ss t
he r
eadi
ng a
nd t
he a
ssoc
iate
d qu
esti
on. T
hen,
lead
a f
ull c
lass
dis
cuss
ion.
] e.
g., H
olde
n is
at
his
funn
iest
in t
hese
ear
ly c
hapt
ers
desc
ribi
ng P
ence
y Pr
ep, b
ut e
ven
here
stu
dent
s wi
ll no
tice
how
he
uses
lang
uage
and
hum
or t
o di
stan
ce a
nd p
rote
ct h
imse
lf.
In d
iscu
ssin
g st
uden
t an
swer
s to
the
jour
nal q
uest
ions
, rem
ind
stud
ents
as
they
go
alon
g in
the
ir r
eadi
ng t
o no
te:
1. A
ny d
etai
ls a
bout
Hol
den’s
fam
ily;
2. W
hat
thin
gs H
olde
n sa
ys “d
epre
ss h
im.”
Day
Thr
ee: G
ive
Qui
z #
1. C
ondu
ct a
cla
ss d
iscu
ssio
n in
res
pons
e to
the
qui
z qu
esti
ons
and
jour
nal w
riti
ng r
elat
ed t
o th
eir
read
ing.
Day
Fou
r: P
rese
nt s
tude
nts
with
exc
erpt
s fr
om s
ever
al d
iffe
rent
aut
hors
’ des
crip
tion
s of
cha
ract
ers.
Hav
e st
uden
ts w
ork
in c
oope
rati
ve g
roup
s to
co
mpa
re t
hese
aut
hors
w/
the
way
in w
hich
Sal
inge
r de
scri
bes.
Gui
de s
tude
nts
in id
enti
fyin
g sp
ecifi
c lit
erar
y te
chni
ques
use
d by
Sal
inge
r.
Day
Fiv
e: P
rese
nt a
nd d
iscu
ss w
riti
ng a
ssig
nmen
t (O
E #
2). R
evie
w th
e wr
itin
g pr
oces
s an
d al
low
pre-
writ
ing
tim
e fo
r br
ains
torm
ing
and
init
ial o
rgan
izat
ion
of id
eas.
Pre
sent
and
dis
cuss
sco
ring
rub
ric.
Con
tinu
e dr
afti
ng f
or h
omew
ork.
Day
Six
: Giv
e Q
uiz
#2.
Dis
cuss
qui
z an
d jo
urna
l res
pons
es t
o re
adin
g. H
ave
stud
ents
mee
t in
pee
r re
view
gro
ups
to e
xcha
nge
and
give
fee
dbac
k on
dra
ft
writ
ing
base
d on
the
rub
ric.
Allo
w re
visi
on t
ime.
Stu
dent
s co
mpl
ete
the
writ
ing
assi
gnm
ent
for
hom
ewor
k.
Day
Sev
en:
Dis
cuss
the
end
ing
of t
he b
ook.
In
prep
arat
ion
for
the
final
per
form
ance
tas
k, h
ave
stud
ents
wor
k in
gro
ups
to d
iscu
ss H
olde
n fr
om t
he p
er-
spec
tive
of
diff
eren
t ch
arac
ters
– o
ne f
rom
a m
embe
r of
Hol
den’s
fam
ily, o
ne f
rom
one
of
his
teac
hers
, and
two
fro
m h
is f
rien
ds/p
eers
. Lea
d fu
ll cl
ass
disc
ussi
on. T
hen,
ask
stu
dent
s to
iden
tify
the
cha
ract
eris
tics
of
an e
ffec
tive
res
pons
e to
the
ir f
orth
com
ing
task
, Wha
t’s W
rong
Wit
h H
olde
n? G
uide
the
m
in g
ener
atin
g th
e ke
y ru
bric
tra
its.
Stu
dent
s co
mpl
ete
task
ove
r th
e we
eken
d.
Day
Eig
ht:
Colle
ct t
he le
tter
s to
Hol
den’s
par
ents
. Dis
cuss
stu
dent
s’ in
terp
reta
tion
s of
“wha
t’s w
rong
wit
h H
olde
n?” H
ave
stud
ents
com
plet
e, a
nd t
hen
co
llect
, the
ir fi
nal j
ourn
al e
ntri
es.
Sum
mar
y of
Key
Lea
rnin
g Ev
ents
and
Inst
ruct
ion
Acq
uisit
ion
Esta
blish
ed G
oals
Mea
ning
Tran
sfer
Stud
ents
will
kno
w...
Stag
e 1
– D
esir
ed R
esul
ts
UN
DER
STA
ND
ING
SSt
uden
ts w
ill u
nder
stan
d th
at...
Stud
ents
will
be
able
to in
depe
nden
tly u
se th
eir l
earn
ing
to...
ESSE
NTI
AL
QU
ESTI
ON
SSt
uden
ts w
ill k
eep
cons
ider
ing.
..
UbD
Tem
plat
e 2.
0
Stud
ents
will
be
skill
ed a
t...
© 2
011
Gra
nt W
iggi
ns &
Jay
McT
ighe
11
1. M
athe
mat
ics
can
effic
ient
ly d
escr
ibe
natu
rally
oc
curr
ing
patt
erns
. 2. L
inea
r eq
uati
ons
and
thei
r gr
aphs
are
con
cise
met
hods
for
rep
rese
ntin
g re
lati
onsh
ips
that
invo
lve
cons
tant
rat
es o
f ch
ange
. 3.
We
have
mor
e th
an o
ne w
ay t
o re
pres
ent
and
unde
rsta
nd li
near
rel
atio
nshi
ps, i
nclu
ding
equ
atio
ns
(in v
ario
us f
orm
s), g
raph
s, a
nd t
able
s. O
ne r
epre
-se
ntat
ion
may
be
mor
e su
itab
le t
han
anot
her
for
our
need
s. A
ny o
ne o
f th
ese
repr
esen
tati
ons
can
be u
sed
to g
ener
ate
the
othe
r tw
o. 4
. Gra
phs
of li
nes
show
us
info
rmat
ion
that
can
be
sum
mar
ized
in a
n eq
uati
on.
1. W
hat
is t
he b
est
way
to r
epre
sent
(a p
arti
cu-
lar
rela
tion
ship
)?
2. W
hat
are
the
defin
ing
char
acte
rist
ics
of a
ty
pe o
f re
lati
onsh
ip?
How
do
we b
est
mea
sure
an
d in
terp
ret
them
?
3. W
hen
woul
d I
pref
er o
ne a
lgeb
raic
rep
rese
n-ta
tion
of
a lin
e ov
er a
noth
er?
Is t
here
alw
ays
only
one
bes
t op
tion
?
1. W
hat
is t
he f
orm
ula
for
findi
ng s
lope
?2.
Wha
t is
the
y-in
terc
ept?
3.
Wha
t is
the
slo
pe-in
terc
ept
form
of
a lin
ear
equa
tion
? 4.
Wha
t is
the
for
m o
f th
e eq
uati
on o
f a
vert
ical
line
? ...
a h
oriz
onta
l lin
e?
5. W
hat
is t
he s
lope
of
a ve
rtic
al li
ne?
... a
ho
rizo
ntal
line
?6.
How
are
the
slo
pes
of p
aral
lel l
ines
rel
ated
? ...
of
perp
endi
cula
r lin
es?
1. Fi
ndin
g di
stan
ce a
nd m
idpo
int
betw
een
two
poin
ts.
2. F
indi
ng t
he s
lope
bet
ween
two
poi
nts
and
inte
rpre
t sl
ope.
3. I
dent
ifyi
ng c
onst
ant
rate
of
chan
ge in
rea
l-wo
rld
exam
ples
and
rec
ogni
ze it
as
slop
e. 4
. Wri
ting
eq
uati
ons
and
grap
h lin
es g
iven
slo
pe a
nd y
-inte
rcep
t.
5. W
riti
ng e
quat
ions
and
gra
ph li
nes
give
n tw
o po
ints
. 6.
Cha
ngin
g be
twee
n th
e va
riou
s fo
rms
of li
nes
and
extr
act
info
rmat
ion
nece
ssar
y fo
r gr
aphi
ng. 7
. Rec
-og
nizi
ng p
aral
lel a
nd p
erpe
ndic
ular
line
s fr
om t
heir
eq
uati
ons.
8. G
raph
ing
linea
r ab
solu
te v
alue
equ
atio
ns,
and
com
pare
the
m t
o re
late
d lin
ear
equa
tion
s wi
thou
t ab
solu
te v
alue
.
CA A
lgeb
ra I
Stan
dard
s3.0
Stud
ents
solve
equa
tions
and i
n-eq
ualit
ies in
volvi
ng ab
solut
e valu
es.
4.0 St
uden
ts sim
plify
expr
essio
ns be
fore
so
lving
linea
r equ
ation
s and
ineq
ualit
ies
in on
e var
iable,
5.0 St
uden
ts so
lve m
ultist
ep pr
oblem
s, inc
luding
wor
d pro
blem
s, inv
olving
linea
r eq
uatio
ns an
d line
ar in
equa
lities
in on
e va
riable
and p
rovid
e jus
tifica
tion f
or ea
ch
step.
6.0 St
uden
ts gr
aph a
linea
r equ
ation
and
com
pute
the x
- and
y-int
erce
pts
7.0 St
uden
ts ve
rify t
hat a
point
lies o
n a
line,
given
an eq
uatio
n of t
he lin
e. St
u-de
nts a
re ab
le to
deriv
e line
ar eq
uatio
ns
by us
ing th
e poin
t-slop
e for
mula
. 8.0
Stud
ents
unde
rstan
d the
conc
epts
of
para
llel li
nes a
nd pe
rpen
dicula
r line
s and
ho
w th
ose s
lopes
are r
elate
d. 9.0
Stud
ents
solve
a sy
stem
of tw
o line
ar
equa
tions
in tw
o var
iables
alge
bra-
ically
and a
re ab
le to
inte
rpre
t the
answ
er
grap
hicall
y. St
uden
ts ar
e able
to so
lve a
syste
m of
two l
inear
ineq
ualit
ies in
two
varia
bles a
nd to
sket
ch th
e solu
tion s
ets.
• A
ppro
ach
“mes
sy” p
robl
ems
usin
g so
und
mat
hem
atic
al r
easo
ning
and
pro
blem
so
lvin
g st
rate
gies
.•
Use
mat
hem
atic
s to
mod
el a
nd r
epre
sent
rea
l wor
ld p
heno
men
a.•
Pers
ever
e in
cha
lleng
ing
prob
lem
sit
uati
ons.
Eva
luat
ive
Cri
teri
aA
sses
smen
t Evi
denc
e
SUPP
LEM
ENTA
RY
EV
IDEN
CE
PER
FOR
MA
NC
E TA
SK(S
)Stag
e 2
– Ev
iden
ceU
bD T
empl
ate
2.0
Cod
ing
© 2
011
Gra
nt W
iggi
ns &
Jay
McT
ighe
12
As
the
Crow
Flie
sYo
u ar
e th
e Fl
ight
Net
work
Adv
iser
for
a n
ew a
irlin
e, in
cha
rge
of d
evel
opin
g ho
w th
e fli
ght
netw
ork
will
func
tion
acr
oss
the
coun
try.
You
nee
d to
cho
ose
the
best
hub
for
yo
ur a
irlin
e an
d de
velo
p eq
uati
ons
to d
escr
ibe
the
fligh
t pa
ths
from
tha
t hu
b to
six
im-
port
ant
dest
inat
ion
citi
es. Y
ou m
ust
expr
ess
and
grap
h th
e re
lati
onsh
ip b
etwe
en a
ver-
age
spee
d an
d di
stan
ce t
rave
led.
Dev
elop
an
equa
tion
for
the
pilo
ts t
o us
e to
es
tim
ate
arri
val t
imes
to
the
six
citi
es (g
ive
a ra
nge)
. Fin
ally
, exp
lain
how
the
co
mpa
ny c
ould
cus
tom
ize
your
for
mul
as if
the
y ad
d ro
utes
to
new
citi
es in
the
fut
ure.
Th
e Li
near
Sam
pler
: An
Info
rmat
ion
Guid
e Yo
u ha
ve b
een
aske
d to
dev
elop
an
Info
rmat
ion
Guid
e fo
r th
e Sc
hool
’s St
udy
Cent
er.
Your
tas
k is
to
iden
tify
and
illu
stra
te “r
eal w
orld
” exa
mpl
es o
f di
ffer
ent
type
s of
lin
ear
rela
tion
ship
s, s
howi
ng b
oth
alge
brai
c an
d gr
aphi
c re
pres
enta
tion
s fo
r ea
ch.
Incl
ude
exam
ples
for
: po
siti
ve s
lope
, neg
ativ
e sl
ope,
hor
izon
tal,
vert
ical
, ine
qual
itie
s,
abso
lute
val
ue, a
nd p
airs
of
lines
tha
t ar
e pa
ralle
l or
perp
endi
cula
r.
• A
ccur
acy
of t
he
equa
tion
s•
Acc
urac
y of
gr
aphi
c re
pre-
sent
atio
ns•
Effe
ctiv
e m
athe
mat
ical
re
ason
ing
• Cl
ear
expl
ana-
tion
and
just
ifi-
cati
on
Qui
zzes
will
be
give
n th
roug
hout
the
uni
t to
det
erm
ine
if s
tude
nts
know
:
- th
e fo
rmul
a fo
r fin
ding
slo
pe.
... t
he y
-inte
rcep
t.
- th
e sl
ope-
inte
rcep
t fo
rm o
f a
linea
r eq
uati
on.
-
the
form
of
the
equa
tion
of
a ve
rtic
al li
ne.
... a
hor
izon
tal l
ine.
- th
e sl
ope
of a
ver
tica
l lin
e. .
.. a
hori
zont
al li
ne.
-
how
the
slop
es o
f pa
ralle
l lin
es a
re r
elat
ed.
... o
f pe
rpen
dicu
lar
lines
.an
d if
stu
dent
s ca
n:
- wr
ite
equa
tion
s an
d gr
aph
lines
giv
en y
-inte
rcep
t an
d sl
ope,
poi
nt a
nd s
lope
, and
two
poi
nts.
-
calc
ulat
e th
e di
stan
ce b
etwe
en t
wo p
oint
s an
d fin
d th
e m
idpo
int.
-
grap
h an
d in
terp
ret
linea
r re
lati
onsh
ips
that
invo
lve
abso
lute
val
ue a
nd li
near
ineq
ualit
ies.
• A
ccur
acy
of t
he
equa
tion
s an
d gr
aphi
c r
epre
-se
ntat
ions
• A
ppro
pria
te
“rea
l wor
ld”
exam
ples
use
d•
Use
of
prop
er
mat
hem
atic
al
term
inol
ogy
• Su
itab
le f
or t
ar-
get
audi
ence
.
• A
ccur
ate
com
puta
tion
s•
Soun
d •
Reas
ons
Stag
e 3
– Le
arni
ng P
lan
UbD
Tem
plat
e 2.
0
© 2
011
Gra
nt W
iggi
ns &
Jay
McT
ighe
13
1. N
ame
That
Spo
t –
Stud
ents
will
inve
stig
ate
pair
ed d
ata
from
a g
eom
etri
c st
andp
oint
usi
ng o
nly
natu
ral l
angu
age
and
obse
rvat
ion.
1. P
lace
two
poi
nts
on t
he b
oard
tha
t ar
e on
th
e sa
me
line
hori
zont
ally
(don
't a
ctua
lly d
raw
a lin
e at
thi
s po
int)
. Lab
el t
hem
A a
nd B
. Ask
stu
dent
s to
des
crib
e wh
at t
hey
see.
How
cou
ld t
hey
com
pare
the
ir lo
cati
ons?
The
y sh
ould
des
crib
e th
em in
ter
ms
of o
ne b
eing
to
the
left
or
the
othe
r to
the
rig
ht. T
hey
coul
d es
tim
ate
how
far
apar
t th
ey a
re in
inch
es.
Dra
w a
line
thro
ugh
the
poin
ts, t
he r
eal
num
ber
line,
and
cho
ose
a ze
ro p
oint
som
ewhe
re b
etwe
en A
and
B. M
ark
off
dash
es t
hat
indi
cate
indi
vidu
al u
nits
. Now
wha
t ca
n th
ey s
ay a
bout
the
poi
nts?
The
y ca
n no
w gi
ve t
hem
la
bels
tha
t in
dica
te p
osit
ion,
as
well
as d
escr
ibe
the
dist
ance
bet
ween
the
m u
sing
the
uni
ts in
dica
ted
by t
he d
ashe
s. A
sk t
hem
to
loca
te t
he p
oint
tha
t is
exa
ctly
hal
f-wa
y be
twee
n th
em. A
sk f
or t
he a
rith
met
ic t
hey
used
, and
sho
w th
em t
hat
they
hav
e si
mpl
y av
erag
ed t
he t
wo n
umbe
rs.
New
exa
mpl
e: P
lace
two
poi
nts
on t
he b
oard
, A a
nd B
, tha
t ar
e no
t in
a
hori
zont
al li
ne.
2. T
he C
arte
sian
-Coo
rdin
ate
Plan
e, M
idpo
ints
, and
the
Dis
tanc
e Fo
rmul
a (A
) Stu
dent
s wi
ll re
ceiv
e di
rect
inst
ruct
ion
in t
he g
raph
ing
of o
rder
ed p
airs
and
how
to
find
the
dist
ance
be
twee
n tw
o po
ints
and
the
ir m
idpo
int.
Use
the
pre
viou
s ev
ent’s
dis
cuss
ion
to g
ener
ate
the
form
ula
for
dist
ance
bet
ween
poi
nts.
Sho
w th
em t
he f
orm
ula
as it
is g
iven
in t
ext-
book
s. H
OW
EVER
, see
if a
nyon
e ca
n re
late
it b
ack
to t
he P
ytha
gore
an F
orm
ula.
3. H
ow M
uch
Can
That
Tru
ck H
old?
– S
tude
nts
will
expl
ore
how
one
vari
able
has
a d
irec
t im
pact
on
a se
cond
in t
rans
port
ing
sand
. Tel
l stu
dent
s th
at y
ou r
eally
love
the
sea
shor
e,
and
are
cons
ider
ing
rede
cora
ting
you
r liv
ing
room
like
the
bea
ch -
pai
nt t
he w
alls
blu
e wi
th a
n oc
ean
mur
al o
n on
e si
de, s
et-u
p so
me
beac
h ch
airs
and
an
umbr
ella
...bu
t fir
st y
ou
need
to
buy
sand
- a
lot
of s
and.
How
man
y ba
gs o
f sa
nd d
o yo
u ne
ed f
or a
n av
erag
e-si
ze li
ving
roo
m. S
olic
it a
nd c
heck
rea
sona
ble
esti
mat
es. I
n th
e en
d, s
ettl
e on
som
ethi
ng li
ke
100
bags
– 6
000
poun
ds. W
ill y
ou b
e ab
le t
o ge
t it
all
in o
ne t
rip
in a
pic
k-up
? ...
The
re is
a c
onst
ant
rela
tion
ship
bet
ween
num
ber
of b
ags
and
weig
ht -
ask
stu
dent
s to
des
crib
e it
. H
ave
them
cre
ate
a ch
art
for
Hom
e D
epot
to
help
cus
tom
ers
who
want
to
fig
ure
out
how
heav
y a
cert
ain
num
ber
of b
ags
of s
and
will
be a
nd w
hich
kin
d of
veh
icle
is b
est
for
whic
h lo
ads.
How
cou
ld w
e cr
eate
a p
ictu
re t
o re
pres
ent
this
rel
atio
nshi
p?
4. S
tude
nts
will
rece
ive
dire
ct in
stru
ctio
n in
sim
ple
linea
r re
lati
onsh
ips
and
grap
hing
the
m b
y pl
otti
ng p
oint
s. G
ive
stud
ents
pra
ctic
e wr
itin
g si
mpl
e lin
ear
equ
atio
ns f
rom
ver
bal
desc
ript
ions
.
5. I
s it
a L
ine?
– I
n th
is e
vent
, stu
dent
s wi
ll ex
plor
e se
ts o
f po
ints
tha
t do
not
cre
ate
a lin
e an
d th
e sp
ecia
l cas
es o
f ho
rizo
ntal
and
ver
tica
l lin
es.1.
Giv
e st
uden
ts t
he f
ollo
wing
fo
ur s
ets
of p
oint
s an
d ha
ve t
hem
gra
ph t
hem
on
sepa
rate
set
s of
axe
s: a
. (-3
, -4)
, (1,
0) a
nd (5
, 4);
b. (-
3, -
4), (
1,0)
and
(5,5
); c
. (3,
-5)
, (3,
0) a
nd (3
, 6);
d. (
-4, 3
), (0
, 3) a
nd (2
, 3)
. Fir
st q
uest
ion
- fo
r ea
ch li
ne is
the
re a
line
tha
t hi
ts a
ll th
ree
poin
ts?
(Yes
, exc
ept
for
(b).)
If
so, d
raw
the
line.
For
exa
mpl
e (b
), ho
w m
any
lines
are
the
re t
hat
hit
at le
ast
two
poin
ts?
(3 d
isti
nct
lines
.) Fo
r al
l com
bina
tion
s of
poi
nts
(3 p
er e
xerc
ise)
, eva
luat
e sl
ope.
Dis
cuss
find
ings
. Use
(a) t
o di
scus
s co
linea
r po
ints
and
the
fac
t th
at a
ll sl
opes
are
equ
al.
Use
(b) t
o di
scus
s th
at if
poi
nts
look
like
the
y m
ight
be
colli
near
, che
ckin
g th
e sl
opes
bet
ween
the
m is
a w
ay t
o te
st t
hat.
Dis
cuss
the
spe
cial
line
s th
at a
re d
eter
min
ed b
y (c
) and
(d
). W
hat
are
thei
r sl
opes
? D
iffe
rent
iate
bet
ween
slo
pe b
eing
0 f
or a
ny h
oriz
onta
l lin
e an
d sl
ope
not
exis
ting
for
a v
erti
cal l
ine.
If
slop
e is
0, w
hat
happ
ens
to y
= m
x +
b?
6. S
tude
nts
will
expl
ore
the
slop
es o
f pa
ralle
l and
per
pend
icul
ar li
nes
by c
reat
ing
grap
hic
exam
ples
and
ana
lyzi
ng t
hem
.
7. H
ow M
any
Way
s? –
Stu
dent
s wi
ll ap
ply
thei
r un
ders
tand
ing
of p
aral
lel a
nd p
erpe
ndic
ular
line
s in
an
even
t in
volv
ing
mul
tipl
e so
luti
ons.
Giv
e st
uden
ts 3
non
-col
inea
r po
ints
. Ask
th
em t
o tr
y to
cre
ate
a pa
ir o
f eq
uati
ons
of p
aral
lel l
ines
so
that
all
thre
e po
ints
are
hit
by
one
of t
he li
nes.
Is
this
pos
sibl
e (y
es),
and
if s
o, fi
nd a
ll po
ssib
le s
olut
ions
(3 p
os-
sibl
e so
luti
ons)
. Giv
e st
uden
ts 3
non
-col
inea
r po
int.
Ask
the
m t
o tr
y to
cre
ate
a pa
ir o
f eq
uati
ons
of p
erpe
ndic
ular
line
s so
tha
t al
l thr
ee p
oint
s ar
e hi
t by
one
of
the
lines
. Is
this
po
ssib
le (y
es),
and
if s
o, fi
nd a
ll po
ssib
le s
olut
ions
(3 p
ossi
ble
solu
tion
s). 3
. Giv
e st
uden
ts 3
col
inea
r po
ints
. Ask
the
m t
o tr
y to
cre
ate
a pa
ir o
f eq
uati
ons
of p
aral
lel l
ines
so
that
al
l thr
ee p
oint
s ar
e hi
t by
one
of
the
lines
. Is
this
pos
sibl
e (y
es),
and
if s
o, fi
nd a
ll po
ssib
le s
olut
ions
(infi
nite
num
ber
of p
ossi
ble
solu
tion
s -
sinc
e on
e lin
e hi
ts a
ll th
ree,
the
re a
re
infin
ite
poss
ibili
ties
for
the
sec
ond
line)
.
How
Far
Fro
m H
ome?
Stu
dent
s wi
ll co
nsid
er t
he d
iffe
renc
e be
twee
n lo
cati
on r
elat
ive
to a
cer
tain
poi
nt a
nd d
ista
nce
from
tha
t po
int,
mot
ivat
ing
abso
lute
val
ue e
quat
ions
. Dra
w a
line
on t
he b
oard
, rep
rese
ntin
g a
road
tha
t st
retc
hes
from
Eas
t to
Wes
t. D
raw
a ho
use
at 0
and
a p
erso
n 10
mile
s to
the
left
. Jus
tify
labe
ling
this
pos
itio
n as
-10
bas
ed o
n pa
st
expe
rien
ce w
ith
the
num
ber
line.
Tel
l stu
dent
s th
at t
he p
erso
n is
goi
ng t
o tr
avel
Eas
t at
2 m
iles
per
hour
. How
long
unt
il th
ey w
ill b
e ho
me?
If
they
kee
p wa
lkin
g, w
here
will
the
y be
aft
er 8
hou
rs?
Hav
e st
uden
ts m
ake
a ch
art
rela
ting
tim
e to
loca
tion
(at
tim
e 0,
loca
tion
is -
10; a
t ti
me
1 lo
cati
on is
-8,
etc
.). A
sk t
hem
to
writ
e an
equ
atio
n an
d dr
aw a
gra
ph t
hat
repr
esen
ts t
he
rela
tion
ship
bet
ween
tim
e an
d di
stan
ce f
rom
hom
e. W
hich
var
iabl
e is
dep
ende
nt?
Inde
pend
ent?
Whi
ch s
houl
d go
on
the
hori
zont
al a
xis?
Som
e st
uden
ts m
ay n
eed
som
e he
lp w
ith
the
fact
tha
t th
e va
riab
le o
f lo
cati
on is
ori
ente
d ho
rizo
ntal
ly in
the
dia
gram
, but
end
s up
bei
ng o
n th
e y-
axis
of
our
grap
h. N
ow a
dd a
thi
rd c
olum
n to
you
r ch
art
labe
led
dist
ance
fr
om h
ome
- as
k st
uden
ts t
o fil
l in
this
col
umn.
Wit
h a
diff
eren
t co
lor,
or
a da
shed
line
, hav
e th
em g
raph
the
rel
atio
nshi
p of
dis
tanc
e to
tim
e an
d co
mpa
re it
to
loca
tion
.
Sum
mar
y of
Key
Lea
rnin
g Ev
ents
and
Inst
ruct
ion
Acq
uisit
ion
Esta
blish
ed G
oals
Mea
ning
Tran
sfer
Stud
ents
will
kno
w...
Stag
e 1
– D
esir
ed R
esul
ts
UN
DER
STA
ND
ING
SSt
uden
ts w
ill u
nder
stan
d th
at...
Stud
ents
will
be
able
to in
depe
nden
tly u
se th
eir l
earn
ing
to...
ESSE
NTI
AL
QU
ESTI
ON
SSt
uden
ts w
ill k
eep
cons
ider
ing.
..
UbD
Tem
plat
e 2.
0
Stud
ents
will
be
skill
ed a
t...
© 2
011
Gra
nt W
iggi
ns &
Jay
McT
ighe
14
• A m
uscl
e th
at c
ontr
acts
thr
ough
its
full
rang
e of
mot
ion
will
gene
rate
gre
ater
for
ce.
• Fol
low-
thro
ugh
prov
ides
gre
ater
mom
entu
m
on im
pact
or
rele
ase
and
help
s to
impr
ove
ac-
cura
cy.
• Fee
dbac
k is
info
rmat
ion
duri
ng o
r af
ter
the
mov
emen
t.
• Sel
f-di
rect
ed le
arne
rs a
naly
ze p
erfo
rman
ce
and
mak
e ad
just
men
ts b
ased
on
feed
back
.
Maine
Lea
rning
Resu
lts
– H/P
E M
otor
Skills
1, 2,
7, 8
Perf
orm
ance
Ind
icat
ors:
1. D
emon
stra
te t
he c
orre
ct
use
of s
kills
in s
impl
ified
ver
-si
ons
of a
var
iety
of
phys
ical
ac
tivi
ties
. 2.
Ide
ntif
y th
e cr
itic
al
elem
ents
of
mor
e ad
vanc
ed
mov
emen
t sk
ills.
8. U
se f
eedb
ack
from
oth
ers
to im
prov
e a
skill
by
focu
sing
on
cri
tica
l ele
men
ts o
f th
e sk
ill.
• H
ow c
an I
hit
wit
h gr
eate
st p
ower
wit
hout
lo
sing
con
trol
?
• H
ow c
an I
impr
ove
my
perf
orm
ance
(gol
f ga
me)
?
- m
echa
nics
for
the
gri
p, s
tanc
e an
d sw
ing
- ho
w cl
ub #
rel
ates
to
fligh
t pa
tter
ns
- fa
ctor
s af
fect
ing
forc
e pr
oduc
tion
and
con
trol
- ru
les
of t
he g
ame
(gol
f)
- ex
ecut
ing
the
golf
swi
ng s
o th
at t
hey
ball
take
s fli
ght
and
trav
els
in a
rel
ativ
ely
stra
ight
pat
hway
- m
akin
g ad
just
men
ts t
o th
eir
mov
emen
t in
ord
er
to im
prov
e pe
rfor
man
ce b
ased
on
diff
eren
t ty
pes
of f
eedb
ack
- of
feri
ng s
peci
fic a
nd c
orre
ctiv
e fe
edba
ck t
o a
part
ner
• Max
imiz
e fo
rce
prod
ucti
on a
nd a
ccur
acy
in a
ll ph
ysic
al a
ctiv
itie
s in
volv
ing
stri
king
(e.g
., te
nnis
), th
rowi
ng (b
aseb
all),
and
kic
king
(e.g
., so
ccer
).
• Eff
ecti
vely
see
k an
d us
e fe
edba
ck t
o im
prov
e pe
rfor
man
ce in
any
end
eavo
r.
Eva
luat
ive
Cri
teri
aA
sses
smen
t Evi
denc
e
SUPP
LEM
ENTA
RY
EV
IDEN
CE
PER
FOR
MA
NC
E TA
SK(S
)Stag
e 2
– Ev
iden
ceU
bD T
empl
ate
2.0
Cod
ing
© 2
011
Gra
nt W
iggi
ns &
Jay
McT
ighe
15
Dri
ving
the
Bal
l – T
his
perf
orm
ance
tas
k as
sess
es s
tude
nts’
abili
ty t
o us
e a
full
swin
g in
ord
er t
o st
rike
a b
all s
o th
at it
tak
es fl
ight
and
tra
vels
in a
rel
ativ
ely
stra
ight
pat
hway
.
Putt
ing
Acc
urac
y -
This
per
form
ance
tas
k as
sess
es s
tude
nts’
putt
ing
skill
s in
dif
fere
nt s
itua
tion
s (e
.g.,
dist
ance
fro
m h
ole,
var
ied
slop
es, e
tc.)
while
dem
onst
rati
ng t
he a
bilit
y to
mak
e ad
just
men
ts
to m
ovem
ents
in o
rder
to
impr
ove
accu
racy
bas
ed o
n fe
edba
ck.
Read
ing
the
Ball
– St
uden
ts m
ake
shot
s an
d pu
ts f
rom
dif
fere
nt d
ista
nces
and
cou
rse
cond
itio
ns
while
dem
onst
rati
ng t
he a
bilit
y to
mak
e ad
just
men
ts t
o im
prov
e ac
cura
cy b
ased
on
feed
back
.
Play
ing
the
Gam
e –
Cont
inue
d sk
ill im
prov
emen
t an
d en
joym
ent
of t
he g
ame
over
tim
e wi
ll pr
ovid
e th
e m
ost
“aut
hent
ic” a
sses
smen
t fo
r th
is u
nit.
• dis
tanc
e• a
ccur
acy
• acc
urac
y• e
ffect
ive
adju
stm
ent
• effe
ctiv
e ad
just
men
t• c
ontin
uous
im
prov
emen
t
• ski
lled
perf
orm
ance
• effe
ctiv
e ad
just
men
t
• con
tinuo
us
impr
ovem
ent
Par
3 Go
lf T
est
– St
uden
ts t
ake
a st
anda
rdiz
ed g
olf
test
dur
ing
whic
h th
eir
vari
ous
skill
per
form
ance
s ar
e vi
deot
aped
for
sub
sequ
ent
revi
ew a
nd a
sses
smen
t. S
tude
nts
watc
h a
vide
otap
e of
the
ir p
erfo
rman
ce a
nd
chec
k of
f th
e sk
ill a
reas
whe
re t
hey
see
them
slev
es p
erfo
rmin
g co
nsis
tent
ly w
ell a
nd
iden
tify
the
ski
lls o
n wh
ich
they
nee
d to
wor
k.
Ong
oing
Ski
ll &
Know
ledg
e A
sses
smen
ts –
Stu
dent
s ar
e gi
ven
a go
lf s
kills
sel
f-as
sess
men
t at
the
beg
inni
ng
of t
he u
nit
that
hel
ps t
hem
ana
lyze
the
ir s
kill
leve
ls. S
tude
nts
then
com
plet
e a
skill
tra
ckin
g as
sign
men
t th
roug
hout
the
uni
t, m
ovin
g fr
om s
impl
e to
mor
e co
mpl
ex t
asks
. Tas
ks a
re m
atch
ed w
ith
stan
dard
s fo
r co
mpl
etio
n so
tha
t st
uden
ts k
now
when
to
mov
e to
the
nex
t ta
sk. I
t al
so g
ives
the
m q
uest
ions
to
asse
ss
thei
r kn
owle
dge
of r
ules
of
the
gam
e, c
lub
choi
ces,
etc
.
Stag
e 3
– Le
arni
ng P
lan
UbD
Tem
plat
e 2.
0
© 2
011
Gra
nt W
iggi
ns &
Jay
McT
ighe
16
Less
on #
1 –
Unit
Intr
oduc
tion
and
Fee
dbac
k S
how
vide
otap
es o
f pe
ople
of
vari
ous
ages
enj
oyin
g go
lf. P
ose
esse
ntia
l que
stio
ns a
nd
pres
ent
an o
verv
iew
of t
he a
sses
smen
t ta
sks
and
maj
or le
arni
ng a
ctiv
itie
s, a
nd s
ched
ule.
Che
ck f
or p
rior
kno
wled
ge a
nd s
kill
leve
ls.
Que
stio
ns: W
hat
type
s of
fee
dbac
k ca
n yo
u us
e in
ord
er t
o im
prov
e sk
ill?
How
can
fee
dbac
k be
use
d to
incr
ease
acc
urac
y an
d ef
ficie
ncy?
For
m P
artn
ersh
ips
and
intr
oduc
e “g
olf”
wit
h hu
la h
oops
and
dif
fere
nt f
un t
arge
ts. P
artn
ers
cont
inue
to
prac
tice
giv
ing
1 pi
ece
of p
osit
ive
spec
ific
feed
-ba
ck a
nd 1
pie
ce o
f in
stru
ctio
nal f
eedb
ack.
Aft
er a
bit
, int
rodu
ce h
ow w
e ca
n ge
t fe
edba
ck f
rom
the
res
ult
of m
ovem
ent
and
mak
e co
nsci
ous
chan
ges
in m
ovem
ent
to in
crea
se a
ccur
acy.
Le
sson
#2
– Go
lf G
rip
and
Stan
ce
Inst
ruct
stu
dent
s on
the
gol
f gr
ip. P
artn
ers
take
tur
ns d
emon
stra
ting
eac
h of
the
3 g
rips
to
each
oth
er, o
ffer
ing
and
rece
iv-
ing
feed
back
unt
il ea
ch h
as id
enti
fied
the
grip
tha
t th
ey a
re m
ost
com
fort
able
wit
h. I
ntro
duce
the
sta
nce
usin
g m
echa
nics
and
ski
ll cu
es o
utlin
ed in
the
not
es a
nd
have
par
tner
s pr
acti
ce w
hile
giv
ing
each
oth
er f
eedb
ack.
Le
sson
#3
– Sw
ing
Mec
hanics
Q
uest
ions
: H
ow c
an y
ou h
it t
he b
all t
he g
reat
est
dist
ance
wit
hout
losi
ng c
ontr
ol?
Wha
t ro
le d
oes
tim
ing
and
spee
d of
mov
emen
t pl
ay in
str
ikin
g wi
th a
gol
f cl
ub s
o th
at t
he b
all w
ill t
ake
fligh
t an
d tr
avel
in t
he d
esir
ed
dire
ctio
n?
Revi
ew t
he p
rope
r m
echa
nics
for
the
gri
p an
d st
ance
. Int
rodu
ce t
he f
ull s
wing
mec
hani
cs a
nd s
kill
cues
. Hav
e pa
rtne
r pr
acti
ce w
itho
ut h
itti
ng t
he b
all.
Hav
e th
em t
ry t
o br
ush
the
gras
s. T
hen,
pra
ctic
e wi
th w
hiffl
e ba
lls a
nd s
hort
flig
ht b
alls
, tak
ing
turn
s gi
ving
and
rec
eivi
ng f
eedb
ack
in p
artn
ers.
Int
rodu
ce I
ndi-
vidu
al S
kill
Shee
ts a
nd h
ave
stud
ents
beg
in s
elf-
asse
ssm
ents
and
ski
ll cu
e ta
rget
ing.
Les
sons
#4-
5 –
Forc
e Pr
oduc
tion
and
Fee
dbac
k _
Q
uest
ion:
How
are
bod
y se
gmen
ts a
nd t
imin
g re
late
d to
for
ce p
rodu
ctio
n?
Revi
ew b
asic
sta
nce
and
swin
g; t
hen,
dem
onst
rate
bac
kswi
ng a
nd f
ollo
w-th
roug
h an
d th
e co
ncep
ts b
ehin
d co
ntro
lling
and
pro
duci
ng f
orce
. Stu
dent
s pr
acti
ce d
rivi
ng
the
ball,
wit
h pa
rtne
rs p
rovi
de f
eedb
ack.
Com
plet
e th
e Re
adin
g th
e Ba
ll Ta
sk a
nd s
elf-
asse
ss u
sing
the
Ski
ll Sh
eets
. Les
sons
#6-
7 –
Cont
rolling
For
ce
Que
stio
ns: H
ow c
an y
ou a
djus
t yo
ur g
olf
swin
g to
incr
ease
acc
urac
y wh
en h
itti
ng t
o di
ffer
ent
dist
ance
s? H
ow is
clu
b #
rel
ated
to
how
the
ball
trav
els
in t
he a
ir?
Stu
dent
s ro
tate
aro
und
the
field
usi
ng a
n as
sort
men
t of
iron
s, g
olf
balls
, var
ied
targ
ets
set
at
diff
eren
t di
stan
ces.
The
y ex
peri
men
t wi
th c
hoos
ing
diff
eren
t #
clu
bs, a
nd p
ract
ice
mak
ing
adju
stm
ents
to
thei
r sw
ing
when
dea
ling
with
dif
fere
nt d
ista
nces
and
cl
ubs.
Par
tner
s gi
ve a
nd r
ecei
ve f
eedb
ack,
and
com
plet
e Sk
ill S
heet
s.
Stud
ents
con
tinu
e to
pra
ctic
e wi
th f
eedb
ack
and
mod
elin
g by
tea
cher
whe
n ne
eded
. Com
plet
e th
e D
rivi
ng t
he B
all t
ask.
Kee
p pr
acti
cing
and
com
plet
e se
lf a
sses
s-m
ent
usin
g th
e Sk
ill S
heet
s.Le
sson
#8-
9 –
Putt
ing
and
Cont
rol
Q
uest
ions
: Wha
t ar
e th
e co
rrec
t m
echa
nics
for
a g
ood
putt
? H
ow is
a p
utt
diff
eren
t fr
om s
wing
ing
an ir
on?
Giv
e st
uden
ts
putt
ers
and
balls
and
ass
ign
them
to
a wo
rk s
tati
on w
here
the
y ex
peri
men
t wi
th t
ryin
g to
com
e up
wit
h th
e m
ost
effic
ient
way
to
putt
the
bal
l int
o th
e cu
p fr
om
diff
eren
t di
stan
ces.
The
n, m
odel
pro
per
stan
ce a
nd w
ith
stud
ent
inpu
t co
me
up w
ith
all o
f th
e im
port
ant
skill
cue
s to
foc
us o
n wh
en w
orki
ng o
n ef
fect
ive
putt
ing.
In
pair
s, s
tude
nts
take
tur
ns p
utti
ng, s
tart
ing
very
clo
se t
o th
e cu
p. I
f th
ey m
ake
it t
hey
get
to m
ove
thei
r m
arke
r ba
ck o
ne s
tep.
The
y co
ntin
ue t
akin
g tu
rns.
If
they
m
iss,
on
thei
r ne
xt t
urn
they
mus
t at
tem
pt t
hat
sam
e di
stan
ce a
gain
. Kee
p pr
acti
cing
and
com
plet
e se
lf a
sses
smen
t us
ing
the
Skill
She
ets.
Less
on #
10 –
Golfin
g wi
th G
usto
D
iscu
ss g
olf
etiq
uett
e pr
ior
to t
he fi
eld
trip
to
****
** G
olf
Club
whe
re s
tude
nts
play
5-6
hol
es t
o a
pply
the
ir s
kills
on
the
cour
se.
Sum
mar
y of
Key
Lea
rnin
g Ev
ents
and
Inst
ruct
ion
Acq
uisit
ion
Esta
blish
ed G
oals
Mea
ning
Tran
sfer
Stud
ents
will
kno
w...
Stag
e 1
– D
esir
ed R
esul
ts
UN
DER
STA
ND
ING
SSt
uden
ts w
ill u
nder
stan
d th
at...
Stud
ents
will
be
able
to in
depe
nden
tly u
se th
eir l
earn
ing
to...
ESSE
NTI
AL
QU
ESTI
ON
SSt
uden
ts w
ill k
eep
cons
ider
ing.
..
UbD
Tem
plat
e 2.
0
Stud
ents
will
be
skill
ed a
t...
© 2
011
Gra
nt W
iggi
ns &
Jay
McT
ighe
17
• His
tory
con
sist
s of
“his
” sto
ry a
nd “h
er” s
tory
.• T
here
are
oft
en d
iffe
rent
per
spec
tive
s on
wha
t ha
ppen
ed in
the
pas
t.• O
ne’s
expe
rien
ces
influ
ence
one
’s vi
ew o
f hi
stor
y. R
ace
and
gend
er in
fluen
ce h
isto
rica
l in
terp
reta
tion
.• P
hoto
grap
hs c
an r
evea
l but
als
o m
isle
ad.
• Cri
tica
l rea
ding
and
vie
wing
is n
eces
sary
to
reco
g-ni
ze in
com
plet
e or
bia
sed
acco
unts
of
the
past
.
• Who
se “s
tory
” is
it?
• How
do
we k
now
what
rea
lly h
appe
ned
in t
he
past
?• W
hat
role
s do
rac
e an
d ge
nder
pla
y in
cre
atin
g an
d in
terp
reti
ng h
isto
ry?
• Wha
t ca
n a
phot
ogra
ph t
ell u
s ab
out
a so
ciet
y?• H
ow s
houl
d we
“rea
d” a
n hi
stor
ical
acc
ount
, ar
tifa
ct o
r ph
otog
raph
? C
an w
e tr
ust
them
?
the
basi
c hi
stor
y of
ear
ly 2
0th-
cent
ury
Virg
inia
, inc
ludi
ng t
he:
- de
clin
e of
agr
icul
tura
l soc
iety
- gr
owth
of
indu
stri
aliz
atio
n-
mov
e fr
om r
ural
to
urba
n so
ciet
y-
impa
ct o
f se
greg
atio
n (e
.g.,
Jim
Cro
w la
ws)
- im
pact
of
dese
greg
atio
n
- de
scri
bing
and
seq
uenc
ing
hist
oric
al e
vent
s
- co
mpa
ring
pri
mar
y an
d se
cond
ary
sour
ces
- in
terp
reti
ng i
deas
fro
m d
iffe
rent
per
spec
-ti
ves
- cr
itic
ally
exa
min
ing
hist
oric
al p
hoto
grap
hs
- co
nduc
ting
4-p
art
art
crit
icis
m p
roce
ss
VIRG
INIA
SOCI
AL
STUDIE
S ST
ANDARD
S –
Virigina
Histo
rya)
iden
tify
and
inte
rpre
t ar
tifa
cts
and
prim
ary
and
seco
ndar
y so
urce
doc
umen
ts t
o un
ders
tand
eve
nts
in h
isto
ry;
f) s
eque
nce
even
ts in
Vir
gini
a hi
stor
y;g)
inte
rpre
t id
eas
and
even
ts
from
dif
fere
nt h
isto
rica
l pe
rspe
ctiv
es
VIRG
INIA
VIS
UAL
ART
S ST
ANDARD
S 4.
20 –
The
stu
dent
will
iden
tify
an
d in
vest
igat
e wa
ys t
hat
work
s of
art
fro
m p
opul
ar c
ultu
re
refle
ct t
he p
ast
and
influ
ence
th
e pr
esen
t.7.
23 –
The
stu
dent
will
ana
lyze
, in
terp
ret,
and
judg
e wo
rks
of a
rt
base
d on
bio
grap
hica
l, hi
stor
ical
, or
con
text
ual i
nfor
mat
ion.
• Rec
ogni
ze t
hat
hist
ory
invo
lves
inte
rpre
tati
on o
f pa
st e
vent
s, a
nd t
hat
hist
oric
al
inte
rpre
tati
ons
typi
cally
refl
ect
a si
ngul
ar p
ersp
ecti
ve, a
n in
com
plet
e ac
coun
t,
or d
elib
erat
e bi
as.
• Cri
tica
lly e
valu
ate
hist
oric
al a
ccou
nts.
Eva
luat
ive
Cri
teri
aA
sses
smen
t Evi
denc
e
SUPP
LEM
ENTA
RY
EV
IDEN
CE
PER
FOR
MA
NC
E TA
SK(S
)Stag
e 2
– Ev
iden
ceU
bD T
empl
ate
2.0
Cod
ing
© 2
011
Gra
nt W
iggi
ns &
Jay
McT
ighe
18
• Qui
zzes
on
hist
oric
al f
acts
and
seq
uenc
e of
eve
nts
• “Re
adin
g” a
rt a
nd 4
-par
t cr
itic
ism
wor
kshe
ets
• His
tori
cal a
naly
sis
shee
t (p
ersp
ecti
ves)
• Ser
ies
of jo
urna
l ent
ries
- r
eflec
tion
s on
eve
nts/
tim
e pe
riod
s fr
om d
iffe
rent
pe
rspe
ctiv
es (r
ace,
gen
der,
eco
nom
ic s
tatu
s)
The
Virg
inia
His
tori
cal S
ocie
ty h
as in
vite
d yo
u to
pre
pare
an
exhi
bit
to in
form
the
pub
lic
abou
t si
gnifi
cant
tra
nsit
ions
tha
t oc
curr
ed in
ear
ly 2
0th
cent
ury
Virg
inia
soc
iety
and
sho
w va
riou
s po
ints
of
view
thr
ough
whi
ch t
his
hist
ory
can
be s
een.
The
exh
ibit
will
be
pres
ent-
ed u
sing
his
tori
cal p
hoto
grap
hs w
ith
com
men
tari
es.
Your
tas
k is
to
choo
se t
wo s
igni
fican
t ev
ents
or
tran
siti
on p
erio
ds f
rom
ear
ly 2
0th
cent
ury
Virg
inia
.* T
hen,
sel
ect
seve
ral p
hoto
grap
hs t
hat
repr
esen
t ea
ch e
vent
fro
m t
wo
or m
ore
pers
pect
ives
. Pre
pare
a c
omm
enta
ry f
or e
ach
sele
cted
pho
togr
aph
in w
hich
you
ex
plai
n:
1.
the
sign
ifica
nce
of t
he e
vent
sho
wn (i
.e.,
how
it r
evea
ls a
n im
port
ant
tr
ansi
tion
occ
urri
ng in
ear
ly 2
0th-
cent
ury
Virg
inia
); A
ND
2.
the
per
spec
tive
or
poin
t of
vie
w of
the
pho
togr
aph
* St
uden
ts h
ave
acce
ss t
o ar
chiv
es o
f hi
stor
ical
pho
tos
at t
he f
ollo
wing
web
site
s:
http
://w
ww.li
b.vi
rgin
ia.e
du/s
pecc
ol/c
olle
ctio
ns/j
davi
s
• H
isto
rica
l ac-
cura
cy•
Thor
ough
ex
plan
atio
n of
:-
the
sign
ifi-
canc
e of
th
e se
lect
ed
even
ts–
the
pers
pec-
tive
or
poin
t of
vie
w of
the
ph
otog
raph
s
• W
ell-c
raft
ed
disp
lay
• His
tori
cal
accu
racy
• Eff
ecti
ve
crit
ical
ana
lysi
s
• Eff
ecti
ve
anal
ysis
of
per
spec
tive
• Cle
ar a
nd
appr
opri
ate
refle
ctio
ns
Stag
e 3
– Le
arni
ng P
lan
UbD
Tem
plat
e 2.
0
© 2
011
Gra
nt W
iggi
ns &
Jay
McT
ighe
19
1. D
istr
ibut
e le
tter
fro
m H
isto
rica
l Soc
iety
(tas
k 2)
and
rub
ric.
Pre
sent
pho
to c
olle
ctio
n.
2. P
rese
nt s
tude
nts
with
an
enga
ging
pho
to o
f pe
ople
in e
arly
20t
h ce
ntur
y Vi
rgin
ia, d
epic
ting
a c
erta
in e
vent
or
tim
e of
so
cial
tra
nsit
ion
(ex.
seg
rega
ted
rest
aura
nt/w
hite
pat
rons
). A
sk t
hem
to
crea
te a
cap
tion
tha
t m
ight
ac
com
pany
the
pho
to in
a m
agaz
ine
of t
he t
ime
peri
od. S
tude
nts
shar
e th
eir
capt
ions
.
3. L
ead
a So
crat
ic S
emin
ar o
n th
e ph
oto.
In
mid
dle
of s
emin
ar, p
rese
nt a
noth
er p
hoto
sho
wing
sam
e ‘e
vent
’ wit
h di
ffer
ent
pers
pect
ive
(seg
rega
ted
rest
aura
nt/A
fric
an-A
mer
ican
pat
rons
). Co
ntin
ue s
emin
ar, n
ow c
ompa
ring
two
pho
tos.
4. P
ost
and
disc
uss
esse
ntia
l que
stio
ns a
nd u
nder
stan
ding
s.
5. F
acili
tate
SQ
3R o
f te
xt b
ook
sect
ion(
and/
or o
ther
res
ourc
e) in
form
atio
n re
gard
ing
topi
c.
6. I
ntro
duce
a r
epre
sent
ativ
e ph
oto
and
one
with
ano
ther
poi
nt o
f vi
ew. L
ead
stud
ents
in 4
-par
t ar
t cr
itic
ism
pro
cess
(d
escr
ibe,
inte
rpre
t, a
naly
ze, e
valu
ate)
, whi
ch w
ill g
et t
hem
into
the
his
tory
dep
icte
d, t
he h
uman
sub
ject
, wha
t th
e ph
otog
raph
er w
ante
d us
to
see,
...
7. B
egin
dai
ly jo
urna
l ent
ries
. Pro
mpt
: Refl
ect
on t
he e
vent
, con
side
ring
dif
fere
nt p
ersp
ecti
ves
and
own
pers
onal
con
nect
ion.
Sh
are
in s
mal
l gro
ups.
8. C
ompa
re a
nd c
ontr
ast
phot
o wi
th t
ext
info
rmat
ion
(Ven
n di
agra
m -
pri
mar
y/se
cond
ary
sour
ces)
. Con
tinu
e th
ese
com
pari
sons
wit
h m
ost
phot
os.
9. C
ompl
ete
His
tori
cal A
naly
sis
shee
t (lo
okin
g at
sta
keho
lder
s’ pe
rspe
ctiv
es a
nd o
utco
mes
of
even
t)
10. R
epea
t ac
tivi
ties
4-7
for
oth
er p
hoto
s on
oth
er t
opic
s.
11. I
ntro
duce
Per
form
ance
Tas
k 1:
Tak
e a
Wal
k in
Som
eone
Els
e’s
Shoe
s. D
iscu
ss r
ubri
c. C
lass
tim
e to
com
plet
e
12. P
rese
nt a
nd d
iscu
ss e
xem
plar
for
Tas
k 2.
Dis
cuss
rub
ric.
Tim
e to
beg
in t
ask.
13. S
elf-
eval
uati
on. E
xhib
it d
ispl
ay (“
galle
ry w
alk”
). A
naly
sis
of p
eer’s
sel
ecti
ons.
Sum
mar
y of
Key
Lea
rnin
g Ev
ents
and
Inst
ruct
ion
Acq
uisit
ion
Esta
blish
ed G
oals
Mea
ning
Tran
sfer
Stud
ents
will
kno
w...
Stag
e 1
– D
esir
ed R
esul
ts
UN
DER
STA
ND
ING
SSt
uden
ts w
ill u
nder
stan
d th
at...
Stud
ents
will
be
able
to in
depe
nden
tly u
se th
eir l
earn
ing
to...
ESSE
NTI
AL
QU
ESTI
ON
SSt
uden
ts w
ill k
eep
cons
ider
ing.
..
UbD
Tem
plat
e 2.
0
Stud
ents
will
be
skill
ed a
t...
© 2
011
Gra
nt W
iggi
ns &
Jay
McT
ighe
20
Virg
inia M
athe
mat
ics
Stan
dard
s 1.
11
The
stud
ent
will
tell
tim
e to
the
hal
f ho
ur,
usin
g an
ana
log
or
digi
tal c
lock
.
• M
easu
ring
the
pas
sage
of
tim
e he
lps
us b
ette
r pl
an a
nd o
rgan
ize
acti
viti
es.
• Hum
ans
mea
sure
tim
e in
a
vari
ety
of w
ays.
• Dif
fere
nt s
itua
tion
s ca
ll fo
r di
ffer
ent
degr
ees
of t
ime
prec
isio
n.
• How
wou
ld li
fe b
e di
ffer
ent
if w
e co
uldn
’t te
ll ti
me?
• How
do
we k
now
what
tim
e it
is?
• H
ow d
o pe
ople
mea
sure
tim
e?• H
ow p
reci
se d
o we
nee
d to
be
(in
a gi
ven
situ
atio
n)?
• tim
e-re
late
d vo
cabu
lary
ter
ms:
ho
urs,
min
utes
, sec
onds
, lat
e,
earl
y.
• dif
fere
nt d
evic
es t
hat
peop
le
use
to m
easu
re t
ime:
clo
ck,
watc
h, s
undi
al.
• tel
ling
tim
e• c
omm
unic
atin
g wh
at t
ime
it is
man
age
tim
e wh
en m
akin
g pl
ans
and
sche
dulin
g ac
tivi
ties
.
Stag
e 3
– Le
arni
ng P
lan
Sum
mar
y of
Key
Lea
rnin
g Ev
ents
and
Inst
ruct
ion
Stud
ents
will
show
thei
r lea
rnin
g by
–Ev
alua
tive
Cri
teri
a
PERF
ORM
AN
CE T
ASK
(S):
© 2
009
Gra
nt W
iggi
ns &
Jay
McT
ighe
21
Stag
e 2
– A
sses
smen
t Evi
denc
e
OTH
ER E
VID
ENCE
:
UbD
Tem
plat
e 2.
0
Imag
ine
that
you
are
in c
harg
e of
the
caf
eter
ia a
nd m
ust
help
the
caf
eter
ia s
taff
kno
w wh
en t
o be
gin
prep
arin
g lu
nch
for
the
prim
ary
lunc
h sh
ift.
You
kno
w th
at it
tak
es 2
hou
rs a
nd 1
5 m
inut
es t
o pr
epar
e lu
nch.
To
help
the
sta
ff b
e re
ady
to s
erve
lunc
h on
tim
e, c
reat
e tw
o an
alog
clo
cks
to h
ang
on t
he w
all
in t
he k
itch
en. O
ne c
lock
will
sho
w wh
at t
ime
to s
tart
pre
pari
ng lu
nch.
The
oth
er c
lock
will
sho
w wh
en
the
kids
will
arr
ive
to e
at. W
hen
you
have
com
plet
ed t
he c
lock
s, w
rite
a n
ote*
to
expl
ain
to t
he s
choo
l pr
inci
pal w
hat
tim
e th
e ki
tche
n st
aff
will
begi
n pr
epar
ing
lunc
h in
ord
er t
o ha
ve it
rea
dy f
or t
he p
ri-
mar
y lu
nch
shif
t.
[*Th
is c
an b
e do
ne o
rally
by
stud
ents
who
are
not
yet
pro
ficie
nt a
t in
depe
nden
t wr
itin
g].
• wor
kshe
ets
on t
he “c
lock
” • q
uiz
on “m
easu
ring
dev
ices
”• t
each
er o
bser
vati
ons
of s
tude
nts
at w
ork
thro
ugho
ut t
he u
nit
• ora
l que
stio
ning
on
telli
ng t
ime
(on-
goin
g)
• Beg
in w
ith
a K-
W-L
on
the
ques
tion
: “H
ow d
o we
mea
sure
tim
e?”
• Bui
ld o
n st
uden
t an
swer
s by
sho
wing
var
ious
tim
e m
easu
ring
dev
ices
(e.g
., su
ndia
l, wa
tch,
gra
ndfa
ther
clo
ck, e
gg
tim
er).
• Pr
esen
t an
d di
scus
s th
e es
sent
ial q
uest
ion,
“wha
t m
ight
hap
pen
if w
e di
dn’t
have
a w
ay o
f te
lling
tim
e?”
• Cl
ock
Repa
irm
an -
Hav
e st
uden
ts p
rete
nd t
hat
they
nee
d to
fix
a br
oken
clo
ck b
y cu
ttin
g &
past
ing
the
num
bers
ba
ck o
nto
a pa
per
cuto
ut.
• T.
V. G
uide
- H
ave
stud
ents
list
the
tim
es o
f th
eir
favo
rite
t.v
. sho
ws (f
or 1
day
or
1 we
ek) i
n se
quen
tial
ord
er.
Then
, cha
rt h
ow m
uch
tim
e wo
uld
be n
eede
d to
wat
ch t
he s
elec
ted
show
s.•
Hav
e st
uden
ts w
orks
in c
oope
rati
ve g
roup
s to
pla
n th
e am
ount
of
tim
e it
wou
ld t
ake
for
vari
ous
acti
viti
es
(e.g
.,wal
k to
the
caf
eter
ia, w
atch
a m
ovie
, eat
bre
akfa
st, e
tc.)
•
Pres
ent
a ti
me-
plan
ning
tas
k si
mila
r to
the
cul
min
atin
g pe
rfor
man
ce t
ask.
Gui
de s
tude
nts
in c
ompl
etin
g th
e ta
sk.
• Pr
ovid
e di
rect
inst
ruct
ion
as n
eede
d on
tim
e te
lling
ski
lls.
• A
sk s
tude
nts
to t
hink
abo
ut, a
nd s
hare
, way
s th
at t
hey
plan
the
ir t
ime.
• acc
urat
e ti
me
plac
emen
t sh
own
on e
ach
cloc
k• e
xpla
nati
on
clea
rly
show
s un
ders
tand
ing
of
tim
e fr
ames
• app
ropr
iate
use
of
tim
e-re
late
d vo
cabu
lary
Acq
uisit
ion
Esta
blish
ed G
oals
Mea
ning
Tran
sfer
Stud
ents
will
kno
w...
Stag
e 1
– D
esir
ed R
esul
ts
UN
DER
STA
ND
ING
SSt
uden
ts w
ill u
nder
stan
d th
at...
Stud
ents
will
be
able
to in
depe
nden
tly u
se th
eir l
earn
ing
to...
ESSE
NTI
AL
QU
ESTI
ON
SSt
uden
ts w
ill k
eep
cons
ider
ing.
..
UbD
Tem
plat
e 2.
0
Stud
ents
will
be
skill
ed a
t...
© 2
011
Gra
nt W
iggi
ns &
Jay
McT
ighe
22
• Wha
t so
unds
in o
ur e
nvir
onm
ent
have
a
st
eady
bea
t?• H
ow d
oes
stea
dy b
eat
look
and
fee
l?• H
ow d
oes
a pe
rson
lear
n to
sin
g?• W
hat
is t
he d
iffe
renc
e be
twee
n s
peak
ing
and
sing
ing?
• Wha
t m
akes
a p
erfo
rman
ce g
ood?
• Sou
nds
that
hav
e no
ste
ady
beat
hav
e no
pre
dict
able
pa
tter
n.• T
he f
ound
atio
n of
rhy
thm
is p
ulse
(ste
ady
beat
) whi
ch
cont
inue
s th
roug
h so
und
and
sile
nce.
• The
voi
ce h
as d
iffe
rent
qua
litie
s fo
r di
ffer
ent
func
-ti
ons:
whi
sper
ing,
sho
utin
g, s
peak
ing,
and
sin
ging
.• T
he q
ualit
y of
a p
erfo
rman
ce in
fluen
ces
the
enjo
ymen
t le
vel o
f bo
th t
he li
sten
er a
nd t
he p
erfo
rmer
.
• tha
t no
t al
l sou
nds
have
a b
eat.
• how
ste
ady
beat
look
s an
d fe
els.
• whe
n so
unds
go
up a
nd d
own.
• the
sou
nd o
f a
min
or 3
rd (s
ol-m
i).• a
lim
ited
rep
erto
ire
of s
ongs
.• t
he d
iffe
renc
e be
twee
n sp
eaki
ng,
sing
ing,
whi
sper
ing
and
shou
ting
.
• dif
fere
ntia
ting
bet
ween
sou
nds
that
hav
e a
beat
and
tho
se t
hat
do n
ot• d
emon
stra
ting
ste
ady
beat
(pul
se) i
ndiv
idua
lly
and
in a
gro
up
• ech
oing
sol
-mi t
onal
pat
tern
s wi
thin
stu
dent
’s si
ngin
g ra
nge
• sin
ging
sel
ecte
d ag
e-ap
prop
riat
e so
ngs
• dem
onst
rati
ng v
ocal
qua
litie
s: s
ingi
ng, s
peak
ing,
wh
ispe
ring
, cal
ling
• exp
ress
ing
an o
pini
on a
bout
the
qua
lity
of a
pe
rfor
man
ce
Virg
inia S
tand
ards
of
Lear
ning
M
usic –
Gra
de 1
1.1 T
he s
tude
nt w
ill s
ing
a re
pert
oire
of
song
s an
d pl
ay
inst
rum
ents
. 1.
Sing
son
gs t
hat
cont
ain
sol,
mi,
and
la p
itch
es.
1.2 T
he s
tude
nt w
ill p
erfo
rm
rhyt
hmic
pat
tern
s.
2. D
emon
stra
te m
elod
ic r
hyth
m.
1.3 T
he s
tude
nt w
ill r
espo
nd t
o m
usic
wit
h m
ovem
ent.
3.
Dem
onst
rate
loco
mot
or a
nd
non-
loco
mot
or m
ovem
ents
. 1.4
The
stu
dent
will
cre
ate
mus
ic t
hrou
gh a
var
iety
of
expe
rien
ces.
1.
Impr
ovis
e, u
sing
cla
ssro
om
inst
rum
ents
, bod
y pe
rcus
sion
, an
d m
ovem
ent.
2.
Use
the
voi
ce in
spe
ech
and
song
.
• Rec
ogni
ze b
eat
in m
usic
, and
fol
low
a st
eady
bea
t.• E
valu
ate
mus
ical
per
form
ance
s.
Stag
e 3
– Le
arni
ng P
lan
Sum
mar
y of
Key
Lea
rnin
g Ev
ents
and
Inst
ruct
ion
Stud
ents
will
show
thei
r lea
rnin
g by
–Ev
alua
tive
Cri
teri
a
PERF
ORM
AN
CE T
ASK
(S):
© 2
009
Gra
nt W
iggi
ns &
Jay
McT
ighe
23
Stag
e 2
– A
sses
smen
t Evi
denc
e
OTH
ER E
VID
ENCE
:
UbD
Tem
plat
e 2.
0
Rhyt
hm: B
eat/
No
Beat
– C
hild
ren
reca
ll th
ings
in t
heir
env
iron
men
t th
at h
ave
a st
eady
bea
t (c
lock
s,he
artb
eat,
car
dir
ecti
on b
linke
r), a
nd c
reat
e a
mov
emen
t de
pict
ing
it. P
ract
ice
the
mov
emen
t fo
r 8
beat
s.Rh
ythm
: Ste
ady
Beat
Sile
nt W
alki
ng G
ame
– St
uden
ts w
alk
the
beat
to
mus
ic p
laye
d by
the
tea
cher
. Fee
t m
ust
stop
whe
n m
usic
sto
ps. C
hild
ren
can
be “c
augh
t” b
y th
e te
ache
r fo
r wa
lkin
g wh
en m
usic
sto
ps, t
alki
ng,
or t
ouch
ing
anot
her
pers
on. S
tude
nts
earn
the
ir w
ay b
ack
into
the
gam
e by
sit
ting
qui
etly
in t
heir
sea
ts.
Mel
ody:
Up/
Dow
n –
Child
ren
mak
e so
unds
tha
t m
atch
the
squ
iggl
es; t
hen
mak
e up
the
ir o
wn s
quig
gles
and
pe
rfor
m f
or e
ach
othe
r. C
hild
ren
draw
squ
iggl
es a
s te
ache
r pl
ays
shor
t m
elod
ic p
hras
es.
Tim
bre:
Spe
akin
g/Si
ngin
g Ga
me
– “D
o W
hat
I Si
ng/D
o N
ot D
o W
hat
I Sp
eak”
Chi
ldre
n sh
ould
onl
yre
spon
d to
com
man
ds g
iven
wit
h a
sing
ing
voic
e. O
nce
proc
edur
e is
est
ablis
hed,
stu
dent
s be
com
e le
ader
s an
d m
ust
dem
onst
rate
the
ir s
ingi
ng o
r sp
eaki
ng v
oice
s.A
esth
etic
s: D
iscu
ssio
n –
Stud
ents
will
tel
l wha
t th
ey li
ked
abou
t a
grou
p pe
rfor
man
ce.
They
will
giv
e th
eir
opin
ions
reg
ardi
ng h
ow w
ell t
he g
roup
sta
yed
toge
ther
and
how
cor
rect
ly t
hey
used
the
ir
inst
rum
ents
or
voic
es.
• Stu
dent
s wi
ll se
lf-a
sses
s th
eir
indi
vidu
al p
erfo
rman
ce.
• Stu
dent
s wi
ll te
ll wh
at t
hey
liked
abo
ut a
gro
up p
erfo
rman
ce. T
hey
will
give
the
ir o
pin-
ions
reg
ardi
ng h
ow w
ell t
he g
roup
sta
yed
toge
ther
and
fol
lowe
d th
e be
at a
nd h
ow c
orre
ctly
th
ey u
sed
thei
r in
stru
men
ts o
r vo
ices
.
Perf
orm
ance
ass
essm
ent
is o
n-go
ing.
Tea
cher
s wi
ll as
sess
stu
dent
s as
the
y en
gage
in t
he f
ollo
wing
lear
ning
ac
tivi
ties
– B
eat/
No
Beat
, Ste
ady
Beat
Sile
nt W
alki
ng G
ame,
Mel
ody
Up/
Dow
n, T
imbr
e: S
peak
ing/
Sing
ing
Gam
e –
acco
rdin
g to
the
fol
lowi
ng r
ubri
c:
4 =
Mas
tery
– a
ccur
ate
thro
ugho
ut e
ntir
e pe
rfor
man
ce
3 =
Com
pete
nt –
acc
urat
e al
mos
t al
l of
the
perf
orm
ance
(exp
ecte
d le
vel f
or m
ajor
ity
of s
tude
nts)
2
= D
evel
opin
g –
accu
rate
for
par
t of
the
per
form
ance
1
= Em
ergi
ng –
ver
y lit
tle
accu
racy
accu
racy
Glashow-Mandel 24
UbD Template 2.0
Unit: Political Rhetoric, 12th grade Advanced Placement English Language and Composition
Stage 1 Desired Results ESTABLISHED GOALS College Board Standards for College Success (English Language Arts): G1. R1.1 Student comprehends the meaning
of words and sentences. G2. R3.1 Student rhetorically analyzes
author’s purpose, intended audience, and goals.
G3. R3.2 Student interprets, analyzes, and critiques author’s use of literary and rhetorical devices, language, and style.
G4. R4.4 Student uses strategies to organize, restructure, and synthesize text content.
G5. W3.2 Student makes stylistic choices with language to achieve intended effects.
G6. M2.1 Student understands, interprets, analyzes, and evaluates media communication.
G7. M3.1 Student analyzes purpose, audience, and media channel when planning for a media communication.
G8. M3.2 Student develops and produces an informational or creative media communication.
Transfer Students will be able to independently use their learning to… T1. Evaluate different messages communicated through various media in order make
informed decisions as citizens (e.g., voting, activism, philanthropy, etc.). T2. Make sense of complex situations by seeking out and synthesizing information from
multiple sources. T3. Select appropriate formats to communicate any type of message effectively across
different contexts and to different audiences.
Meaning UNDERSTANDINGS Students will understand that… U1. Language not only reflects our values,
ideologies, and beliefs, but it also has the power to influence and even create them.
U2. We cannot take any information at face value; we must constantly evaluate sources and messages in order to determine what is true.
U3. Our understanding of a situation is only as good as the sources we consult and the way we put them together to make meaning.
U4. Different audiences react to messages in different ways; effective communicators strategically tailor their formats and content to different audiences and contexts.
ESSENTIAL QUESTIONS Q1. How does language reflect and create our
values, ideologies, and beliefs?
Q2. How do we know what is true?
Q3. How do we make sense of complex events, beliefs, and / or situations?
Q4. What’s the best way to communicate my message to this audience?
Glashow-Mandel 25
Acquisition Students will know… K1. The rhetorical triangle (relationship
between the writer, audience, and context) and its influence on the way a message is crafted and received
K2. Various levels of diction (honorific and pejorative, etc.)
K3. The persuasive appeals – logos, ethos, pathos – and how they can influence the communication of a political argument
K4. Common logical fallacies K5. How synthesis differs from and draws
upon analysis K6. Various rhetorical strategies and their
effects
Students will be skilled at… S1. Analyzing the effects or meaning of
various rhetorical choices across texts and contexts.
S2. Identifying trends across various sources. S3. Comparing and contrasting multiple
sources and perspectives in different media (social media, video, journalism/newspapers, pop culture, campaign materials, etc.).
S4. Synthesizing information from various sources in order to draw conclusions and formulate arguments.
S5. Analyzing the relationship between writer / speaker, audience, context, format, and purpose.
S6. Selecting communication formats, content, and styles that are appropriate to the audience and purpose
Stage 2 - Evidence Evaluative Criteria Assessment Evidence (See attached rubric.) Transfer Goals • Well-selected rhetoric and media formats
to communicate a message to a particular audience
• Convincing, complex, and logical argument that takes into account all the evidence – not just the evidence that is convenient
• Combination of information from varied sources, perspectives, formats, etc.
PERFORMANCE TASK(S): Students will take on the role of a media specialist who must craft a multifaceted media campaign for a congressional representative regarding a contemporary issue of their choosing. They will use information about the politician’s political beliefs as well as demographic information about their constituents to determine the best language and formats to communicate the message about the selected issue. Students will first prepare a brief that analyzes the rhetoric surrounding various perspectives on the issue/event before pitching an appropriate messaging campaign, including justification for their decisions.
(See attached document for assessment and rubric.)
Glashow-Mandel 26
Meaning Goals • Analysis of the link between rhetoric,
audience, context, and purpose • Strategic selection of formats to
communicate a message to a particular audience
Knowledge and Skill Goals • Accurate identification of rhetorical
strategies, persuasive appeals, and logical fallacies
• Effective meaning-making of an author’s strategies
OTHER EVIDENCE: 1. Students will complete a timed, in-class writing task, where they are presented with
various sources and must synthesize them to form an argument. 2. Students will complete a brief rhetorical analysis of a political text. They will identify
rhetorical strategies and analyze the effect of these techniques on the meaning of the text.
Stage 3 – Learning Plan Coding Code Key: G = Established Goals, T = Transfer Goals, M = Meaning-making Goals, A = Acquisition Goals
Pre-assessment 1. Students will read and annotate a political speech and write a brief analysis of the political rhetoric. This will help the
teacher determine how well students are able to analyze political language. 2. Students will complete a timed synthesis essay pre-assessment, where they are given a set of sources from which to
develop an argument. LEARNING EVENTS
Lesson 1: Unit Introduction • The teacher will show students multiple competing headlines about the same topic. (This
should be a contemporary topic that is not too controversial, for example, GMOs.) The teacher will ask: What is the truth? How can you know? Following the discussion, the teacher will introduce the unit topic (political rhetoric) and Essential Questions. Students will reflect on the Essential Questions, recording their preliminary responses and identifying their personal goals for growth in this unit. (H, W)
• Students will read and analyze President Eisenhower’s farewell address as their pre-assessment. Since this address is the basis of the argument in the film they will view in Lessons 2-5, it will serve a dual purpose here.
Lessons 2-5: How Does Synthesis Make an Argument?
PROGRESS MONITORING FORMATIVE ASSESSMENTS • Students will write an
analysis of the filmmaker’s use of synthesis in Why We Fight in order to check for understanding of the meaning of synthesis.
• As students conduct their research, they will submit dialectic journals where
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G (2, 3, 4) A (K1, K3,
K5)
M (1, 3)
G4
A (S4)
M3
G4 A (S2, S3,
S4) M3
G (3, 7) M (3, 4)
A (K1, K2, K3, K6, S5,
S6)
• Students will complete the timed synthesis essay pre-assessment. They will then use the rubric to self-identify perceived strengths and weaknesses in their work. They will identify goals for building their understanding of synthesis. (The teacher will collect both the assessment and the reflection to make decisions about instruction.) (E)
• Students will review the persuasive appeals (which are learned earlier in the year). • Over the course of several days, students will watch the documentary film, Why We Fight, and
identify the different types of sources synthesized in the film. Each day, students will make inferences about the filmmaker’s argument and revisit those inferences the next day. (E, R)
• After the film is over, students will construct a definition of synthesis based on their viewing. Students will then discuss the effect of the synthesis on the filmmaker’s argument. (E)
Lesson 6: How to Read with Synthesis in Mind • Students will read and annotate “Preparing for the Synthesis Question” and add to their
definition of synthesis from their film analysis. (R) • In small groups, they will practice the first two steps in the article (Read Closely and Analyze
the Text) using a political cartoon and a brief nonfiction text excerpt. (E) • They will then individually apply the first two steps to the sources in a provided set from an AP
English Language and Composition synthesis prompt. (E) Lesson 7: Possible Positions and Evidence for an Argument • Students will collaborate with their groups to write 2-3 possible positions to take on the
synthesis prompt (Joliffe’s step 3). They will turn them in for use in the next lesson. (T) • They will highlight the sources to identify evidence that supports, refutes, or complicates each
possible position. (R) Lesson 8: Different Media Formats • This lesson explores the way messages are communicated in different media formats. The
teacher will use a sample topic (such as funding for public television / radio) and share different versions of the same perspective / argument in infographics, video / audio clips, memes, print text, etc. (E)
• Students will make observations about the rhetoric in each version of the message: What has been emphasized, downplayed, eliminated, etc.? What are the commonalities across all the versions? What are the differences? Who might be the target audience for each? They will then generalize some “rules” about communicating a message in different media formats. (E)
they analyze political rhetoric pertaining to their topic.
• Students will take a quiz on the logical fallacies.
• All in-class practice with political texts will serve as informal formative assessments for the teacher to analyze student progress and determine whether additional practice or instruction might be necessary.
ANTICIPATE & ADDRESS MISUNDERSTANDINGS • It is often difficult for
students to detach themselves from their own opinions when communicating about politics. This unit requires students to step outside of their own perspectives in order to analyze how language shapes our understanding of issues. It will be important to emphasize the focus on rhetoric to ensure that we do not promote any particular perspective or
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G (2, 4)
A (S5)
M (2, 3)
G (6, 8)
T (1,2) A (S3)
G (1, 2, 3,
6) A (K2, S1)
M (1)
T1
Lessons 9-10: Possible Positions for an Argument • Students will continue following Joliffe’s structure (now in step 4) by role-playing. The students
will be divided into 6 groups, each of which will take on the perspective of one of the authors of the 6 sources. (T, E)
• One at a time, the teacher will share several of the different positions created in the previous lesson. After each one is posted, the groups will discuss how their assigned author might respond to the position, using evidence from the text before sharing them with the larger group. The groups will take notes to inform their decision about which position will be most advantageous. (E, E-2)
• After the role-play is complete, students will individually select a position and write about why they believe it is the most advantageous position, given the sources provided. (R, E-2)
Lesson 11: Project Introduction • The teacher will introduce the project that will guide the rest of the unit, making clear the
connections between rhetoric, politics, and synthesis. The teacher will clarify the structure of the remainder of the unit – that students will learn concepts and then apply them to their own research / analysis. (This is not the kind of unit where work on the assessment begins only at the very end.) (W)
• The students will select a topic and conduct preliminary research to identify the stakeholders, key events, and legislation involved in the issue. (T, E)
• For homework, they will begin finding texts from different perspectives/stakeholder groups to analyze over the coming lessons. (T, E)
Lessons 12-13: Word Choice and Political Speech • Students will read “Language: A Key Mechanism of Control” (a Newt Gingrich GOPAC memo)
and annotate it based on their prior knowledge of the role of diction. This will then become the activator to establish the purpose for the lesson; since this is a real-world memo that dictates the kind of language that should be used by political operatives, it gives more credence to the ideas in the unit – that words are purposeful and that they make a difference. (E)
• Students will analyze a State of the Union address from each of the past three presidents, focusing on language of certitude, slanted language, pronouns of power, pronouns of solidarity, and purposeful ambiguity. This will help students understand inclusive and exclusive language, which is ubiquitous in political rhetoric. (E)
• They will then apply this analysis to texts they have found for their own topic / issue. (T, E)
way of thinking; instead, we evaluate the rhetoric surrounding the issue to help others make sense of it. To help with this potential issue, the assessment itself requires students to work for a politician whose political views they might not support, and the learning process includes perspective-taking.
• “Cherry-picking” evidence is a common practice among English students. They tend to conceive of their thesis first and then seek evidence that conveniently supports that idea. If we want to develop effective arguments, this process should be the reverse: students sift through evidence, identify patterns, and draw conclusions. This ensures a more complex, plausible thesis that takes into account all of the evidence. The instruction in this learning plan actively opposes the
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G (1, 2, 3) M (K3, S1,
S5) T (1,2)
G4 A (S2, S3)
M (2, 2)
G (1, 2, 3) A (K4, S1)
M (1,2, 4)
G (3, 4)
Lessons 14-15: Political Rhetoric • Students will begin by revisiting (and rethinking about) the same State of the Union addresses
from the previous lesson. They will identify and discuss different patterns of development and rhetorical strategies applied in the speeches and link them to ethos, pathos, and logos. (R)
• They will then analyze texts from their own research of their political issue. (E) • Students will then complete a brief rhetorical analysis of a political text to evaluate their
understanding of political rhetoric. (E-2) Lessons 16-17: How to Prepare for Synthesis • Students will follow Joliffe’s second step of determining the claims, evidence, and assumptions
in the sources they have gathered. (E) • They will identify patterns and outliers within and across the sources, using a teacher-created
graphic organizer. (E) • They will present their research progress so far to a partner, who will help them identify gaps
and inconsistencies in their research. (T, R) • For homework, they will seek out information / perspectives they are missing. They will also
need to locate one or more memes about their topic to examine in the next lesson. (R) Lessons 18-19: Flawed Argument • Students will read a flawed argument and identify what they see as the problems. They will
then examine a list of logical fallacies and identify the ones that match their initial analysis of the flawed text. They will then identify additional fallacies from the list that are present in the text. They will discuss how different audiences might react to the logical fallacies. (E)
• They will then look at an improved version of the same argument – this time, without the logical fallacies. They will discuss the difference and analyze the likely impact on different audiences. (R)
• Students will identify logical fallacies in the memes they brought in for their topic. They will analyze the impact of the flawed logic on different audiences. (E, T)
• Students will then complete a logical fallacies quiz, which requires them to analyze flawed arguments. (E-2)
Lesson 20-21: Synthesis • The teacher will give some notes about synthesis (possibly from the “Tell ‘Em What It Ain’t” or
“Critical Thinking: Analysis and Synthesis” readings), and have students examine multiple
instinct to craft a thesis first and then scramble to defend it.
FEEDBACK • Students will get written
feedback on their dialectic journals and quiz.
• The teacher will provide feedback on the practice work that leads into transfer for the assessment.
• Students will work in small groups or pairs to provide and receive feedback on their research process.
• Students will conference with the teacher both formally and informally throughout their work time.
• Students will self-evaluate their work using the rubric.
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A (K5, S4) M3
G (4, 5, 6,
7, 8) M (1, 2, 3)
T (1,2)
G (5, 6, 7,
8) M (1, 2, 3) T (1, 2, 3)
T (1, 2, 3)
sample essays, some of which effectively synthesize, and some of which do not, using the characteristics described in the notes. (E, E-2)
• Students will complete an in-class synthesis writing, using another of the AP Language prompts or a teacher-created prompt and set of sources (see “Other Evidence”). (E-2)
• They will then have time to explore the relationships among ideas in their own source materials in preparation for synthesis. (T, E)
Lesson 22: From Patterns to Thesis • Students will use graphic organizers to help them sort through the perspectives they have
uncovered in their research and couple them with the demographic data and the representative’s political profile. (E)
• From there, they will develop a thesis that encapsulates their recommendation for the representative’s message. (E, T)
• They will participate in peer review of their thesis and make refinements based on the feedback. (R)
Lessons 23-25: Work Time and Concept Refinement • Remaining work days can be spent refining arguments, developing different ways to
communicate the message, and clarifying concepts on an as-needed basis. (R, T) • This will include some self-reflection and evaluation, using the rubric. (R, E-2, T) • The teacher might hold mini-lessons or breakout groups to provide differentiated support and
skill development based on the needs that arise in the formative assessments. (R, E, T) Lesson 26: Presentation and Reflection • Students will share their briefings with a small group of peers who will offer a critique from the
perspective of the representative’s media team. (E-2, T) • The teacher will return students’ initial responses to the Essential Questions (from Lesson 1),
and students will reflect on their growth over the course of the unit. They will then summarize what they learned with regard to the big ideas and describe future applications of their learning. (E-2, T)
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Political Rhetoric Assessment
The Task:
Nowadays, politicians are expected to comment on issues and events in real time, using various media tools to reach their constituents. For this task, you will take on the role of Media Specialist for a congressional representative. The Communications Director has asked for support in crafting a media campaign in response to (selected event/issue of your choice). What should the representative say to his/her constituents about the issue or event? And how should he/she say it?
You will first prepare a brief that analyzes the rhetoric surrounding various perspectives on the issue/event before pitching an appropriate messaging campaign in response. You will analyze the representative’s political profile as well as demographic information about his/her constituents. You will conduct research to learn more about the issue/event and the stakeholders involved.
You will then determine which media types and formats will help deliver the message appropriately and effectively, including any modifications necessary to adapt the message for different formats or audiences. You will justify your decisions to the Communications Director to convince him/her that your approach will be effective.
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The Brief: Rubric
In the brief, you must analyze the rhetoric surrounding various perspectives of the issue in order to establish the foundation for your pitch. Incorporate information about the politician’s beliefs, values, and positions as well as those of his/her constituents.
Score Rhetorical Analysis Synthesis
4 Adv.
In addition to score 3, the brief: • Provides a complex, nuanced evaluation of
how the rhetorical strategies have functioned across different audiences, media, timeframes, or contexts, or how they have created multiple effects simultaneously.
In addition to score 3, the brief: • Analyzes complex or contradictory evidence
to arrive at a multifaceted conclusion. • Juxtaposes sources or perspectives to reveal
nuances of the topic/issue.
3 Prof.
In addition to score 2, the brief: • Evaluates the effect of the rhetorical
strategies across different audiences and contexts.
• Explains how language about the issue influences and is influenced by stakeholders’ values, interests, education, etc.
In addition to score 2, the brief: • Integrates specific, well-chosen information
about the topic from multiple sources and perspectives in order to reach a conclusion about the way language shapes and is shaped by the selected issue.
• Formulates logical relationships among sources to uncover important themes, patterns, or ideas.
2 Appr.
The brief: • Identifies and describes rhetorical strategies
used across different contexts and perspectives with regard to the selected issue.
The brief: • Uses information from various sources to
draw conclusions. • Identifies basic relationships between sources.
1 • Product was submitted, but does not yet meet the criteria for score 2.
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The Pitch: Rubric
In the pitch, you must assert a position about what the politician’s message should be on the issue, and select and justify multiple ways to communicate the message to the politician’s constituents.
Score The Pitch & Justification
4 Adv.
In addition to Score 3, the pitch: • The Message: Asserts a multifaceted message that accounts for the complexities within and across
values and beliefs of different stakeholders. • Language: Adapts rhetorical strategies to match various contexts, audiences, and purposes. • Format: Reframes the message effectively to meet the specifications of different media formats.
3 Prof.
In addition to Score 2, the pitch: • The Message: Asserts a clear message that synthesizes the politician’s beliefs with those of his/her
constituents. • Language: Uses language effectively to communicate the message to the intended audience. • Format: Communicates the message effectively across multiple media formats.
2 Appr.
The pitch: • The Message: Asserts a message about the issue that is consistent with the politician’s beliefs,
values, and positions. • Language & Format: Communicates the message using language and format(s) that are appropriate
for the political context and the politician’s beliefs. 1 • Product was submitted, but does not yet meet the criteria for score 2.
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