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Understanding by Design Curriculum Writing: Coatesville Area School District

HANDOUTS

UbD Curriculum Writing with PACCSS | ©2014 ASCD

Table of Contents UbD Curriculum Writing: Coatesville Area School District

HANDOUT 1 Green Flags and Red Flags For Implementation HANDOUT 2 Planning Scope and Sequence for Text Types HANDOUT 3 Blank Planning Scope and Sequence Document HANDOUT 4 Determining Evidence of Understanding and Developing Assessment Tasks: FAQs HANDOUT 5 Consider the Implications of Key Quotations from How People Learn HANDOUT 6 Simple Stages Template The UbD Template, Version 2.0 HANDOUT 7 Understanding by Design Glossary Understanding by Design Unit Examples HANDOUT 8 Three Methods for Unpacking Standards: Inside-Out Method Three Methods for Unpacking Standards: Top-Down Method Three Methods for Unpacking Standards: Matrix Method HANDOUT 9 (Long-Term) Transfer Goal Examples Clarifying Transfer Goals HANDOUT 10 Sample Understandings and Essential Questions HANDOUT 11 Constructing a Performance Task Scenario Using G.R.A.S.P.S. HANDOUT 12 Rubric for Degree of Transfer HANDOUT 13 Performance Expectations for ELA and Literacy by Grade-Level Bands (K–12) Performance Task Categories: Mathematics HANDOUT 14 Design Standards for Unit Development HANDOUT 15 A-M-T Learning Goals and Teaching Roles Action Verbs for A-M-T A-M-T for a Unit on Measures of Central Tendency Nutrition Unit, Stage 3: Coded Learning Events Using A-M-T

GREEN FLAGSWe’ll know the CCSS for mathematics are being implemented when…

RED FLAGSWe should not see the following:

Focus

❏ The content of instruction focuses on the identified standards for the grade level, with emphasis placed on the content emphases for the grade level.

❏ Teachers select instructional resources based on the standards to be taught and assessed.

❏ Students are challenged to learn the content of mathematics at the level of rigor defined by the CCSS for their grade level.

❏ Pacing of instruction is determined by student proficiency, not pres-sured by a scattered pacing chart.

❏ Students are engaged with topics and activities unrelated to the con-cepts and procedures identified in the standards for their grade level.

❏ Content and skills not in the CCSS are taught to “get students ready” for the next grade level or for middle school or high school.

Coherence

❏ Standards are taught and assessed in ways that build upon prior concepts and skills in mathematics.

❏ Teachers use understanding of learning progressions presented from grade to grade in the CCSS to monitor students’ progress, to provide scaffolding to support student learning, and to go deeper in under-standing the concepts, where appropriate.

❏ Concepts and skills advance and deepen over time, within and across grades.

❏ Students transfer knowledge and skills across concepts and within and across domains and learning progressions.

❏ Major topics are linked within grades and across grade levels.

❏ “Crosswalks” of the CCSS are aligned grade by grade with the existing/former state standards and only address superficial topic alignment.

❏ Scope and sequence documents or curriculum maps replicate the table of contents of an existing mathematics textbook.

❏ Standards are “broken apart” for instruction.

❏ Each math topic is taught as an independent, new concept.

HANDOUT ONE

GREEN FLAGS AND RED FLAGS FOR IMPLEMENTATION THE PENSYLVANIA COMMON CORE STATE STANDARDS FOR MATHEMATICS

Source: Adapted from “Leading the Change to the Common Core State Standards: Essential Tools for School and District Leaders,” ASCD Professional Development Institute. © 2013 ASCD. All rights reserved.

Created by Sue Beers and Judy Carr

Rigor

❏ In major topics, students pursue the following three aspects of math-ematics with equal intensity:

- conceptual understanding, - procedural skill and fluency, and - application.

❏ Students engage in authentic, real-life practice of skills and make use of those skills through extended application of math concepts.

❏ Students develop deep conceptual understanding of the math con-cepts identified in the CCSS and are assessed to determine the extent to which they have attained the desired learning.

❏ Students receive feedback about the concepts and skills they have learned and about their next steps.

❏ Students are rarely or never assessed formatively.

❏ Students are taught tricks or mnemonic strategies rather than math-ematical concepts.

❏ Students are taught strategies for solving extended application prob-lems that do not require fluency and conceptual understanding.

Fluency

❏ Students are efficient and accurate in performing foundational com-putational procedures without having to refer to tables and other aids.

❏ Teachers help students to study algorithms as “general procedures” so they can gain insights to the structure of mathematics (e.g., orga-nization, patterns, predictability)

❏ Students are able to apply a variety of appropriate procedures flexibly as they solve problems (Oregon Department of Education, n.d.).

❏ Technology, such as calculators, is used judiciously and does not conflict with expectations of fluency.

❏ Students regularly and repeatedly refer to tables and aids (including calculators) to assist with computational procedures.

❏ Students are not expected to build fluency as required in the stan-dards or this expectation is only expected to be addressed outside the classroom.





GREEN FLAGS AND RED FLAGS FOR IMPLEMENTATION THE COMMON CORE STATE STANDARDS FOR MATHEMATICS

Deep Understanding

❏ Students are given the time and instruction in “making sense” of math lessons. Students can justify why a particular math statement is true or where a mathematical rule comes from.

❏ Students are encouraged to use precise and accurate mathematics, academic language, terminology, and concrete or abstract repre-sentations (e.g., pictures, symbols, expressions, equations, graphics, models) in the discipline (Tri-State Collaborative, 2012).

❏ Students have opportunities to write and speak about their under-standing of mathematics content and procedures with the teacher as well as with other students.

❏ Instruction moves quickly from one topic to another without necessary scaffolding and practice to build deep understanding.

❏ Students engage in memorization tasks without opportunities to develop deeper understanding of algorithms and when to use them.

Application

❏ Students choose the appropriate concept or procedure to solve a problem or analyze a situation without being prompted which to use.

❏ Opportunities for practice and feedback follow instruction and are provided prior to expecting independent practice by students.

❏ Teachers support students’ exploration of tasks and lead debriefing discussions in which students reflect on their thinking processes fol-lowing task completion.

❏ Students have the necessary confidence to use mathematics effec-tively in everyday life.

❏ Students are supplied with a problem and directed to the concept or procedure to use to solve the problem.

❏ Mathematics instruction goes from explanation to independent prac-tice with little or no opportunities for practice and feedback.



Source: Adapted from “Leading the Change to the Common Core State Standards: Essential Tools for School and District Leaders,” ASCD Professional Development Institute. © 2013 ASCD. All rights reserved..



References

Common Core State Standards Initiative. (2011). Common Core State Standards: Mathematics standards. Retrieved from http://www.corestandards.org

EngageNY (2011). Instructional shifts for the common core. Retrieved from http://engageny.org/wp-content/uploads/2011/08/instructional_shifts.pdf

Oregon Department of Education. (n.d.) CCSS toolkit: Math teachers. Retrieved from http://www.ode.state.or.us/search/page/?id=3426

Student Achievement Partners. (n.d.). Key instruction shifts for the common core state standards for mathematics. Retrieved from http://www.achievethecore.org/downloads/Math%20Shifts%20and%20Major%20Work%20of%20Grade.pdf

Tri-State Collaborative. (April 12, 2012). Tri-State quality review rubric for mathematics lessons and units, version 2.0. Retrieved from http://engageny.org/wp-content/uploads/2012/04/Tri-State-Math-Rubric-V2-04-12-2012.pdf



Integration

❏ The standards for mathematical practice are integrated with the teaching of math content standards, particularly those standards that begin with the word “understand.”

❏ Students have opportunities on a regular basis to engage in math-ematical tasks that require them to apply mathematical practices and use mathematical ideas in new situations, including in real life situations.

❏ The Standards for Mathematical Practice are taught as ends in them-selves and are not connected to the focus of the content standards identified for the grade level.




Handout One

GREEN FLAGS AND RED FLAGS FOR IMPLEMENTATION THE COMMON CORE STATE STANDARDS FOR ELA AND LITERACY

GREEN FLAGSWe’ll know the CCSS for ELA and Literacy are being implemented when…


Building Knowledge by Balancing Informational and Literary Texts

❏ Scientific and historical texts are given the same time and weight as literary text.

❏ Informational text in elementary schools comprises 50 percent of text used in ELA, science, social studies, and the arts; in middle schools, informational text comprises 55 percent; in high schools, informa-tional text comprises at least 70 percent.

❏ Informational texts are selected to help students deepen their under-standing of topics and themes over time.

❏ All content-area teachers explicitly teach reading and writing strate-gies essential to learning and communicating in their discipline.

❏ Students are asked questions that give them the opportunity to share evidence from text.

❏ Activities strengthen students’ listening and speaking skills.

❏ Students write frequently about what they are reading and learning, drawing from evidence in the text.

❏ Reading and writing strategies are presented consistently across all content areas.

❏ Multiple texts, presented in diverse formats, are used to integrate information on a given topic.

❏ Primary sources of information are used widely.

❏ Literature is the sole or vast majority of text used in ELA classes.

❏ All or the majority of text is narrative in structure.

❏ Texts do not logically develop learning about a specific topic or theme.

❏ Teachers present the information in the text rather than expecting students to read for understanding.

❏ Text is used as a reference rather than a source of information.

❏ Students make no connection between the reading and writing assignment.

❏ No instruction is provided in reading or writing strategies appropriate to the content area.

❏ A single text is used for all reading assignments.



Regular Practice with Complex Text

❏ All students encounter and are engaged with the same grade- appropriate, high-quality text.

❏ Appropriate scaffolding is provided to help students understand complex text based on their individual needs, building toward the goal of independent reading.

❏ Reading strategies are embedded in the activity of reading rather than as a separate body of material.

❏ Students are required to think critically about the text.

❏ Instruction is often centered on multiple close readings to develop deep understanding.

❏ Teachers are aware of resources and know how to identify and evalu-ate the complexity of text in their content areas.

❏ Students read complex texts from a wide variety of text structures (narrative, cause and effect, compare and contrast, etc.).

❏ Students always receive different levels of text based on their reading ability.

❏ No instruction is provided for reading strategies to approach complex text.

❏ Students are given a summary of the text prior to reading it.

❏ No support is provided for students who read below grade level.

❏ The majority of text uses a single-text structure.

Focus on Text-Based, Text-Specific Questions

❏ Rich and rigorous conversations are based on text.

❏ Students closely analyze text with evidence to back up their claims and conclusions.

❏ The majority of text-based questions focus on conversations and writ-ing and require students to use information from text in their answers.

❏ Questions are of high value—they are worth thinking about and answering.

❏ Questions move beyond what is directly stated and ask students to make nontrivial inferences from evidence in the text.

❏ Background knowledge is used to illuminate the text, not replace it.

❏ Students explore how specific words, details, structure, and organiza-tion of text affect the meaning of the text as a whole.

❏ The bulk of questions regarding the text can be answered without reading the text, either because it is not directly related to the text or because students can answer by referencing teacher comments.

❏ Questions are primarily centered on students’ own experience and background.

❏ Students do not have to make connections within the text to answer questions.






Writing Grounded in Evidence from Text

❏ Students are required to use more than one source of information in their writing, in addition to writing in response to a single text.

❏ Students engage in multiple short research projects as well as more sustained research.

❏ Students can independently conduct research without direction from the teacher.

❏ Evidence from text is required in writing assignments and oral discussions.

❏ The majority of writing emphasizes the use of evidence to inform or make an argument:

• Elementary: 30 percent argument/35 percent explain orinform/35 percent narrative

• Middle School: 35 percent argument/35 percent explain orinform/30 percent narrative

• High School: 40 percent argument/40 percent explain orinform/20 percent narrative

❏ Student writing analyzes and synthesizes sources of information and presents their findings, which include careful analysis, well-defended claims, and clear information.

❏ Students must have read and analyzed a text to respond appropriately to a prompt.

❏ There is a consistent and prevalent focus on argument, opinion, and informative writing.

❏ Students provide frequent, short, and constructed responses to text-dependent questions.

❏ All analytic writing requires the use of evidence as students para-phrase, infer, and integrate ideas from text.

❏ Students write primarily from their own experience or viewpoint.

❏ Students do not use a structured process for conducting research.

❏ No or little instruction is provided in how to support a claim or conclusion.

❏ Writing assignments are not tied to reading.

❏ Writing is not routine and continuous.






Academic Language

❏ Students focus on words that are prevalent in complex texts across content areas (those words that constitute the vocabulary of a mature reader), as well as content-specific words to make meaning from text.

❏ Teachers instruct students on how to use context clues in the text to determine the meaning of words.

❏ Teachers provide students with direct instruction and support for understanding words students may not be able to figure out on their own using solely the text.

❏ Varied contexts and different meanings for the same word are pro-vided for teaching word meaning.

❏ Instruction causes students to think about words—why and how spe-cific words are used, how words change the meaning of text, varied meanings based on context, and word choice.

❏ Instruction is driven by addressing the diverse vocabulary levels of students.

❏ Students are expected to apply appropriate academic vocabulary in writing and in discussions.

❏ Vocabulary instruction is limited to students copying definitions from dictionaries.

❏ Vocabulary instruction is disconnected from the text under study.

❏ Vocabulary tests simply ask students to match the word with its definition.

❏ Words selected for vocabulary work are not related to the content or text being studied.






References

Beers, S. (2008). Adolescent literacy: An ASCD action tool. Alexandria, VA: ASCD.

Beers, S., & Howell, L. (2003). Reading strategies for the content areas, volume 1: An ASCD action tool. Alexandria, VA: ASCD.

Briars, D. (2011) Tools and strategies for considering instructional materials for implementing the CCSS. Retrieved from http://www.lsri.uic.edu/ccss/ccss_bo_briars.pdf

Coleman, D., & Pimentel, S. (2012). Publishers criteria for the common core state standards in English language arts and literacy, grades 3–12. Retrieved from http://www.corestandards.org/assets/Publishers_Criteria_for_3-12.pdf

Common Core State Standards Initiative. (2010). Common Core State Standards for English language arts and literacy in history/social studies, science and technical subjects. Retrieved from http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

EngageNY. (2011). Common core “shifts.” Retrieved from http://engageny.org/wp-content/uploads/2011/08/common-core-shifts.pdf

Oregon Department of Education. (2012). CCSS toolkit: ELA and literacy teachers. Retrieved from http://www.ode.state.or.us/search/page/?id=3603

Student Achievement Partners. (2011). Overall shifts for instruction. Retrieved from http://www.achievethecore.org/steal-these-tools




UbD Curriculum Writing with PACCSS | ©2014 ASCD PACCSS 1

Handout Two - Planning Scope and Sequence for Narrative, Literary, Informative, and Argumentative Text Types

Anchor Standard to be designed for at a unit, course, program and school level:

1.4 Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a welldefined perspective and appropriate content. : Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a

range of discipline‐specific tasks, purposes, and audiences.

Anchor Standards that can be built into the design for any text type:

CC.1.4.11–12.T: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience..

CC.1.4.11–12.U: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments and information..

Narrative

CC.1.4.11–12.MWrite narratives to develop real or imagined experiences or events.

Informative/Explanatory

CC.1.4.11–12.AWrite informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately.CC.1.4.11–12.V-Conducting ResearchCC.1.4.11–12.W-Evaluating Sources

Argumentative/Opinion

CC.1.4.11–12.GWrite arguments to support claims in an analysis of substantive topics.CC.1.4.11–12.V--Conducting ResearchCC.1.4.11–12.W-Evaluating Sources

Uni

t 1

Text

Typ

esU

nit

4U

nit

3U

nit

2

Modified from © 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

Response to LiteratureCC.1.4.11–12.SDraw evidence from literary or informational texts to support analysis, reflection, and research, applying grade‐level reading standards for literature and literary nonfiction.


Handout Three- Generic Planning Scope and Sequence

Anchor Standard to be designed for at a unit, course, program and school level:

Anchor Standards that can be built into multiple assignments / assessments:

Uni

t 1

Standards

Uni

t 4

Uni

t 3

Uni

t 2

Modified from © 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.


1. What is the relationship between the six facets ofunderstanding and Bloom’s account of assessment in the taxonomy?

Although both function as frameworks for assessment, one key difference is that Bloom’s Taxonomy presents a hierarchy of cognitive complexity. The taxonomy was initially developed for analyzing the demands of assessment items on university exams.

The six facets of understanding were conceived as six equal and suggestive indicators of understanding and thus are used to develop or select assessment tasks and prompts. They were never intended to be a hierarchy. Rather, one selects the appropriate facet depending on the nature of the content and the desired understandings about it.

Although different in intent, the two frameworks do have some similarities. Indeed, application means essentially the same thing in both frameworks, and neither in Bloom nor UbD does it mean just plugging content into familiar-looking exercises:

If the situations . . . are to involve application as we are defining it here, then they must either be situa-tions new to the student or situations containing new elements as compared to the situation in which the abstraction was learned. . . . Ideally we are seeking a problem which will test the extent to which an individual has learned to apply the abstraction in a practical way. (Bloom, 1956, p. 125)

However, the upper levels of the Taxonomy (Analy-sis, Synthesis, and Evaluation) are often at play simultaneously in many performance assessment tasks (e.g., writing that requires “explanation” and “perspective”).

2. What’s the relationship between the six facets ofunderstanding and the Depth of Knowledge levels used in many state assessments and standards?

Norman Webb developed four-point rubrics and indicators for Depth of Knowledge (DOK) as part of a project for the Council of Chief State School Officers (CCSSO). Some states use these rubrics to code state standards or test items to distinguish their type and complexity. DOK Levels 3 and 4 are consistent with our account of meaning-making and transfer in UbD.

Note that Level 4 in DOK calls for complex performance assessments completed over time. Although Level 4 items are unlikely to appear on external, standardized tests,

these are exactly the kinds of assessments of understand-ing recommended by UbD and throughout this Guide. In other words, UbD can be used to develop unit assessments reflective of DOK Levels 3 and 4.

3. Our state, national, and provincial tests use primar-ily multiple-choice and brief constructed-response items that do not assess for deep understanding in the way that you recommend. How can we prepare students for these high-stakes standardized tests?

For many educators, instruction and assessing for under-standing are viewed as incompatible with high-stakes accountability tests. This perceived incompatibility is based on a flawed assumption: the only way to safeguard or raise test scores is to “cover” those things that are tested and to practice the test format. By implication, there is no time for or need to engage in in-depth instruction that focuses on developing and deepening students’ understanding of big ideas. Although it is certainly true that we are obligated to teach to established content standards, it does not fol-low that the best way to meet those standards is merely to mimic the format of the state test and use primarily low-level test items locally.

To uncover the flaw in this reasoning, consider an analogy. Once per year, we go to the doctor for a physical exam. The exam includes a few tests in a short span of time (e.g., blood pressure, pulse, temperature, blood work for choles-terol) and a brief physical exam by a doctor or nurse. The “physical” is a small sample of tests, yielding a few useful indicators of one’s health status. Its validity and value stem from the fact that the results suggest our state of health, not because the physical defines healthfulness.

Now suppose we are terribly concerned about the final numbers (weight, blood pressure, etc.) and that the numbers ultimately link to our personal health insurance costs. What we might do, in our panicky state before each annual physical, would be to “practice” for the test—focus all our energy on the physical exam (as opposed to what its indicators suggest). If our doctor knew of our actions, her response would surely be “Whoa! You’re confused: You have mistaken the goals for the measures. The best way to ‘pass’ your physical is to live a healthful life on a regular basis—exercising, watching your diet, getting sufficient sleep, avoiding tobacco, and so on.”

It would be thought silly to practice the physical exam as a way of becoming healthier, but this confusion is precisely what we see in schools all over North America. Local educa-tors, fearful of results, focus on the measures (indicators),

HANDOUT 4Determining Evidence of Understanding and Developing Assessment Tasks: Frequently Asked Questions


not the goals. The format of the test misleads us, in other words.

Furthermore, the format of the test causes many educators to erroneously believe that the state test or provincial exam assesses only low-level knowledge and skill. This, too, is false. Just because an item is multiple-choice does not mean it is a low-level question. Although most standardized tests are not authentic assessments, they can nonetheless provide a valid assessment of the standards when done properly. What many educators do not fully appreciate is that standardized state, national, and provincial test items often require the student to transfer. Consider the following points:

• Test items are out of context. There is no clue aboutwhich unit or chapter the content is from, and thesequence of the test questions is random.

• The student is presented with an unfamiliar reading pas-sage, writing prompt, or problem.

• Students must respond on their own. The test proctorcannot give hints or cues.

Indeed, the data from released state and national tests show conclusively that students have the most difficulty with those items that require understanding and transfer, not recall or recognition.1 To check this assertion, review the item analysis for tests in your school or district, espe-cially the released test items and their results, if they are available. What types of questions are most difficult? What are the general patterns of weakness? We think that you will find that students have the most difficulty with transfer-related tasks—for example, dealing with unique reading passages, word problems in mathematics, questions that are unusually framed, demanding writing prompts. Learn-ers who have been repeatedly assessed on tasks requiring autonomous transfer will naturally be better prepared for tests than those who were merely drilled on simple items.

1 See pp. 122–125 in Schooling by Design (Wiggins & McTighe, 2007). Readers are also encouraged to go to websites for those state and national

organizations that release their test items and score results to verify our claims, such as Massachusetts, Florida, New York (at the high school

level), and NAEP. For example, in all the states mentioned here, the most difficult language arts problems require students to summarize or infer

the meaning of passages in the text; the most difficult math problems involve an unfamiliar look to a problem that should otherwise be familiar

(e.g., a grid is presented without x and y axes as a visual aid).

4

HANDOUT 5Consider the Implications of Key Quotations from How People Learn

Quotation Implications

“Many models of curriculum design seem to produce knowledge and skills that are disconnected rather than organized into coherent wholes. The National Research Council (1990) notes that ‘To the Romans, a curriculum was a rutted course that guided the path of two-wheeled chariots.’ The rut-ted path metaphor is an appropriate description of the curriculum for many school subjects [where] ‘problems are solved not by observing and respond-ing to the natural landscape but by mastering time-tested routines, conve-niently placed along the path.’”(p.138)

“Research on expertise suggests that a superficial coverage of many topics in the domain may be a poor way to help students develop the competen-cies that will prepare them for future learning and work. The idea of helping students organize their knowledge also suggests that novices might benefit from models of how experts approach problem solving—especially if they then receive coaching in using similar strategies.”(p. 42)

“The new science of learning does not deny that facts are important for think-ing and problem solving. Research on expertise in areas such as chess, his-tory, science, and mathematics demonstrate that experts’ abilities to think and solve problems depend strongly on a rich body of knowledge about sub-ject area. However the research also shows clearly that ‘useable knowledge’ is not the same as a mere list of disconnected facts. Experts’ knowledge is connected and organized around important concepts; it is ‘conditionalized’ to specify the contexts in which it is applicable; it supports understanding and transfer rather than only the ability to remember.” (p. 9)

“A pronounced difference between experts and novices is that experts’ com-mand of concepts shapes their understanding of new information. It allows them to see patterns, relationships, or discrepancies that are not apparent to novices. They do not necessarily have better overall memories than other people. But their conceptual understanding allows them to extract a level of meaning from information that is not apparent to novices, and this helps them select and remember relevant information. Experts are also able to fluently access relevant knowledge because their understanding of subject matter allows them to quickly identify what is relevant. Hence, their attention is not overtaxed by complex events.” (p. 17)

“Novice’s knowledge is much less likely to be organized around big ideas; they are more likely to approach problems by searching for the correct formu-las and pat answers that fit their everyday intuitions.” (p. 49)

Source: From How People Learn: Brain, Mind, Experience, and School, 2nd edition, by J. D. Bransford, A. L. Brown, and R. R. Cocking (Eds.), 2000, Washing-

ton, DC: National Academies Press.

PACCSS

UbD Curriculum Writing with PACCSS | ©2014 ASCD PACCSS


Unit Topic: Subject(s): Grade(s): Time Frame:

Stage 1—Desired Results

What should students learn as a result of this unit?

Stage 2—Evidence

What evidence will show that students have met the Stage 1 goals?

Stage 3—Learning Plan

What key learning events will help students reach the goals and be successful on theassessments?

HANDOUT 6Simple Stages Template

Source: From The Understanding by Design Guide to Creating High-Quality Units: Forms and FAQs (p. 71), by G. Wiggins and J. McTighe, 2011,

Alexandria, VA: ASCD. Adapted with permission.

6

Stage 1—Desired Results

Established Goals

What content standards andprogram- or mission-related goal(s) will this unit address?

What habits of mind and cross-disciplinary goal(s)—for example, 21st century skills, core compe-tencies—will this unit address?

Transfer

Students will be able to independently use their learning to . . .

Meaning

UNDERSTANDINGS

Students will understand that . . .

ESSENTIAL QUESTIONS

Students will keep considering . . .

Acquisition

Students will know . . . Students will be skilled at . . .

The UbD Template, Version 2.0

Continued© 2011 Jay McTighe and Grant Wiggins


7

Stage 2—Evidence

CodeEvaluative

Criteria

Are all desired results being appropriately assessed?

What criteria will be used in each assess-ment to evalu-ate attainment of the desired results?

Regardless of the format of the assess-ment, what qualities are most important?

PERFORMANCE TASK(S):

Students will show that they really understand by evidence of . . .

OTHER EVIDENCE:

Students will show they have achieved Stage 1 goals by . . .



8

Stage 3—Learning Plan

Code What pre-assessments will you use to check student’s prior knowledge,

Pre-Assessment

skill levels, and potential misconceptions?

What’s the goal for (or type of) each learning event?

Learning Events

Student success at transfer, meaning, and acquisition depends upon . . .

Progress Monitoring

© 2011 Jay McTighe and Grant Wiggins

Source: From The Understanding by Design Guide to Creating High-Quality Units: Forms and FAQs (pp. 16–18), by G. Wiggins and J. McTighe, 2011, Alexandria, VA: ASCD. Adapted with permission.


9

HANDOUT 7Understanding by Design Glossary

UbD Elements Characteristics of Elements Your Illustrative Examples

Unit

A unit focuses on a major topic, process, theme, or performance based on estab-lished goals and standards, and typically lasts 10–25 class periods.

Units are framed in terms of intended student outcomes and achievements, not in terms of content covered. The unit focuses on the use of content, and the selection of activities and their sequenc-ing reflects a focus on outcomes, not inputs.

Established Goals

Standards: National and state standards that are the focal point of the unit.

Other Goals: Can include district or school mission or goals other than academic standards (e.g., community contributions, 21st century skills)

If listed, targeted goals should be

• Taught and assessed within the unit.

• Feasible with existing timeframe andresources.

• “Unpacked” and used to focus engag-ing lessons and assessments. (Theyare not the curriculum.)

Transfer Goals

Long-term performances that we want learners to eventually be able to accomplish on their own. Transfer goals establish purpose and relevance.

Transfer goals should

• Be long-term in nature.

• Emphasize independent and contextu-alized performance.

• Help establish purpose and relevanceby answering common student ques-tions such as, “Why should I learnthis?” or “What can I do with this?”

Understandings

Specify transferable ideas and pro-cesses that students should come to understand.

Understandings

• Are inferences students should realizeor derive as a result of the work withinthe unit.

• Are framed as full sentences (specificgeneralizations) in response to theprompt, “The students will understandTHAT…”

• Help learners make sense of other-wise discrete facts and skills; they“connect the dots.”

• Cannot be simply transmitted; theymust be “earned” by the learner.

Continued


10


Essential Questions

Open-ended questions that focus instruc-tion on the big ideas, aligning instruction with assessment. By exploring essential questions, students develop and deepen their understanding of the concepts.

Essential questions

• Encourage active meaning-makingabout important ideas and issues bythe learner.

• Are open-ended and have no simpleright answer.

• Are meant to be investigated, argued,and looked at from different points ofview in and across units.

• Raise other important questions.

• Naturally arise in everyday life or from“doing” the subject.

• Are meant to recur; can be fruitfullyasked over time.

Knowledge and Skills

Specify what students should know and be able to do as a result of the unit.

Content knowledge and skills should be a means, not an end in themselves. Only list enabling ones that will be explicitly taught and assessed in this unit.

Performance Tasks

Ask students to apply knowledge and skills to a new situation (transfer) to show evidence of understanding.

Performance tasks should

• Demand thoughtful application ofknowledge and skills, not just recall.

• Establish authentic contexts forperformance.

• Be open-ended; they do not have abest answer or a right way to completethe task.

• Yield tangible products and perfor-mances as evidence of understandingand transfer (Stage 1 goals).

Other Evidence

Additional summative assessments that are aligned with and measure Stage 1 goals.

Other evidence should

• Identify needed assessments of allStage 1 goals.

• Include conventional tests,assignments, and observations tosupplement the evidence from theperformance tasks.

Continued


11


Criteria

The basis for evaluating student performance.

Appropriate criteria are

• Valid criteria and indicators based onStage 1 goals.

• Aligned with Common Core State Stan-dards qualifiers or other performancestandards.

• Used to develop more detailed rubrics.

Learning Plan

Intended to equip students to achieve the goals of Stage 1and perform well on the Stage 2 assessments.

A set of learning events that are designed to help students

• Acquire targeted knowledge and skills.

• Make meaning of important ideas.

• Equip students to transfer theirlearning.

• Use textbooks and other materials asresources. (The textbook should sup-port the unit, not be the unit.)

• Learn in a sequence that best sup-ports understanding and engagement.

Continued


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Understanding by Design Unit ExamplesHANDOUT 7

Unit on Fables and Folktales (Grade 3)

Stage 1 - Desired Results

Common Core State Standards College and Career Readiness Anchor Standards for Reading and Writing1

Key Ideas and Details

1. Ask and answer questions to demonstrate understanding of a text, referringexplicitly to the text as the basis for the answers.

2. Recount stories, including fables, folktales, and myths from diverse cultures;determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

Craft and Structure

5. Refer to parts of stories, dramas, and poems when writing or speaking abouta text, using terms such as chapter, scene, and stanza; describe how each suc-cessive part builds on earlier sections.

Integration of Knowledge and Ideas

9. Compare and contrast the themes, settings, and plots of stories written bythe same authors about the same or similar characters.

Text Types and Purposes

3. Write narratives to develop real or imagined experiences or events usingeffective technique, descriptive details, and clear event sequences.

Production and Distribution of Writing

4. With guidance and support from adults, produce writing in which the develop-ment and organization are appropriate to the task and purpose.

5. With guidance and support from peers and adults, develop and strengthenwriting as needed by planning, revising, and editing.

6. With guidance and support from adults, use technology to produce andpublish writing (using keyboarding skills), as well as to interact and collaborate with others.

Transfer (TG)

Students will be increasingly able to independently use their learning to

• Comprehend text by inferring and tracing the main idea, interpreting (“between the lines”), criticallyappraising, and making personal connections.

• Write in a given genre to inform and entertain an audience about a current issue.

Meaning (M)

UNDERSTANDINGS (U)

Students will understand that

• Effective fables and folktales teach a lesson ina way that entertains and informs the reader.

• Great literature is intentionally crafted toexplore enduring human themes transferableacross time and place.

• By comparing texts, readers often gain greaterinsight into those texts.

• Audience and purpose influence a writer’schoice of organizational pattern, language, andliterary techniques meant to elicit an intendedresponse from the reader.

• Writers use a recursive process (e.g., planning, drafting, revising, and editing) to hone theirpiece for publication.

ESSENTIAL QUESTIONS (Q)

Students will keep considering

• How do I create a story around a moral/lesson?

• What is the author trying to tell or show me?• What does this text mean to me? What con-

nections can I make?• Why am I writing? What is my purpose?• Who is my audience? What will work best for

my audience?• How can I get and use helpful feedback to

improve my writing?• What revisions or edits do I need to make to

improve my writing?

Acquisition

Students will need to know (K)

• Characteristics of fables and folktales.• Story elements.• Stated or implied main ideas and relevant sup-

porting details from text.

Students will develop skill at (S)

• Making inferences or drawing conclusionsbased on information from the text.

• Interpreting, comparing, describing, analyzing,or evaluating the relationships among charac-ter, setting, plot, and theme within fiction.

• Evaluating connections between texts.• Planning a fable or folktale using graphic

organizers.• Sharing stories with others to seek feedback.• Improving writing through revision.

Continued


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Stage 2 - EvidenceEvaluative Criteria Assessment Evidence

Student performance will be evaluated in terms of

• Crafting a well-organized fable or folktale that followsthe characteristics of the genre.

• Presenting a clearly evident theme in the fable orfolktale.

• Effective use of detail (illustrations and written text) that“paints a picture” in the mind of young readers.

• Appropriate grammar and mechanics given theaudience.

PERFORMANCE TASKS

Students will demonstrate their understanding through

Version #1: Create a folktale or fable around a current issue that you care about. Your audience is children, and it should be accessible as a read-aloud story with little ones or as an independent text for grades 1 and up.

NOTE: Teacher will use bullying as a model to illustrate the writing process.

Version #2: Using a software platform, create a digital folktale or fable around a current issue that you care about. Because the reader will interact with the text, use a combination of illustrations, text, and sound to make the story come alive.

NOTE: Teacher can show students software-based examples such as a PowerPoint presentation.

Version #3: Using a web-based platform, create a digital folktale or fable around a current issue that you care about. Because the reader will interact with the text, use a combination of illustrations, text, and sound to make the story come alive. Then, exchange stories with another classroom (around the city or around the world) and get feedback on how to improve the writing and make those changes.

NOTE: Teacher can show students web-based examples such as Starfall or Voicethread.

ALIGNMENT CHECK: TG 2; U 1, 4, 5; Q 1, 4-7; K 1, 2; S 4-6

Other Evidence #1:

• Appropriate use of story elements vocabulary.

• Clear explanation that is well-supported through textualevidence.

Other Evidence #2:

• Clear explanation of theme directly connected to thestories.

• Justification of theme from evidence culled from a rangeof texts.

OTHER EVIDENCE

Students will demonstrate knowledge, skill, and understanding (remainder of Stage 1 desired results) through

Other Evidence #1: Students will be given a new fable or folktale and asked to identify the story elements, including sequence of events and problem-solution.

ALIGNMENT CHECK: TG 1, U 1, Q 2; K 1-3; S 1-2

Other Evidence #2: Identify and justify a theme using evidence from a series of fables or folktales.

NOTE: This could be done as a written or an oral task.

ALIGNMENT CHECK: TG 1; U 2, 3; Q 2, 3; K 1, 3; S 1, 3, 4

Unit on Fables and Folktales (Grade 3)

Continued

14

Unit on Water (Kindergarten)


Common Core State Standards College and Career Readi-ness Anchor Standards for Reading and Writing1


Use a combination of drawing, dictating, and writing to compose informative or explanatory texts in which stu-dents name what they are writing about and supply some information about the topic.

Research to Build and Present Knowledge

With guidance and support from adults, recall informa-tion from experiences or gather information from provided sources to answer a question.

Comprehension and Collaboration

Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in both small and larger groups.

Presentation of Knowledge and Ideas

Add drawings or other visual displays to descriptions as desired to provide additional detail.

Transfer (TG)


• Explore and explain what happened using plausible claims, evidence, and reasoning.

• Carefully observe, analyze, and describe what happened (individually and collectively).

• Use collaboration to open up thinking and explore alternate pathways when faced with a messy problem.

Meaning

UNDERSTANDINGS (U)


• Water moves in particular ways.

• Water takes the shape of its container.

• Objects sink, float, or stay suspended in water depend-ing on their characteristics.

• Matter occupies space and has mass; air takes upspace in water.

• Scientists make careful observations, create records, and look for patterns.

• People communicate ideas and information in a varietyof ways (orally, visually, and in writing) to expand knowl-edge and build curiosity.

• To be effective, informative writing or illustrations mustprovide relevant details.

• Effective collaboration requires meaningful contributionsfrom everyone and a willingness to explore alternativesto focus on the problem at hand.



• What happens when you put an object in water?

• How does water move?

• What affects the movement of water?

• What do I notice? What do my observations tell me? Whatconclusions can I make?

• How can I communicate my ideas?

• What makes writing and illustrations informative?

• How do we work together to think about this problem?

• What’s my role on our team in solving this problem?

• How do we say or show what we observed and learned?

Acquisition


• Vocabulary: water, flow, sink, float, bubble, suspend, fun-nel, tubing, pump.

• Properties of water.

• Factors affecting the movement of water.


• Diagramming the motion of water.

• Predicting actions of objects in water (sinking/floating/suspension).

• Observing and recording what happens during an experiment.

• Comparing equal amounts of water in differently sizedcontainers.

• Describing how water takes shape in different containers.

Continued


15

Stage 2 - Evidence

Evaluative Criteria Assessment Evidence


Task #1

• Effective use of visuals (photographs, models) to explainhow water moves.

• Use of domain-specific vocabulary as part of clearexplanation.

Task #2 (In groups)

• Accurate documentation of findings through words andpictures.

• Offering predictions about objects and reasons whysomething happens (through words and pictures).

• Effective collaboration through prediction, testing,recording, and explanation process.

PERFORMANCE TASKS


Task #1, Version 1: Students explain how water moves by demonstrating the concept to an audience using a model and describing what happens using domain-specific vocabulary.

Task #1, Version 2: Students explain how water moves through capturing a series of photographs and narrating in Voicethread what is happening using domain-specific vocabulary.

Task #1, Version 3: Students explain how water moves through capturing a series of photographs and narrating in Voicethread what is happening using domain-specific vocabulary. Voicethread presentations are shared via in-tool social options to solicit feedback as well as ideas for future investigations from a virtual audience.

ALIGNMENT CHECK: TG 1-3; U 1, 2, 5-7; Q 2, 3, 5, 6, 9; K 1, 3; S 1-4

Task #2, Version 1: Given a series of objects, students make predictions about whether they will sink or float. Then, they test out their predictions and record the results. The product is a group lab report with group predictions, initial reasoning, a description of what happened, and whether their thinking was confirmed.

Task #2, Version 2: Given a series of objects, students make predictions about whether they will sink or float. Then, they test out their predictions and record the results. The product is a group lab report with group predictions, initial reasoning, a description of what happened, and whether their thinking was confirmed. Students will present their findings to a broader audience using digital tools for the purpose of sharing and getting other recommendations of objects they can test out in their classroom. (NOTE: This broader audience can be in-school or virtual.)

ALIGNMENT CHECK: TG 1-3; U 3, 4, 5-7; Q 1, 4, 5-9; K 1, 2; S 2, 3-5

Other Evidence #2:

• Clarity of explanation (through pictures and words) ofhow the same amount of water can look different.

OTHER EVIDENCE


Other Evidence #1: Observational checklist and interview protocol concerning students’ time on task, persistence, and under-standing of the task.

Other Evidence #2: Students conduct a short experiment in which they take __ cups of water and put that water in differently shaped and sized containers. For each container, have them draw each shape and where the water line is. Then have them predict which one they think has the most amount of water in it. Finally, have them pour the water into a liquid measuring cup and then write or draw a conclusion about which container has the most water in it.

ALIGNMENT CHECK: U 2; S 3-5

Unit on Water (Kindergarten)

Continued

16

Unit on Maps (Grade 1)




Write informative or explanatory texts in which students name a topic, supply some facts about the topic, and provide some sense of closure.


With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in col-laboration with peers.


Participate in collaborative conversations with diverse part-ners about grade 1 topics and texts with peers and adults in both small and larger groups.

Presentation of Knowledge and Ideas

Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. Produce complete sentences when appropriate to the task and situation.

Transfer (TG)


• Accurately and vividly describe the location of a place and its defining characteristics.

• Produce clear and coherent instructions considerate of the listener or reader following along.

• Use collaboration to open up thinking and explore alternate pathways when faced with a messy problem.

Meaning

UNDERSTANDINGS (U)


• The location of a place can be shown and describedin a variety of ways (e.g., directions, images, maps, drawings).

• People communicate ideas and information in a varietyof ways (orally, visually, and in writing) to expand knowl-edge and build curiosity.

• To be effective, informative text must provide relevantdetails in a clear and organized sequence.

• How one communicates is influenced by audience andpurpose.

• Effective speakers use a recursive process (e.g.,planning, drafting, revising, editing, and publishing) toimprove communication.



• Where is this place located? How can I describe itslocation?

• How do I use maps and map tools to learn about myworld?

• What makes writing and illustrations informative?

• How do I know if I’ve been understood?

• How do we work together to develop our plan to com-plete the task (using our resources and listening to oneanother)?

Acquisition


• Key vocabulary: town/city, state, United States, continent, Earth, legend, compass rose, north, south, east, west, landmarks, positional words: left, right, up, down, over, under, forward, backward, straight, near, far.

• Different types of maps (Globe, world map, U.S. map, Google Earth, Google Maps, neighborhood maps, cam-pus map, class map).


• Selecting and using pictures with a software program.

• Describing the location of places.

• Working together to complete a task (both in the produc-tion phase and in the revision phase).

• Following a set of directions to find a location.

• Using map symbols to distinguish locations.

• Identifying landmarks and using them as reference points.

• Creating labels to identify a location.

• Using voice-recording features to execute the task.

Continued


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Stage 2 - Evidence



Task #1:

• Providing clear directions using appropriate domain-specific vocabulary

• Collaborating effectively through the drafting and revi-sion process.

Task #2:

• Accurately describing the location of landmarks throughimages, words, and labels.

• Collaborating effectively to ensure each individual partis aligned with other parts so that they can be combinedas part of a larger class display or walking tour.

PERFORMANCE TASKS


Task #1, Version 1: In pairs, create a set of written directions from your classroom to a mystery location in the school (e.g., main office, library). Test out and revise, if necessary, for your classmates. Then, test them out and revise, if necessary, for adults.

Task #1, Version 2: In small groups, create a set of directions to explain how visitors go from the main office to a specific location within the school (each small group should pick a different location). Then, create a QR code for visitors to scan to access these directions. The sets of directions and related QR codes can be housed in the main office. Visitors should be encouraged to give feedback on the directions so that students can continue to make improvements.

ALIGNMENT CHECK: TG 1-3; U 1-5; Q 1, 3-5; K 1, 2; S 2, 3, 4, 8

Task #2, Version 1: Create a map of the street where your home is located. Identify key landmarks on the map through pic-tures and labels (e.g., your house or apartment, a neighbor’s house, a store on your street that you like to visit, your bus stop for school). Your map will be included as part of a larger class display called “where we live.”

Task #2, Version 2: Create a narrated vodcast, with adult guidance and support, of a particular location (e.g., your town; the United States; Washington, D.C.). You will be given a choice of a particular landmark. Then, describe its location (using draw-ings or digital images) and provide a brief description about why the landmark is significant or how it is used. Your part of the vodcast will be included as part of a larger walking tour that the class produces. The vodcasts will be shared online so that the project can benefit a broader audience, as well as give students opportunities to see the effect of their work, in addition to offering opportunities for revision.

ALIGNMENT CHECK: TG 1-3; U 1-5; Q 1, 3-5; K 1; S 1, 2, 3, 6, 7

• Accurately following directions on a map using CompassRose and counting.

OTHER EVIDENCE


Following the directions (e.g., move two blocks south, move one block east) on given a map with gridlines and locations on it and describing where they are (yellow house, neighborhood park).

ALIGNMENT CHECK: K 2; S 2, 4, 5

Unit on Maps (Grade 1)

Continued

18

Algebra Unit–Proportional Relationships (Middle School)


Common Core Mathematical Practices2

3: Construct viable arguments and critique the reasoning of others.

4: Model with mathematics.

6: Attend to precision.

7: Look for and make use of structure.

8: Look for and express regularity in repeated reasoning.

Common Core Mathematics Standards2

8.EE Understand the connections between proportionalrelationships, lines, and linear equations.

8.SP Investigate patterns of association in bivariate data.



Write arguments to support claims with clear reasoning and relevant evidence.


Participate in collaborative conversations with diverse part-ners about grade 8 topics and texts with peers and adults in both small and larger groups.

Transfer (TG)


• Use algebraic expressions to clarify and solve novel problems.• Make and justify predictions or decisions based on pattern analysis.• Use collaboration to open up thinking and explore alternate pathways when faced with a messy problem.

Meaning

UNDERSTANDINGS (U)


• Common sense restricts the kinds of patterns thatshould be detected in real-world data.

• Measurements can be used to categorize objects andrecognize patterns that describe the world.

• Evaluating arguments creates clarity about the problem, the model, and the viability of the solution.

• To solve the problem accurately, units of measurementhave to abide by the relationships in the model.

• Patterns capture regularities.• Changes in one value drive changes in others.• Relationships in the model provide values that may not

otherwise be available.• To be effective, an argument must be supported with

sound evidence and valid reasoning.• Effective collaboration requires meaningful contributions

from everyone and a willingness to explore alternativesto focus on the problem at hand.



• What properties of the object (or set of objects) am I tryingto measure? How do I measure them? How precise do Ineed to be in my measurement?

• What patterns do I see in this data set? Could this berandom behavior?

• How can I predict future values from a data set?• Does my argument make sense? What questions can I ask

to help clarify it?• What unit of measure should the answer be in? Does my

answer make sense?• What’s the pattern here (in this problem)? Do I have

enough information to establish the pattern?• How do values in the model I have used relate to one

another?• How do I support my argument?• How do we work together to think about this problem?• What’s my role on our team in solving this problem?

Acquisition


• Straight lines are widely used to model relationshipsbetween variables in a proportional relationship or ratio(8.SP.2).

• Connections between proportional relationships andpatterns in data.


• Graphing proportional relationships and interpreting theunit rate as the slope of the graph (8.EE.5).

• Comparing two different proportional relationships repre-sented in different ways (8.EE.5).

• Constructing and interpreting scatter plots for bivariatemeasurement data to investigate patterns of associationbetween two quantities (8.SP.1).

• Describing patterns such as clustering, outliers, positiveor negative association, linear association, and nonlinearassociation (8.SP.1).

Continued


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Stage 2 - Evidence



Task #1

• Accurately writing linear equations for each level.

• Accurately creating the tables.

• Effectively describing the best deal based on a person’sgaming habits.

Task #2

• Accurately recording and entering data.

• Effectively articulating patterns by using data to supportarguments.

• Using patterns to make viable predictions.

• Collaborating effectively to ensure that each individualpart is aligned with other parts so that the data can becombined and analyzed for patterns.

• Critiquing others’ arguments to uncover possible flawsand offering suggestions to correct them.

PERFORMANCE TASKS


Task #1: Gameflix is a service that lets you rent videogames like Netflix lets you rent movies. The plans for members include the following:

• $55.95 per month for 5 games out at a time, with free shipping and no late fees.

• $22.95 per month for 2 games out at a time, with a 30-day limit; late fees are $0.50 a day.

• $15.95 per month for 1 game out at a time, with a 15-day limit; late fees are $0.50 a day.

• $9.95 per month for 1 game out at a time, with a 15-day limit; late fees are $1 a day.

• $5.95 per month for unlimited PC play, but no physical rentals.

Write an equation for the cost of a year’s worth of rentals for each level of membership and create a table to compare the dif-ferent levels. Then, describe the best deal based on your gaming habits (or the gaming habits of a family member) and justify your reasoning.

NOTE: If students don’t play video games, you can do a variation for recreation centers, gym memberships, or cell phone comparisons.

ALIGNMENT CHECK: TG 1-2; U 1, 2, 4, 5, 6, 8; Q 2, 3, 6, 7; K 2; S 2,4

Task #2, Version #1

• PART 1: In pairs, collect data from 100 students (50 boys, 50 girls) by asking two questions: When were you born? Howtall are you? (Students collecting data will do this measurement.) Plot their age in years against their height. What is thepattern? Now, plot age in days against their height. What is the pattern?

• PART 2: Input the data into a spreadsheet software program. Use the sorting tools or graph-creation tools to visualize pat-terns. Now, sort the data just for the boys and just for the girls. Does the pattern change?

• PART 3: How tall will the average girl be at the age of 20? How tall will the average boy be at the age of 20?

• PART 4: How tall (in feet) do you predict the average woman be at the age of 50? How tall do you predict the average manbe at the age of 50? Explain your reasoning.

• PART 5: Team up with another pair and present predictions and reasoning for them to provide feedback. Switch roles.

Task #2, Version #2

All of the above plus

• PART 6: Exchange data and pattern analysis with another class in a different country that is doing the same assignment.Work together to

• Confirm predictions.

• Provide reasons why height varies in different parts of the world and support your reasoning with data.

ALIGNMENT CHECK: TG 1-3; U all; Q all; K 1; S all

Algebra Unit–Proportional Relationships (Middle School)

Continued

20

• Accurately using the data to construct the line graph. OTHER EVIDENCE


Taking already-known data (e.g., Midwestern corn production over the past two decades; percentage of students with cell phones over the past 10 years) and using that data to construct a line graph.

ALIGNMENT CHECK: K 1-2, S 1-2

Continued

21

Unit on Progress in American Rights and Freedoms (High School)




• Cite strong and thorough textual evidence to supportanalysis of what the text says explicitly, as well as infer-ences drawn from the text.

Integration of Knowledge and Ideas

• Analyze various accounts of a subject told in differentmediums (e.g., a person’s life story in both print andmultimedia), determining which details are emphasizedin each account.

• Analyze seminal U.S. documents of historical and liter-ary significance, including how they address relatedthemes and concepts.


• Produce clear and coherent writing in which the develop-ment, organization, and style are appropriate to task, purpose, and audience.

• Develop and strengthen writing as needed by planning,revising, editing, rewriting, or trying a new approach.


• Write arguments to support claims in an analysis ofsubstantive topics or texts, using valid reasoning andrelevant and sufficient evidence.


• Conduct short as well as more sustained research proj-ects to answer a question (including a self-generatedquestion) or solve a problem; narrow or broaden theinquiry when appropriate; synthesize multiple sourceson the subject, demonstrating understanding of thesubject under investigation.

• Gather relevant information from multiple authoritativeprint and digital sources, using advanced searcheseffectively; assess the usefulness of each source inanswering the research question; integrate informationinto the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format forcitation.

Transfer (TG)


• Plan and carrying out inquiry or investigations to illuminate a problem, question, concept, or hypothesis.

• Analyze and interpret data or evidence to form predictions, discern patterns, or recommend actions.

• Produce a clear and compelling explanation of why change is necessary for a given community and how the proposedchange is a viable solution.

Meaning

UNDERSTANDINGS (U)


• Progress in society can be measured by the evolutionof laws and policies in relation to modern demands thatstill reflect our founding principles.

• Identifying a text’s genre, purpose, point of view, andorganizational structure helps readers analyze andcomprehend the text.

• Audience and purpose influence the structure, language,and style of writing used to achieve a goal effectively.

• To be effective, writing must be supported with soundevidence, sufficient detail, and valid reasoning.

• Effective researchers evaluate the credibility andaccuracy of information to develop and support a thesisstatement.

• There are multiple sources of information and thoseselected depend on the purpose and audience forwriting.



• To what extent does a change in law change behavior?

• How do we quantify growth over time in our history? Wheredo we still need to improve as a country?

• What is the author trying to tell or show me? Can theauthor be trusted?

• Whose voices are heard? Whose are not heard?

• How do I make sense of sources that present differentviews?

• How do my audience and purpose influence the structure,language, and style of this piece?

• What am I looking for and how do I find it?

• Can this source be trusted?

• How do I know what to believe in what I read, view, andhear?

• How do I collect, organize, and synthesize information?

Acquisition


• Immigration quotas and restrictions in the 20th and21st century.

• Key events in Civil Rights from 1954 to present.

• Key events in Native American displacement.

• Women’s issues surrounding equality (voting, pay, glassceiling).


• Evaluating primary and secondary sources.

• Synthesizing information (sometimes from contradictorysources).

• Producing a thesis statement that is supported by a rangeof evidence.

• Providing succinct explanations.

Continued


22

Stage 2 - Evidence



• Making a well-argued articulation of a pattern ofinjustice.

• Using a variety of evidence from a range of print anddigital sources.

• Using an appropriate scope and justification of a billconnected to the researched pattern and vision offounding documents.

• Effectively using media.

• Using appropriate grammar and mechanics given theaudience.

PERFORMANCE TASKS


Task, Version #1: Propose a bill that would address an injustice that includes an informed, multifaceted statement of the pattern of injustice and a viable solution. To create this proposal, students’ research should include multiple primary and sec-ondary sources, including the Internet, traditional print materials, and conversations with other students, and connect the bill to the larger promise of the United States, “We the People.” Topics include, but are not limited to, immigration, Civil Rights, Native Americans, and women’s rights.

NOTE: To maintain authenticity, ensure that students have background knowledge on the basic parts of a bill.

Task, Version #2: Propose a bill that would address an injustice that includes an informed, multifaceted statement of the pat-tern and a viable solution, as per above.

Once the bill is drafted, use a variety of social media tools to generate buzz about your proposal through a common set of talking points. The intention is to garner support for your bill, as well as elicit feedback to develop and strengthen your writing.

ALIGNMENT CHECK: TG 1-3; U 2-4; Q 2-7; K depends on topic; S 1-4

• Presenting a well-argued thesis statement.

• Effectively using evidence from a range of texts in thereading packet.

OTHER EVIDENCE


Document-based questions, a timed reading packet, and writing assignment on a proposed immigration quota.

ALIGNMENT CHECK: U 1; Q 1, 6; K 1; S 1, 2

Unit on Progress in American Rights and Freedoms (High School)

Continued

23




1. Cite several pieces of textual evidence to support analy-sis of what the text says explicitly, as well as inferences drawn from the text.

Range of Reading and Level of Text Complexity

10. By the end of the year, read and comprehend literarynonfiction in the grades 6–8 text complexity band profi-ciently, with scaffolding as needed at the high end of the range.


2. Write informative or explanatory texts to examine atopic and convey ideas, concepts, and information through the selection, organization, and analysis of the relevant subject.


4. Produce clear and coherent writing in which the develop-ment, organization, and style are appropriate to the task, purpose, and audience.

5. Develop and strengthen writing as needed by planning,revising, editing, rewriting, or trying a new approach.


7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research, and investigation.

9. Draw evidence from literary or informational texts tosupport analysis, reflection, and research.

Transfer (TG)


• Apply learning on given health-related topics and analyze data to take an informed action, offer predictions, or explainpatterns.

• Share information and ideas in a way that will inspire people to make a shift in their habits.

Meaning

UNDERSTANDINGS (U)


• The reason you choose to eat a food item is based onwhat’s most important to you in that moment.

• Foods can be used strategically to improve energy, nour-ishment, and strength.

• A balanced diet provides the necessary range of nutri-ents for you to have sufficient energy, nourishment, andstrength.

• Readers make meaning through a careful reading of thetexts and personal connections to the topic.

• Effective researchers evaluate information to suggestreasonable modifications.

• Audience and purpose influence the structure, language,and style used to achieve a goal effectively.

• To be effective, writing must be supported with soundevidence, sufficient detail, and valid reasoning.



• How does what I put in my body affect the way it works?

• What choices do I make when I’m in charge of myself?

• How do I logically make and support inferences?

• How do I analyze recorded information to propose achange?

• How do my audience and purpose influence the structure,language, and style of this piece?

Acquisition


• Menu analysis and choices: balance of food groups, portion control, selected nutrients (e.g., fats: healthyvs. unhealthy; carbs: whole grains vs. refined/enrichedgrains; sugars: natural vs. added; proteins; calories).

• Factors that influence nutrition and wellness practicesfor adolescents.


• Reconceptualizing a dish based on choices.

• Articulating a rationale for the changes.

• Pitching ideas in writing to an audience to inspire action.

Health Unit–Meals and Nutrition (Grade 7)

Continued


24

Stage 2 - Evidence



Task #1

• Creating a comparative analysis of meals with nutritionguidelines.

• Clear reasoning regarding modifications for meal log.

• Use of grammar and mechanics appropriate to the audi-ence (meal provider).

Task #2

• Making sensible recommendations mindful of the res-taurant concept.

• Clear reasoning regarding meal modifications oradditions.

• Use of grammar and mechanics appropriate to the audi-ence (restaurant owner).

PERFORMANCE TASKS


Task #1: Create a weekly log of dinner meals (yours or your family’s). Then evaluate the meals by comparing them to estab-lished nutrition guidelines. Recommend more nutritious options for each of the meals to the grocery shopper or meal provider in the family. Articulate sound reasoning and supporting evidence for recommendations.

ALIGNMENT CHECK: TG 1, 2; U1-3 , U6-7; Q 1-2, 5; K 1-3; S 1-2

Task #2: Your town or city council wants to inspire restaurant owners to offer healthy alternatives on their menus. Restaurant owners want to abide by the council’s wishes but still include food items that appeal to customers and make sense with the restaurant’s concept. For a small local or neighborhood restaurant, evaluate the meals on the menu and make recommenda-tions for alternate preparations or new dishes to place on their menu to make the offerings healthier. Articulate reasoning for the new dishes or alternate preparations based on established nutrition guidelines, while remaining consistent with the restaurant’s concept.

ALIGNMENT CHECK: TG 1-2; U 1-3, U6-7; Q 1-2, Q5; K 1-3; S 1-2

• Creating a comparative analysis of recipes with ingredi-ents and preparation.

• Creating a clear recommendation about the healthiestrecipe and presenting appropriate supporting evidence.

OTHER EVIDENCE


A mini-research project comparing common recipes and their ingredients (e.g., chicken soup, pecan pie, pizza). Students then evaluate the ingredients and preparation to determine which one is healthier than the others. Report findings either in written form or through a visual representation with graphs or infographics.

ALIGNMENT CHECK: U 4-5; Q 3-4

Health Unit–Meals and Nutrition (Grade 7)

Continued

25




1. Cite textual evidence to support analysis of what thetext says explicitly, as well as inferences drawn from the text.

2. Determine a theme or central idea of a text and how itis conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

3. Describe how a particular story’s or drama’s plotunfolds in a series of episodes, as well as how the characters respond or change as the plot moves toward a resolution.

Craft and Structure

4. Determine the meaning of words and phrases as theyare used in a text, including figurative and connotative meanings; analyze the effect of a specific word choice on meaning and tone.

6. Explain how an author develops the point of view of thenarrator or speaker in a text.


1. Write informative or explanatory texts to examine atopic and convey ideas, concepts, and information through the selection, organization, and analysis of the relevant subject.

3. Write narratives to develop real or imagined experiencesor events using effective technique, relevant descriptive details, and well-structured event sequences.

Transfer (TG)


• Comprehend a variety of texts by getting the main idea (the “gist”), interpreting (“between the lines”), critically appraising, and making personal connections.

• Evaluate and explain how an author uses language and devices to develop a point of view.

• Describe the rationale behind societal rules and the limitations within those rules.

Meaning

UNDERSTANDINGS (U)


• Increasing societal control of deviant behavior may havesurface appeal but, in the end, the consequences areharmful.

• Minimizing pain and avoiding conflict does not guaran-tee a happier existence.

• Readers support their conclusions (inferences andinterpretations) by citing appropriate evidence within thetext.

• Great literature is intentionally crafted to explore endur-ing human themes transferable across time and place.

• By comparing texts, readers often gain greater insightinto those texts.

• To be effective, an argument must be supported withsound evidence and valid reasoning.

• Audience and purpose influence a writer’s choice oforganizational pattern, language, and literary techniquesto elicit an intended response from the reader.

• Effective researchers use appropriate strategies (asneeded) to construct meaning from texts.



• What is gained and what is given up to live in a so-calledperfect world?

• What is freedom? Is it something we choose or somethingwe are given? What restrictions are needed to safeguardfreedom? When do restrictions become unjust?

• How do people, events, and ideas develop (or change)within the text?


• Why do authors make specific language and stylisticchoices to communicate their ideas? How does that affectmy reading?

• What is the author’s purpose? How does it influence theauthor’s message and the reader’s interpretation?

• What is my purpose? Who is my audience? How does thataffect what and how I write?

• How do I collect, organize, and synthesize information?

• How can I support my findings and conclusions?

Unit on How Rules Impact Society, Using The Giver and Related Texts (Grade 6)

Continued


26




6. Use technology, including the internet, to produce andpublish writing, as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.


7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.


Acquisition


• Concept of utopia and dystopia.

• Examples of utopian societies (fictional and historical).

• Symbolism.

• Who develops and enforces rules in society.


• Evaluating freedom of choice in the novel.

• Comparing freedom of choice in the novel and in students’own lives.

• Making inferences or drawing conclusions based on infor-mation from the text.

• Identifying and explaining stated or implied main ideas andrelevant supporting details from text.

• Interpreting, comparing, describing, analyzing, and evaluat-ing the relationships among character, setting, plot, andtheme within fiction and literary nonfiction.

• Evaluating connections between texts.

• Identifying and describing the point of view of the narratoras first-person or third-person point of view.

Continued

27

Stage 2 - Evidence



Task #1

• Collaborating through the drafting and revision process.

• Communicating rules.

• Justifying each rule through evidence from The Giver.

• Using polished grammar and mechanics appropriate tothe audience.

Task #2

• Creating a believable ending (extension of author’s textand point of view).

• Effectively using technique, details, and sequences.

• Appropriately justifying the proposed ending through thecitation of specific textual evidence.


Task #3

• Collaborating throughout the examination and votingprocess (in virtual teams).

• Creating a believable ending (extension of author’s textand point of view).

• Appropriately justifying the proposed ending through thecitation of specific textual evidence.


• Creating a well-argued explanation of why the utopiansociety existed.

• Creating significant rules in that utopian society.

PERFORMANCE TASKS


Task #1: At the end of The Giver, Jonas escapes from the Community and has the power to create a new set of rules. In small groups, develop a set of rules for a collective vision of his “perfect” world. Explain the rationale for each rule and how it compares to the rules Jonas experienced.

Version #1: Have students compare their rules with those of another group to discuss their perceptions of the book and how it informed their rules. Students may want to revise their rules after the conversation.

Version #2: Students post their rules and rationale and elicit feedback from a national/global audience (students who have also read The Giver). Based on this feedback, students may revise (rules and/or supporting evidence), articulating the ratio-nale for their changes.

ALIGNMENT CHECK: TG 1, 3; U 1-3, U 6-8; Q1, Q2, Q7 (8-9 for Version #2); K 1-4; S 2-4

Task #2: Modeling the author’s craft and structure, propose an ending to The Giver and a rationale for why it makes sense.NOTE: Students can examine interviews with Lowry for inspiration and justification.

ALIGNMENT CHECK: TG 2, U4, 6-8; Q3, Q5-7; S 1, 3-5

Task #3: All of Task #2 plus, working in virtual teams comprised of students from other schools (using student-selected web tools), students examine a set of proposed endings (produced in and out of class) and evaluate their believability based on their similarity to the author’s craft and structure, continuity with the original text, and adding a new dimension to the novel. They will communicate their preference and rationale via a common website, culminating in a final vote tally.

NOTE: As an extension of this performance task, students in their virtual teams may choose to visualize the winning end-ing in their choice of media, host it online, and elicit feedback for thoughtful edits and revisions.

ALIGNMENT CHECK: TG 2; U 5; S 6

OTHER EVIDENCE


Individually conducting a short research assignment on a utopian society in U.S. history. Include why people felt the need to break free from an already free society and the rules they created to govern their community. Some suggested societies are Shakers, Brook Farm, Rappites, Oneida Community, SMI2LE. Then, jigsaw to present findings while also learning about other utopian societies.

NOTE: The teacher should provide a graphic organizer for the research, as well as for the comparison.

ALIGNMENT CHECK: U 2, 3, 8; Q 2, 8; K 2, 4

Unit on How Rules Impact Society, Using The Giver and Related Texts (Grade 6)

Continued


28


Common Core Mathematical Practices2

1. Make sense of problems and persevere in solving them.

3. Construct viable arguments and critique the reasoningof others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

Common Core Mathematics Standards

A-CED.2: Create equations in two or more variables to rep-resent relationships between quantities; graph equations on coordinate axes with labels and scales.

A-CED.3: Represent constraints by equations or inequali-ties, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context.

A-CED.4: Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.

F.IF.4: For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship.

F.IF.6: Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.

Transfer (TG)


• Use functions to model relationships among quantities.

• Analyze and interpret data/evidence to form predictions, discern patterns, or recommend actions.

Meaning

UNDERSTANDINGS (U)


• Numbers, objects, or elements may repeat in predict-able ways (patterns).

• Recognition of predictable mathematical patterns sup-ports the analysis of functional relationships and theprediction of future data.

• Common sense restricts the kinds of patterns thatshould be detected in real-world data.

• A function can represent how quantities in the real worldrelate to one another.

• Errors arise when a model, tool, or strategy is inappro-priate or incorrectly applied.

• Evaluating arguments creates clarity about the problem, the model, and the viability of the solution.

• The choice of strategy or tool is dictated by the informa-tion you have and the information you want.

• An answer is a value or a set of values that, togetherwith the information you already have, fits the model.

• To solve the problem accurately, units of measurementhave to abide by the relationships in the model.



• How much drinkable water is there in the world?

• What is each person’s and government’s obligation forconserving potable water?

• What kinds of values (sign, size, integer)would be reason-able answers to this problem?

• What kind of relationship is likely between these twoquantities?

• How can I represent this relationship between quantitiesas a function?

• What do I do when I get stuck? What caused it? How canI fix it?

• Does my argument make sense? If an argument doesn’tmake sense, how can I or we rethink it?

• Is there enough information to solve the problem? If not, what’s the right question to ask and research?

• What tools or strategies go with the model? How do Ichoose one?

• How do I use the model to solve the problem?

• What are the units of measurement here? Are they uni-form? If not, how can I make them uniform?

Unit on Water–Policies for Conservation and Use (High School)

Continued


29

F.IF.7: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.

F.BF.1: Write a function that describes a relationship between two quantities.

Common Core Readiness Anchor Standards for Writing1



• Patterns capture regularities.

• Changes in one value or object drive changes in others.

• Relationships in the model provide values that may nototherwise be available.

• Audience and purpose influence a writer’s choice oforganizational pattern, level of detail, and supportingillustrations.

• How precise does the input need to be? How precise doesthe output need to be?

• How do I know if I am using the tool or strategy right?

• What’s the pattern in this problem? Do I have enoughinformation to establish the pattern?

• How do values and objects in the model I have used torelate to each other?


Acquisition


• Where appropriate data is housed and how to collect it.

• How to model data that changes over time.

• How to use a model to predict the future.

• A relationship between two quantities may not be linearand may be subject to constraints (ceilings on use).

• Cost functions may not be continuous.


• Interviewing people to access data.

• Evaluating data for its credibility.

• Sampling the data appropriately.

• Plotting change over time (consumption, cost, fraction oftown budget devoted to water cost) to determine patterns.

• Recommending future policies and practices based onestablishment of patterns.

Continued

30

Stage 2 - Evidence



Task #1

• Analyzing and evaluating current water practices.

• Creating realistic predictions based on findings.

• Preparing a briefing or proposal based on findings.

Task #2



• Creating five-year projections based on trends.

Task #3



• Proposing at least two policies.

Task #4

• Creating a comparative (amplified only) analysis andevaluation of current water practices.

• Using multimedia resources.


• Preparing a briefing or proposal.

• Using grammar and mechanics appropriate to theaudience.

PERFORMANCE TASKS


Task #1: Water is becoming an increasingly valuable and scarce resource. Your job is to evaluate water use in a given commu-nity (your town or someplace else) and prepare a briefing or proposal for a town hall meeting with recommendations on future water policy and practices for the next 50 years. This briefing should analyze the amount of current drinkable and nondrink-able water, predictions about the amount of drinkable water in the future, and the status of current water practices, such as

• Historical water usage by categories (i.e., drinking, showering, lawn care, manufacturing, recreational).

• Historical cost per gallon to deliver water to a household or business.

• How much water is wasted each day in homes, cities, countries.

• Historical share of community taxes that subsidize water.

• Age of the water infrastructure and projected need for repair.

• Existing water treatment plants and related operational costs and capacities.

• Historical population changes in the community.

NOTE: The teacher can expedite the first task by giving students data rather than having them find it on their own.

ALIGNMENT CHECK: TG 1-3; U 1-4, U11; Q 1-15; K 1-2, 4; S 1-3, 5

Task #2 : The briefing should predict what will happen over the course of the next 50 years if there is no change to current water policy and practices. Identify trends in the bullet points listed above, then make projections every 5 years for the next 50 years.

ALIGNMENT CHECK: TG 1-3; U 1-4, U11; Q 1-15; K 1-5; S 1-5

Task #3: The briefing must propose at least two government policies that would conserve water. Consider both the costs and the benefits of each policy. For example, possible recycling of wastewater into potable water.

ALIGNMENT CHECK: TG 1-3; U 1-4, U11; Q1-3, 14; K 1-5; S 1-5

Task #4: Investigate water practices in two other towns or cities around the world with comparable populations to the initially selected town or city using a combination of print resources, online resources, and interviews with people from the chosen countries via Skype. Create a digital presentation to host on a social website, such as Slideshare or Prezi, that compares water practices in different countries. Your audience is the World Water Council, and your presentation should propose recom-mendations on future water policy and practices for the next 50 years.

ALIGNMENT CHECK: TG 1-3; U 1-4, U11; Q 1-15, 14; K 1-2, 4; S 1-3, 5

OTHER EVIDENCE

None

Unit on Water–Policies for Conservation and Use (High School)

Continued


31


Common Core Readiness Anchor Standards for Reading and Writing1


1. Cite textual evidence to support analysis of what thetext says explicitly, as well as inferences drawn from the text.

2. Determine a theme or central idea of a text and how itis conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.


1. Write arguments to support claims in an analysis ofsubstantive topics or texts, using valid reasoning and relevant and sufficient evidence.

2. Write informative/explanatory texts to examine and con-vey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiencesor events using effective technique, well-chosen details, and well-structured event sequences.


7. Conduct short as well as more sustained researchprojects based on focused questions, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple print anddigital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.





6. Use technology, including the Internet, to produce andpublish writing and to interact and collaborate with others.

Transfer (TG)


• Use the characteristics of the genre to produce a written text that is appropriate for the task, purpose, and audience forpublication.

• Comprehend a variety of texts by getting the main idea (the “gist”), interpreting (“between the lines”), critically appraising, and making personal connections.

Meaning

UNDERSTANDINGS (U)


• A powerful biography extends beyond the facts andpaints a revealing and coherent picture of a person’scharacter.

• Biographers have important decisions to make regard-ing the subject and language they use.

• Biographers sometimes take small but defensible liber-ties to tell a more revealing story (e.g., inferring motive, hiding some facts to protect the innocent).

• Readers support their conclusions (inferences andinterpretations) by citing appropriate evidence within thetext.

• Putting more “sweat” into the revision and editing stepof the writing process ensures a higher-quality product.



• Who has a story worth telling? Who might be interested inthis story?

• As a biographer, what responsibilities do I have to mysubject and to my reader?

• As a biographer, what kind of research will be the mostvaluable and helpful for me? How do I find what I’m lookingfor?

• What kinds of decisions must I make as a biographer,regarding structure, subject, and use of language?

• How do I know what to believe as I read?


• How can I increase my interest, effort, and quality time inrevising and editing my work?

Acquisition


• Subject-area specific information.


• Skills dependent upon grade level.

Unit on Biography (All levels and subjects)

Continued


32

Stage 2 - Evidence



Task #1 (upper elementary to high school)

• Evaluating a biographer’s examination of key events.

• Comparing conclusions drawn about the biography sub-ject, supported with text-based evidence.

• Use of grammar and mechanics appropriate to theaudience.

Task #2

• Using quality research to depict contributions.

• Developing a thesis through assertion and supportingevidence.

• Using grammar and mechanics appropriate to theaudience.

PERFORMANCE TASKS


Task #1, Version #1 (upper elementary to high school): Students select an individual who has inspired a range of biographers to capture that individual’s essence (e.g., motivating forces, childhood memories, legacy). Select two biographies and com-pare the treatment of the subject through examination of key events and how those events informed the point of view of the biographer.

Task #1, Version #2: When students finish Version #1, they post their work to an online book community, such as Shelfari or the social components embedded into Amazon’s or Barnes and Noble’s services, to generate a conversation about the stu-dents’ responses and analyses. Over the course of the school year, students periodically check back on these services and report on any interesting or thought-provoking responses.

ALIGNMENT CHECK: TG 1-2; U 1-5; Q 3-5, 7

Task #2, Version #1: Produce a biography of an unsung community hero by interviewing that person (if still alive), researching his or her contributions (via interviews, newspaper articles, etc.), and crafting a biography that honors the subject.

Task #2, Version #2: Take information used to create the biography and modify it to fit an online application to get the subject local or national recognition for his or her contributions. Teachers can create such a template in conjunction with community members to induct heroes into a hall of fame. Or teachers can provide students with a national application, such as CNN. The goal is to have students take one text (biography) and use it to produce another text (application) for a different audience.

ALIGNMENT CHECK: TG 1-2, U1-5; Q 1-7

OTHER EVIDENCE

None

Unit on Biography (All levels and subjects)

Continued

33




2. Write informative/explanatory texts. Use preciselanguage and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context, as well as to the expertise of likely readers.




6. Use technology, including the internet, to produce, publish, and update individual or shared writing prod-ucts, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Transfer (TG)


• Diagnose a hardware problem and communicate to a user how to repair it.

• Produce a series of multimedia informative texts to offer assistance to computer users.

Meaning

UNDERSTANDINGS (U)


• Effective troubleshooting is grounded in knowing the keycomponents of the equipment and how each interfaceswith the rest of the device.


• Different publishing media (e.g., digital, multimedia)influence the subject, structure, and style.



• How do I figure out what’s wrong?


• How do I communicate technical information to a range ofcomputer users (novice to sophisticated)? How do I know ifmy writing was helpful?

• How does where I publish influence how I write?

Acquisition


• Function and interaction of basic computer componentsand peripherals, including motherboards, memory, pow-ers supplies, ports, and expansion slots.

• Relationship among computer hardware, networks, andoperating systems.


• Installing and configuring computer hardware and softwarecomponents.

• Designing and assembling systems that use computerprograms to interact with hardware.

• Interacting with others in a way that demonstrates respectfor their skill level and compassion for their concern.

• Producing technical descriptions that are accurate anddetailed.

Unit on Solving Problems Related to Computer Maintenance (Middle or High School)

Continued


34

Stage 2 - Evidence



Task #1

• Effectively using the medium (Summarized: e-mail, phone, or in-person inquiries; amplified: online operator,message board).

• Clearly explaining the problem and suggesting steps forfixing it.

• Using grammar and mechanics appropriate to the audi-ence (which may be a novice user or an experienceduser).

Task #2

• Identifying questions based on experience and research.

• Clearly explaining how to solve problems, using anappropriate sequence.

• Using grammar and mechanics appropriate to the audi-ence (which may be a novice user or an experienceduser).

PERFORMANCE TASKS


Task #1, Version #1: Respond to a series of e-mail requests for troubleshooting a diagnosis by providing multistep solutions.

NOTE: This task is typically part of an enterprise program in the school through which people from the community can get their computers fixed.

Task #1, Version #2: Respond to a series of e-mail requests for troubleshooting a diagnosis by providing multistep solutions.

Create a feedback forum online as part of an ongoing improvement plan to ensure that the solutions meet the needs of the customer.

ALIGNMENT CHECK: TG 1-2; U 1-2; Q 1-4; K 1-2; S 1-4

Task #2, Version #1: Create a frequently asked questions manual that is posted online so that visitors can use it as a refer-ence tool to diagnose their own computer problems.

Task #2, Version #2: Create a YouTube series as an extension of the frequently asked questions manual that includes solu-tions that people can access to diagnose their own problems, as well as ask more specific questions about their computer issues to inform future video development and revision.

ALIGNMENT CHECK: TG 1-2; U 1-3; Q 1-4; K 1-2; S 1-4

• Clearly explaining how to solve problems, using anappropriate sequence. OTHER EVIDENCE


Written and hands-on test diagnosing and repairing maintenance problems.

ALIGNMENT CHECK: U 1; Q 1; K 1, 2; S 1, 4

Unit on Solving Problems Related to Computer Maintenance (Middle or High School)

Continued

35




1. Write informative/explanatory texts to examine a topicand convey ideas, concepts, and information through the selection, organization, and analysis of a relevant subject.



6. Use technology, including the internet, to produce, publish, and update individual or shared writing projects, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Transfer (TG)


• Select and use media, tools, and techniques to capture a moment, feeling, or mood.

• Produce clear explanations or descriptions of how images relate to theme or vision.

Meaning

UNDERSTANDINGS (U)


• Portrait photography is a way to convey ideas and feel-ings about a human being.


• Different publishing media (e.g., digital, multimedia)influence the subject, structure, and style.



• What makes a photographic portrait moving?

• How can I capture a human moment as opposed to astaged moment?

• How do I use tools and techniques (e.g., lighting, computerprograms) to capture a moment?


• How does where I publish influence how I write?

Acquisition


• The exchange of roles between a subject and a photog-rapher balances the relationship.

• How to capture human moments.


• Setting up strobe lights in a studio setting.

• Balancing a histrogram in Photoshop.

• Using a program that changes pixels to vectors and tilesinformation.

Unit on Portraits–Digital Photography (Middle or High School)

Continued


36

Stage 2 - Evidence



Task #1

• Choosing a photograph that evokes a personality trait ormood through appropriate techniques.

• Clearly articulating how the photograph captures apersonality trait or mood.

• Crafting an explanation that uses grammar and mechan-ics appropriate to the audience.

• Collaborating appropriately throughout the designprocess.

Task # 2

• Choosing a photograph that evokes the essence of thefairy tale through appropriate techniques.

• Clearly articulating how the photographs enhance (orreplace) written text.

• Crafting an explanation that uses grammar and mechan-ics appropriate to the audience.

PERFORMANCE TASKS


Task #1, Version #1: Each student will take multiple photographs of an individual to capture a facet of that individual’s person-ality trait or mood (e.g., pain, joy, surprise, boredom). The student will then select and present one photograph as part of a larger photo gallery (public viewing) and present a written explanation of what the student was trying to capture.

Task #1, Version #2: Students will design a gallery of photographs around a common personality trait or mood. Each student will then select and present one photograph as part of a larger photo gallery (public viewing) and present a written explana-tion of what the student was trying to capture.

NOTE: It can be a virtual or physical installation. If physical, the teacher will need to secure the space, organize the pho-tos, and publicize the event.

ALIGNMENT CHECK: TG 1-2; U 1-2; Q 1-3; K 2 (Version #2 also U 3; Q 5)

Task #2, Version #1: You have been asked to modernize a classic fairy tale for a digital publication. Take a series of photos to illustrate that tale and make a written case to the editor of that publication about why your vision and photographs bring the story into the contemporary age and are appropriate for children.

Task #2, Version #2: Take a classic fairy tale and create a series of photographic images so that it can become a picture story (written text becomes unnecessary). Based on the sequencing of your original photos, publish it online and elicit feedback to improve the sequence or the photos.

NOTE: Students also can elicit feedback specifically from students in other countries who speak a different language. Use web tools, such as Google Translate, to communicate and determine the meaning of the picture story.

ALIGNMENT CHECK: TG 1-2; U 2; Q 4

OTHER EVIDENCE

None

Unit on Portraits–Digital Photography (Middle or High School)

1 From English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (p. 10, 18), by National Governors Association Center for Best Practices and Council of Chief State

School Officers, 2010. Retrieved from http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf. Adapted with permission.

2 From Common Core State Standards for Mathematics, by National Governors Association Center for Best Practices and Council of Chief State School Officers, 2010. Retrieved from

http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf. Adapted with permission.

© 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.


HANDOUT 8Three Methods for Unpacking Standards

Standard—Writing1

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Stated/implied “big ideas” in NOUNS:

• arguments

• topics or texts

Stated/implied performances in VERBS:

• write

• analyze (topics/texts)

Adjectives and Adverbs:

• valid

• relevant

• sufficient

Understandings

The effectiveness of an argument is dependent upon the quality of the supporting evidence used (validity, appropriateness) and how it is conveyed.

Essential Questions

• What makes an argument convincing?

• What is the best evidence I can use to supportmy argument?

• How do I best organize and present myargument?

Transfer Goal(s)

Produce clear and coherent writing to persuade a target audience

Performance Task(s)

Based on your reading of informational texts on a local or national issue, prepare a (report, letter to editor, essay) for a specific audience to convince them of your posi-tion. Your argument should follow a logical sequence with supporting evidence for your position (claim).

Criteria

• relevant evidence

• sufficient evidence

• valid reasoning

1 From Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (p. 18), by National

Governors Association Center for Best Practices, & Council of Chief State School Officers, 2010. Retrieved from http://www.corestandards.org/assets/

CCSSI_ELA%20Standards.pdf

• evidence

• claims

• reasoning

• reasoning

• support (claims)

Inside-Out Method

Continued


Standard—Reading2

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.


• ideas

• themes

• text


• determine

• analyze


• central

• key

• supporting

Understandings

• Authors do not always state the centralidea or theme overtly; readers have toinfer it “between the lines.”

• Effective readers use specific strategiesto help them infer the implied main ideasof a text.

Essential Questions

• How can I determine the central idea or themeof what I read?

• How can I read “between the lines” to deter-mine the author’s meaning?

• What strategies do effective readers us tomake meaning from a text?

Transfer Goal(s)

• Determine central ideas or themes ofa text and analyze their development.Summarize the key supporting details

Performance Task(s)

• Prepare a “study guide” for students bysummarizing the central ideas or keythemes of a text.

• Use the “Adding up the Facts” organizerto show how supporting details lead to aninference about main ideas.

Criteria

• appropriate inference

• effective summary

• supported by key details




• development

• details

• summarize

INSIDE-OUT METHOD

Continued



Standard—Mathematics3: Model with Mathematics

Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace . . . routinely interpret their mathematical results in the con-text of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.


• mathematical model(s)

• “real-life” problems

• disciplines and life


• model

• apply

• solve


• Mathematical models simplify and con-nect phenomena to assist in understand-ing and problem solving.

• Mathematical models must be viewedcritically so that they do not mislead.

• Effective problem solvers always checkfor the reasonableness of solutions.

Essential Questions

• How can I bet model this phenomena in thissituation?

• Do these results make sense?

• What are the limits of this mathematicalmodel in this context?

• What do effective problem solvers do?

Transfer Goal(s)

• Investigate and find patterns inphenomena/data, and model themmathematically

Performance Task(s)

• Create a mathematical model for aselected “real-world” situation (e.g.,seasonal temperatures).

• Critically review and improve a mathemati-cal model for its appropriateness to agiven situation.

Criteria

• appropriate modeling

• accurate

• reasonableness of solution

3 From Common Core State Standards for Mathematics (p. 41), by National Governors Association Center for Best Practices, & Council of Chief State

School Officers, 2010. Retrieved from http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf

• interpret

• reflect on

• improve

INSIDE-OUT METHOD

Continued



Standard—

Stated/implied “big ideas” in NOUNS: Stated/implied performances in VERBS:


Understandings

Essential Questions

Transfer Goal(s)

Performance Task(s)

Criteria

3 From Common Core State Standards for Mathematics (p. 41), by National Governors Association Center for Best Practices, & Council of Chief State

School Officers, 2010. Retrieved from http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf

INSIDE-OUT METHOD

Continued


UbD Curriculum Writing with PACCSS | ©2014 ASCD PACCSS




TOP-DOWN METHOD

Standard4—Writing

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Transfer Goal(s):

Carefully draft, write, edit, and polish one’s own and others’ writing to make it publishable

Understanding(s):

• A writer’s purpose (e.g., to inform, entertain,persuade) and audience shape the style,development, and organization of the writing.

• Different writing genres and purposes haveunique organizational patterns.

Essential Question(s):

• What is my goal? For whom am I writing?

• How does purpose and audience affect awriter’s style and organization?

• How do effective writers hook and hold theirreaders in different genres (e.g., mystery, essay,poem, historical fiction)?

Performance Task(s):

• Write for the same purpose to different audiences, and explain the influence of the targetaudience on the style, word choice, etc.

• Write on the same content in two different genres and explain each genre’s influence onorganization, style, word choice.

Criteria:

• clear

• coherent

• appropriate to task/purpose

• appropriate to audience

Students will be evaluated by …

Students will demonstrate their understanding and ability to transfer their learning by …

In order to meet the standard(s), students will need to understand that …

In order to understand, students will need to consider questions such as …

Continued



5 From Common Core State Standards for Mathematics (p. 7), by National Governors Association Center for Best Practices, & Council of Chief State School

Officers, 2010. Retrieved from http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf

TOP-DOWN METHOD

Standard5—Mathematics

Understand ratio concepts and use ratio rea-soning to solve problems.

Transfer Goal(s):

Apply sound mathematical reasoning to clarify and solve mathematical problems

Understanding(s):

• A ratio (or rate) are a comparison of twoquantities.

• In a proportion, the ratio of two quantitiesremains constant as the corresponding val-ues of the quantities change.


• When and why would I use proportional com-parisons? Proportional reasoning?

• How do I model this comparison as a rates,ratios, or proportion to solve for the unknown?


Create a scaled map of places you want to visit during your family vacation (e.g., tour of base-ball stadiums, museums, national landmarks). It has to start and end where you live and must be done by automobile (dream vehicle or existing family vehicle). Calculate the total cost of the driving (gas prices per state, type of fuel, and estimated miles per gallon for your automobile).

Criteria:

• accurate calculations of miles

• effective proportional reasoning

Students will be evaluated by …




• accurate representation of numerical datafrom a two-dimensional diagram

• effective use of strategies in problem solving

Continued



TOP-DOWN METHOD

Standard—Science

Plan and carry out investigationsTransfer Goal(s):

Conduct a sound investigation to answer an empirical question

Understanding(s):

• Scientific knowledge develops as a result ofcarefully controlled investigations.

• The scientific method deliberately isolatesand controls key variables. (It is not just “trialand error.”)

• Scientific knowledge must be verified throughreplication.


• How do we know what to believe in science?

• To what extent is science “trial and error”?

• What’s the difference among scientific theory,common sense, and strong belief?

• How do we make and validate predictions?


Design and conduct an investigation that compares normal pulse rate to changes caused by two selected physical activities (e.g., jogging, swimming, push-ups, squats) for designated intervals. Prepare a report that describes your investigative process (so that others could replicate it) and explains the results.

Criteria:

• key variables isolated appropriately

• systematic

Student performance will be evaluated by …




• accurate (recording of data)

• valid conclusions based on data

Continued



TOP-DOWN METHOD

Standard—Science Transfer Goal(s):

Understanding(s): Essential Question(s):


Criteria:

Student performance will be evaluated by …





MATRIX METHOD - COMMON CORE STATE STANDARDS - MATHEMATICS

Content Standards Process Standards

Grade 3:

Represent and solve problems involving multiplication and division.

Understand properties of multiplication and the rela-tionship between multiplication and division.

Multiply and divide within 100.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Use place value understanding and properties of operations to perform multidigit arithmetic.

Develop understanding of fractions as numbers.

Solve problems involving measurement and estima-tion of intervals of time, liquid volumes, and masses of objects.

Represent and interpret data.

Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.

Reason with shapes and their attributes

Standards for Mathematical Practice:


2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.






TRANSFER GOAL(S)

Students will be able to independently use their learning to...

Collect, organize, display data on real-world phenomena; analyze data to identify patterns; use patterns to make predictions; communicate clearly using mathematical terminology.

PERFORMANCE TASK Ideas

Every seven weeks students work in groups of four to measure the height of each other using tape measures affixed to the classroom walls. By mid-May, the class has obtained six height measures. Then, students create a simple graph (height in inches plotted against the months of the school year) and plot the data. Using rulers, they connect the dots to see “rise over run” (a visual representation of their growth over time). The chart papers are posted throughout the room, and the students circulate in a gallery walk to view the changes in heights of the various groups.

Students then analyze the data to answer guiding questions: “In what months did we grow the most this year?” “Is there a difference between how boys and girls have grown in second grade?” “How does our class growth compare to that in the other second grades?” “What can we predict for next year’s second graders about how they will grow based on our data?” Students are then work in their groups to develop a presentation for the current 2nd graders to predict how much they will grow in 3rd grade.



MATRIX METHOD - COMMON CORE STATE STANDARDS - MATHEMATICS


Grade 6:

Understand ratio concepts and use ratioreasoning to solve problems.

Apply and extend previous understandings of multipli-cation and division to divide fractions by fractions.

Compute fluently with multi-digit numbers and find common factors and multiples.

Apply and extend previous understandings of numbers to the system of rational numbers.

Apply and extend previous understandings of arithme-tic to algebraic expressions.

Reason about and solve one-variable equations and inequalities.

Represent and analyze quantitative relationships between dependent and independent variables.

Solve real-world and mathematical problems involving area, surface area, and volume.

Develop understanding of statistical variability.

Summarize and describe distributions.

Standards for Mathematical Practice:


2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.






TRANSFER GOAL(S)


Apply mathematical reasoning to solve problems involving ratio.


A former NBA legend, Hoops McGinty, has pledged money to the local science museum for an exhibit on our solar system. He pledges the money under one condition: that a regulation NBA basketball be used to represent some aspect of the scale display and that other NBA-related shapes and sizes be used (e.g., a basketball be used to represent a planet or moon). The building floor space is 300 by 800 feet. As designer, how do you propose that the main exhibit hall with a model of the solar system be built to scale? Prepare a diagram with accurate measurements drawn to scale. Show your work so that Hoops will approve and select your design.



MATRIX METHOD - A FRAMEWORK FOR K-12 SCIENCE EDUCATION: PRACTICES, CROSSCUTTING CONCEPTS, AND CORE IDEAS SCIENCE. HIGH SCHOOL BIOLOGY


Core Concepts of Science and Engineering:

1. Patterns. Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and the factors that influence them.

2. Cause and effect. Mechanism and explanation. Events have causes, sometimes simple, sometimes multifaceted. A major activity of science is investi-gating and explaining causal relationships and the mechanisms by which they are mediated. Such mech-anisms can then be tested across given contexts and used to predict and explain events in new contexts.

3. Scale, proportion, and quantity. In considering phenomena, it is critical to recognize what is relevant at different measures of size, time, and energy and to recognize how changes in scale, proportion, or quan-tity affect a system’s structure or performance.

4. Systems and system models. Defining the system under study – specifying its boundaries and making explicit a model of that system – provides tools for understanding and testing ideas that are applicable throughout science and engineering.

5. Energy and matter. Flows, cycles, and conservation. Tracking fluxes of energy and matter into, out of, and within systems helps one understand the systems’ possibilities and limitations.

6. Structure and function. The way in which an object or living thing is shaped and its substructure deter-mine many of its properties and functions.

7. Stability and change. For natural and built systems alike, conditions of stability and determinantsof rates of change or evolution of the system are critical ele-ments of study.

Scientific and Engineering Practices:

1. Asking questions (for science) and defining problems (for engineering)2. Developing and using models3. Planning and carrying out investigations4. Analyzing and interpreting data5. Using mathematics, information and computer technology, and computational thinking6. Constructing explanations (for science) and designing solutions (for engineering)7. Engaging in argument from evidence8. Obtaining, evaluating, and communicating information

TRANSFER GOAL(S)


Design and conduct a scientific investigation and communicate results for a self- generated hypothesis.


Task 1 – How does exercise affect the pulse rate?

Design and conduct an investigation that compares normal pulse rate to changes caused by two selected physical activities (e.g., jogging, swimming, push-ups, squats) for designated intervals. Prepare a report including:

• an explanation of homeostasis, oxygen/carbon dioxide feedback loop, effect of pulse rate

• an interpretation of the results

Answer these questions in your report:

• How did the pulse rates during exercise compare to the normal (resting) pulse rate?

• How do CO2 and O2 levels affect the heart rate?

• How does the heart rate affect pulse rate?

• How does this affect homeostasis?

• Is the respiratory rate also affected?

• How can your design be improved?

Task 2 – Design and construct a scientific experiment to test which of four antacids would be the most effective for neutralizing acid. Prepare a (news article, podcast, PowerPoint slideshow, Animoto animation) to communicate your findings to the general public.



MATRIX METHOD - THE COLLEGE BOARD, ADVANCED PLACEMENT PROGRAMWORLD HISTORY


Theme 1: Interaction between humans and the environment

Demography and disease

Migration

Patterns of settlement

Technology

Theme 2: Development and interaction of cultures

Religions

Belief systems, philosophies, and ideologies

Science and technology

The arts and architecture

Theme 3: State building, expansion, and conflict

Political structures and forms of governance

Empires

Nations and nationalism

Revolts and revolutions

Regional, transregional, and global structures and organizations

Theme 4: Creation, expansion, and interaction of

Agricultural and pastoral production

Trade and commerce

Labor systems

Industrialization

Capitalism and socialism

Theme 5: Development and transformation of social structures

Gender roles and relations

Family and kinship

Racial and ethnic constructions

Social and economic classes

Historical Thinking Skills:

TRANSFER GOAL(S)


Use primary and secondary sources to produce an informed explanation of what happened, why it hap-pened, and how it impacted the future.


Consider this question – How did the coercive labor systems in the Americas impact the economic growth and cultural patterns of both Africa and the Americas?

In 1998, UNESCO decreed that August 23rd is the “International Day for the Remembrance of the Slave Trade and Its Abolition.” The focus of this year’s remembrance is how economy shapes public behavior. Pre-pare a keynote address that describes how coercive labor systems impacted Africa and the Americas both economically and culturally. Be sure to consider alternate points of view in your address as there are some areas of disagreement among historians.

Crafting historical arguments from historical evidenceHistorical argumentationAppropriate use of relevant historical evidence

Chronological reasoning

Historical causation

Patterns of continuity and change over time

Periodization

Comparison and contextualization

Comparison

Contextualization

Historical interpretation and synthesis

Interpretation

Synthesis



MATRIX METHOD


TRANSFER GOAL(S)





50

Students will be able to independently use their learning to

History

• Apply lessons of the past to current and future events and issues, and to other historical eras

• Critically appraise political, social, and historical claims/decisions in light of available evidence and reasoning

Health and Physical Education

• Make healthful choices and decisions regarding diet, exercise, stress management, alcohol/drug use

• Play a chosen game skillfully and with good sportsmanship

Mathematics

• Investigate and find patterns in phenomena/data, and model them mathematically

• Apply sound mathematical reasoning to clarify and solve novel mathematical problems

Performing & Fine Arts

• Find meaning and interest in varied works and performances of art

• Create/perform works in one or more media to express ideas and/or to evoke mood and emotion

Reading

• Read and respond to text in various genres (literature, nonfiction, technical) for various purposes (for entertainment, to beinformed, to perform a task)

• Comprehend text by inferring and tracing the main idea, interpreting (“between the lines”), critically appraising, and making per-sonal connections

Research

• Locate pertinent information from varied sources (print, online; primary, secondary)

• Critically evaluate sources and information (e.g., for accuracy, completeness, timeliness, lack of bias, properly referenced)

Science

• Evaluate scientific claims and analyze current issues involving science or technology

• Conduct a sound investigation to answer an empirical question

World Language

• Communicate effectively in the target language in common “real-world” situations

• Demonstrate sensitivity in behavior and speech to culture and context

Writing

• Write in various genres for various audiences in order to explain (expository), entertain (narrative/poem), argue (persuasive),guide (technical), and challenge (satirical)

• Carefully draft, write, edit, and polish one’s own and others’ writing to make it publishable

HANDOUT 9(Long-Term) Transfer Goal Examples


51

Purpose: To clarify the long-term transfer goals for your unit topic.

Directions: Consider the following questions. Your answers represent possible transfer goals for focusing teaching and learning on long-term outcomes.

Your Unit Topic:

What complex task, requiring this and other skills, do I want learners to be able to accomplish?

Given all I will “teach,” what performance should learners be able to accomplish fluently and independently?

What are the most important real-world challenges requiring the skill(s)?

What is the point of learning these skills? What do these skills enable learners to eventually do?

What complex challenges do learners have trouble tackling on their own, without prompting or scaffolding?

What kinds of tasks, reflecting standards, should students be able to do on their own?

1–2 key transfer goals

HANDOUT 9Clarifying Transfer Goals




52

COMMON CORE MATHEMATICS STANDARDS

Sample Understandings and Essential QuestionsHANDOUT 10

Domains Understandings Essential Questions

• Counting andCardinality (K)

• Number andOperations inBase 10 (K–5) andFractions (3–5)

• The Number System(6–8)

• Ratios andProportionalRelationships (6–7)

• Number and Quantity(9–12)

• Mathematics is based on descriptions of the worldand assumed truths about those descriptions(axioms).

• Mathematical reasoning constructs new truths fromknown truths.

• Mathematicians define rules for what descriptionsare, how they relate to one another, and how youcan combine them.

• Objects and sets of objects can be given numericaldescriptions.

• When objects or sets of objects are combined, mathematical rules guarantee the numericaldescription of the result.

• A small set of symbols can be used to representnumerical descriptions.

• How do I describe this object or set of objects?

• How do I compare objects or sets of objects? (e.g.,bigger, smaller, double, half)

• What can I do to change an object or a set ofobjects?

• What happens to the description when I make thatchange?

• How can I predict what the new description willbe? How can I use my prediction to solve otherproblems?

• What other changes have the same description?

• Measurement andData (K–5)

• Statistics andProbability (6–12)

• Every description has a unit in which it isexpressed.

• There are many units that can be used to measurethe same property of an object or a set of objects.

• Units for the same physical property vary in theirprecision.

• Given two measurement units that address thesame physical property, each can be converted intothe other.

• Measurements with the same unit can be used tocompare and combine descriptions.

• Measurements can be used to categorize objectsand recognize patterns that describe the world.

• Sets of measurements may display patterns.

• All generalizations regarding data must be judgedin comparison to random behavior.

• A data set is summarized by its properties (e.g., central tendency, variability).

• There may be more than one statistical measurefor the same data set property.

• Data sets may be causally related to or indepen-dent of one another.

• What properties of the object (or set of objects) amI trying to measure? How do I measure them? Howprecise do I need to be in my measurement?

• How do I compare or combine measurements ofobjects or sets of objects?

• What patterns do I see in this data set? Could thisbe random behavior?

• What measurements are appropriate to describethe properties of the data set?

• How can I predict future values from a data set?

• Given two data sets, do they appear independent orcausally related? How can I use independence or acausal relationship to create a prediction?

• Collected data and properties of that data can beused to predict future data.

• Predictions of a future event (the target) mayrequire consideration of multiple data sets onwhich the target is dependent.

• Measures of the likelihood of future events can becombined based on the interdependence of thoseevents.

Continued


53

VISUAL PERFORMING ARTS

Key Component Understandings Essential Questions

Eye and Ear for Qual-ity (Technique and Experience)

• Being exposed to experiences (past and present, successes and failures) broadens the knowledgebase.

• Examples of quality can inspire or repress the qual-ity of work.

• How do I fine-tune my work?

• How do I discover what I’m doing as I’m doingit? After I’m finished? What do I learn from theexperience?

• What does quality look, feel, and sound like here?How do I experiment with or replicate that in myown work?

• How does what I experience broaden my own workor my appreciation of the discipline?

• How do I find inspiration from others without copy-ing their work?

• What makes this production, text, work, or persongreat to so many different people? How has itshaped the discipline since then?

• When do the rules of what is beautiful, possible,or desirable change? What ripple effect does thatchange have?

Work Ethic • The way time is used has an effect on the quality ofa finished product.

• Effective workers demonstrate conscientiousness, initiative, responsibility, and independence toaccomplish the desired result.

• The way I work and the work I produce has a rippleeffect on the environment.

• Preparation and effort influence learning.

• My attitude and habits can have a positive or nega-tive effect on the product.

• What do I bring to this class?

• When should I wait for direction? When should Itake the initiative?

• What am I focusing on? How is it working? Whatdo I do if I get stuck? How do I know if I’m mak-ing progress? What have I learned from thisexperience?

• How does the way I conduct myself affect everyonearound me?

• What does the deadline mean? How does thataffect my performance (both the process and theproduct)?

Creativity (Identify and Pursue an Idea)

• Creativity is grounded in, but not limited by, pastexperiences.

• Creativity presents attributes of an original form, theory, or concepts in a new light.

• What inspires me?

• Where do I begin? What do I do when I’m not satis-fied with the result?

• How do I find inspiration from others without copy-ing their work?

• How can I take an ordinary thing, event, conclusion, or text and present it in an original light?

• What inspired this idea? How do I follow throughon that inspiration? (What do I know? What do Ineed? How do I execute it?) What do I learn fromthe experience?

• How much freedom do I have to be creative withthis task or production? How do I use that informa-tion to produce a quality result?

Continued


54

SOCIAL STUDIES

Topic Understandings Essential Questions

Civics • Each individual has the power to affect the commu-nity and world.

• Rules and laws are established to create order,which may or may not be in the best interest ofcertain people.

• The way a government enforces the laws reflectswho and what they value.

• My history is a part of who I am. Who I identify withaffects how I experience the world.

• People overthrow governments and leaders whentheir fundamental needs are not being met.

• The differences are easy to see among people; thesimilarities are less evident.

• Grades K–12: How can one person make a differ-ence in the lives of others?

• Grades K–12: Why are there rules and laws? Whydo I need to follow them?

• Grades 2–12: When do rules or laws need to bechanged?

• Grades K–3: How are we alike? How are we differ-ent? What makes me who I am?

• Grades 4–12: How do groups shape or define whopeople are? When should the rights of individualsoutweigh the common good?

History • Each individual has the power to affect the commu-nity and world.

• The context of an event is based on what precededit and what else is happening at the time.

• Fear, cultural differences, and the pursuit of powercan lead to unjust actions.

• Historians synthesize information to make sense ofit.

• Grades K–12: How can one person make a differ-ence in the lives of others?

• Grades K–12: How do events, ideas, and innova-tions affect people’s lives?

• Grades 3–12: How has discrimination affected thecourse of history?

• Grades K–12: How do we figure out what actuallyhappened in the past?

Geography • The description of a place is based on its preciselocation and how that is communicated to an audi-ence’s frame of reference.

• The natural resources and location of a place signifi-cantly affect the livelihood, politics, and opportuni-ties available to the people living there.

• Movement of people creates short-term and long-term changes, both in the lives of people and thecharacteristics of the place.

• Grades K–12: Where do I live? How do I describeit?

• Grades 2–12: What characteristics define thisplace?

• Grades K–12: How does where you live affect howyou live?

• Grades 2–12: Why do people move? How do migra-tion or population trends affect the lives of peopleand characteristics of places?

Economics • The natural resources and location of a place signifi-cantly affect the livelihood, politics, and opportuni-ties available to the people living there.

• Economics shape the ideas, choices, and actions ofindividuals and groups.

• Consumers and producers have a symbiotic relation-ship on local, national, and global levels.

• Population movement depends on the economicopportunities or limitations of a region.

• Grades K–12: How does where you live affect howyou live?

• Grades 2–12: Why do people move? How do migra-tion or population trends affect the lives of peopleand characteristics of places?

• Grades K–4: What do we need? What do we want?How do we get it? What do we say we need?What do we really want? How does that influencebehavior?

Continued


55

PHYSICAL AND SPATIAL CONCEPTS

Concept Understandings Essential Questions

Balance • Staying focused on my body in space keeps megrounded.

• How do I stay upright?

• How do I stay focused on what I am doing?

Body and Space Awareness

• Knowing where my body is located in space keepsme moving where I want to go.

• How do I use my body to move around the _____(field, gym, dance floor)?

Chasing, Fleeing, and Dodging

• Moving away from a person or projectile requiresfluent lateral and nonlateral movements.

• How do I keep myself alive by moving?

Fitness Concepts • Working to be fit helps my brain and body to behealthy.

• Stress can be reduced by intently focusing on aphysical activity.

• What are the movements or activities that I need todo to keep my body fit and safe?

Jumping and Landing • Being deliberate about the way I move protectsmy joints while strengthening muscle groups anddeveloping good technique.

• How do I start and stop without getting hurt?

Kicking and Punting • Effective execution of kicks is determined by theamount of power and technique I use to get theball to its destination.

• How do I kick the ball to get it where I want it togo?

Locomotion Skills • Knowing where my body is located in space keepsme moving where I want to go.

• How do I use my body to get where I want to go?

Rhythms and Dance • Identifying the beat in music requires fluidity andresponsiveness in movement.

• How do I move to the beat or music?

Striking with Implements

• Knowing the techniques (body position, correctmovements) makes it more likely that I will hit theball or object effectively.

• How do I hit the ball or object to get it where I wantit to go?

Teamwork • The way we communicate with one another has apredictable effect on the team’s success.

• How do we work together to get the job done?

Throwing and Catching • Demonstrating proper technique (body position, correct movements) creates a predictable outcomethat makes the activity more enjoyable.

• How do I get the ball or object where I want it togo?

• How do I get ready to catch the ball?

Volleying • Keeping the ball in the air requires rhythm andforce that can be sustained over time.

• How do I keep the ball “alive”?

Continued


56

SPECIAL EDUCATION


Advocacy (Formal Context)

• Reflection on performance guides decision makingand planning for the future.

• Who am I? How is that affecting the way I work?What ideas do I have to do better?

Advocacy (Informal Context)

• Appropriately accessing internal and externalresources develops independence.

• Asking for help requires clarity of the problem, will-ingness to improve, and ownership of the solution.

• What do I do when I get stuck? What have I alreadytried? What is next?

Ongoing Learning Plan • Meaningful opportunities for learning what you findfascinating exist within and beyond the school day.

• The choices I make about how to spend my timeaffect the depth and satisfaction of learning andlife experiences.

• What do I find fascinating? How do I find opportuni-ties to explore this through the school?

Vocational Plan • Setting realistic and desirable goals gives focus tocurrent and future experiences.

• The way I present myself affects the way peopletreat me and the opportunities I get.

• What kind of job do I want? What do I need to do tomake that happen?

Continued


57

CAREERS–VOCATIONAL AND TECHNICAL EDUCATION


Personal Qualities and People Skills (Work-place Readiness)

• Positive personal qualities (i.e., responsibility, time-liness, self-motivation) send a message to both theteam and your (prospective) employer.

• I must consistently refine skills and knowledge(technical, interpersonal, intrapersonal) to competein today’s workforce.

• What is the goal in front of us and how do we worktogether to succeed?

• How do I demonstrate my commitment to achievea goal?

Professional Knowledge & Skills (Workplace Readiness)


• How am I developing my skills to become moremarketable?

Technology Knowledge & Skills (Workplace Readiness)

• Technological competence is essential for successin the workplace.


• How can I develop the technical skills necessary tobe effective at my job?

• How am I developing my skills to become moremarketable?

Examining All Aspects of Industry (Workplace Readiness)

• Knowledge of the structure, organization, and poli-cies of local, national, and international industriesis essential for succeeding in a workplace.

• How does a company conduct its business? Howdoes it compare to other companies in the sameindustry (what are the similarities and differences)?How do I use that information to market yourself?

Addressing Elements of Student Life

• Career and Technical Student Organizationsstrategically develop technical, interpersonal, andintrapersonal skills that make powerful contribu-tions to civic community.

• How does my participation in competitive eventsand community service help me improve my skills(becoming college, career, and citizen ready)?


58

HANDOUT 11Constructing a Performance Task Scenario Using G.R.A.S.P.S.

Consider the following set of stem statements as you construct a scenario for a performance task. Refer to the previous idea sheets to help you brainstorm possible scenarios. (Note: These are idea starters. Resist the urge to fill in all of the blanks.)

Goal:

• Your task is _______________________________________________________________________________________________

• The goal is to _____________________________________________________________________________________________

• The problem/challenge is ___________________________________________________________________________________

• The obstacle(s) to overcome is (are) __________________________________________________________________________

Role:

• You are ___________________________________________________________________________________________________

• You have been asked to _____________________________________________________________________________________

• Your job is ________________________________________________________________________________________________

Audience:

• Your client(s) is (are) _______________________________________________________________________________________

• The target audience is ______________________________________________________________________________________

• You need to convince _______________________________________________________________________________________

Situation:

• The context you find yourself in is ____________________________________________________________________________

• The challenge involves dealing with ___________________________________________________________________________

Product/Performance and Purpose:

• You will create a ___________________________________________________________________________________________

in order to __________________________________________________________________________________________________

• You need to develop ________________________________________________________________________________________

so that _____________________________________________________________________________________________________

Standards & Criteria for Success:

• Your performance needs to __________________________________________________________________________________

• Your work will be judged by __________________________________________________________________________________

• Your product must meet the following standards ________________________________________________________________

• A successful result will ______________________________________________________________________________________

Continued



59

Goal

The goal (within the scenario) is to minimize costs for shipping bulk quantities of M&Ms.

Role

You are an engineer in the packaging department of the M&M Candy Company.

Audience

The target audience is non-engineer company executives.

Situation

You need to convince penny-pinching company officers that your container design will provide cost-effective use of the given materials, maximize shipping volume of bulk quantities of M&Ms, and be safe to transport.

Product/Performance and Purpose

You need to design a shipping container from given materials for the safe and cost-effective shipping of the M&Ms. Then you will prepare a written proposal in which you include a diagram and show math-ematically how your container design provides effective use of the given materials and maximizes the shipping volume of the M&Ms.

Standards and Criteria for Success

Your container proposal should...

• provide cost-effective use of the given materials

• maximize shipping volume of bulk quantities of M&Ms

• be safe to transport

Your models must make the mathematical case.

MATHEMATICS EXAMPLE

Continued



60

Look at the examples below. How do these differ from traditional test items? What do they have in com-mon? Make note of the features that you notice.

State Tour (History, Geography, Math, grades 5–8)

A group of nine foreign students is visiting your school for one month as part of an international exchange program. (Don’t worry, they speak English!) The principal has asked your class to plan and budget a four-day tour of your state (or region) to help the visitors understand the state’s impact on the history and development of our nation. Plan your tour so that the visitors are shown sites that best capture the ways that the (state/region) has influenced our nation’s development.

You should prepare a written tour itinerary, including an explanation of why each site was selected. Include a map tracing the route for the four-day tour and a budget for the trip.

Sheetrocking a Home (Mathematics, grades 7–9)

When contractors give us an estimate on home repairs, how can we know if the cost is reasonable? You have been asked by a homeowner to review a sheetrocking contractor’s proposal to determine whether he is being overcharged. (Students are given room dimensions and cost figures for materials, labor, and a 20% profit.)

Examine the proposal and write a letter to the homeowner providing your evaluation of the proposal. Be sure to show your calculations so that the homeowner will understand how you arrived at your conclusion.

We Salute You (Language Arts, Social Studies, grades 1–4)

Our room mother, Mrs._____________, has done many things to help us throughout the year. When people do things for you, it is important to show appreciation. We will each be writing a letter to her to thank her and let her know how she has helped our class.

Your letter should include all the parts of a friendly letter. Be sure to tell Mrs. _____________ at least three ways she has been helpful to our class. Include at least one thing that you especially appreciate about Mrs. _____________.

Continued

PERFORMANCE TASK EXAMPLES



61

Key: Roles = R and Audiences = A

___ actor

___ advertiser

___ anthropologist

___ artist/illustrator

___ astronaut

___ author

___ biographer

___ board member

___ boss

___ boy/girl scout

___ businessperson

___ candidate

___ carpenter

___ cartoon character

___ cartoonist

___ caterer

___ celebrity

___ CEO

___ chairperson

___ chef

___ choreographer

___ clients/customer

___ coach

___ community members

___ composer

___ construction worker

___ dancer

___ designer

___ detective

___ doctor

___ editor

___ elected official

___ embassy staff

___ engineer

___ ethnographer

___ expert (in _______________ )

___ eye witness

___ family member

___ farmer

___ filmmaker

___ firefighter

___ forest ranger

___ friend

___ geographer

___ geologist

___ government official

___ historian

___ historical figure

___ illustrator

___ intern

___ interviewer

___ inventor

___ judge

___ jury

___ lawyer

___ library patron

___ literary critic

___ lobbyist

___ meteorologist

___ museum director/curator

___ museum goer

___ neighbor

___ newscaster

___ novelist

___ nurse

___ nutritionist

___ panelist

___ parent

___ park ranger

___ pen pal

___ photographer

___ pilot

___ playwright

___ poet

___ policeman/woman

___ pollster

___ radio listener

___ reader

___ reporter

___ researcher

___ reviewer

___ sailor

___ school official

___ scientist

___ ship’s captain

___ social scientist

___ social worker

___ statistician

___ storyteller

___ student

___ taxi driver

___ teacher

___ tour guide

___ trainer

___ travel agent

___ traveler

___ tutor

___ t.v. viewer

___ t.v./movie character

___ viewer

___ visitor

___ web designer

___ zoo keeper

___ Other:

Continued

POSSIBLE STUDENT ROLES AND AUDIENCES



62

What student product(s) and/or performance(s) will provide appropriate evidence of understanding and/or proficiency? The following lists offer possibilities. (Remember that student products and performances should be framed by an explicit purpose or goal and an identified audience.)

Written

o advertisement

o biography

o blog

o book report/review

o brochure

o crossword puzzle

o editorial

o essay

o field guide

o historical fiction

o journal

o lab report

o letter

o log

o magazine article

o memo

o newscast

o newspaper article

o play

o poem

o position paper/policy brief

o proposal

o research report

o screen play

o script

o story

o test

o Tweet

Oral

o audiotape

o conversation

o debate

o discussion

o dramatization

o dramatic reading

o infomercial

o interview

o radio script

o oral presentation

o oral report

o poetry reading

o podcast

o puppet show

o rap

o skit

o speech

o song

o teach a lesson

o other: _________________________

o other: _________________________

Visual

o advertisement

o banner

o book/CD cover

o cartoon

o collage

o computer graphic

o data display

o design

o diagram

o display

o drawing

o Face Book

o flowchart

o flyer

o game

o graph

o map

o model

o Power Point show

o photograph(s)

o Prezi

o painting

o poster

o scrapbook

o sculpture

o storyboard

o videotape

o vodcast

o web site

POSSIBLE PRODUCTS AND PERFORMANCES



63

HANDOUT 12Rubric for Degree of Transfer

The following 3-point rubric can be used in designing and reviewing assessment and learning tasks.

3

COMPLEX TRANSFER – THE GAME

The task is presented without overt cues or scaffolding as to what content is required and how to approach the task. The challenge involves new or varied contexts/variables, different than those studied. Success depends upon recognizing where prior learning might or might not apply, making strategic choices based on understanding the situation, and making adjustments based on feedback. Students who learned by rote will likely nei-ther recognize where prior learning fits nor be flexible in using it. In other words, no simple “plugging in” of content knowledge or skill will work in this situation.

2

SIMPLE TRANSFER – GAME-LIKE

The task is complex but is presented with sufficient scaffolding or cues to simplify the demand and suggest the approach and content called for. Success depends upon realizing which past learning applies and, with modest adjustments, applying it in a straightforward way.

1

NO or MINIMAL TRANSFER – DRILL

The task is familiar and straightforward, with only a few details changed or is a more complex task presented with explicit reminders and directions in terms of previously studied material and procedure. Minimal or no transfer is required since the task involves content knowledge and skills already studied. Success requires only that the student recognize, recall, and plug in the appropriate prior learning.

Continued



63

COMPLEX TRANSFER – THE GAME

• MATHEMATICS: Students apply their knowledge of volume and surface area to solve a problem like: “What shape permits thegreatest volume of M&Ms to be packed in the least amount of space—cost-effectively and safely?”

• SCIENCE: A word problem in which the framing of the question and the context are new to learners; e.g., a physics probleminvolving cars, accidents, and collisions (where all problems in the learning involved ballistics, not cars); and where the problemdoes not use technical physics language (force, vector, mass, acceleration, etc.).

• HISTORY: Students are asked to simulate advising the president on Middle East policy, in light of researching the relevant his-tory using primary and secondary sources (and where no prior discussion of such policies for this content has occurred.)

• WRITING: Students are asked to translate scenes from a Shakespearean play into a modern setting using contemporary lan-guage to illustrate how a key theme from the past can apply today.

SIMPLE TRANSFER – GAME LIKE

• MATHEMATICS: Students take their knowledge of volume and surface area to solve a problem like: “What is the largest areaenclosure for an animal that can be built out of a given number of fence sections?”

• SCIENCE: A word problem in which the question and content are familiar to learners, but learners have to figure out just whatthe problem is asking for. Once they figure out what is demanded and what is given, they should only need to apply prior knowl-edge to solve the problem.

• HISTORY: Students are asked to simulate advising the president on Middle East policy, in light of reading the relevant history inprimary and secondary sources, where directions are provided on how to do the research and present the findings, and discussdifferences of opinion. Prior guidance and practice in conducting such research and discussion has already occurred.

• WRITING: Students are asked to translate teacher-determined scenes from a Shakespearean play into a teacher-provided settingusing modern language.

NO or MINIMAL TRANSFER – DRILL

• MATHEMATICS: Students compute the surface area and volume of a container when provided its dimensions (and where instruc-tion taught them the appropriate algorithms for computing volume and area).

• SCIENCE: A simple problem requiring only logic and recall (e.g., identifying the final speed of a falling object that travels a setdistance).

• HISTORY: Students are asked to summarize the arguments made in the textbook and in teacher lectures about the causes ofongoing turmoil in the Mideast.

• WRITING: Students are asked to write a 5-paragraph essay on a topic previously discussed in class where students have hadprior instruction and practice in writing 5-paragraph essays.

EXAMPLES FOR THE RUBRIC FOR DEGREE OF TRANSFER



65

Performance Expectations for ELA and Literacy by Grade-Level Bands (K–12)

HANDOUT 13

Communication Task Categories & Explanation

Performance Expectations

Memoir or Personal Narrative

Composes in first person to interpret experiences from the past in order to gain and reveal insight.

Grades K–2: Select a moment that was important to you, describe what happened using proper sequence and details, and include the lesson learned.

Grades 3–7: Select an event or series of events that are important to you. Describe what happened using effective technique, details, and clear event sequences. Provide a conclu-sion that describes the significance of the event(s).

Grades 8–12: Develop and explore a narrative to examine a period of time in your own life in order to gain insight and connect to common themes within the human experience.

“How To” or Technical Descriptions

Produces a sequential description of how to complete a particular task through incorporation of research and/or experience; the descrip-tion should is clear, detailed, and informative.

Grades K–2: Create a sequential list of instructions to ensure successful completion of a task.

Grades 3–4: Create a sequential set of instructions, using words and phrases to signal event order, to ensure successful completion of a task.

Grades 5–8: Create a sequential set of procedures that uses terminology appropriate to the topic (both task and subject matter), test out effectiveness of the set, and revise as needed.

Grades 9–12: Create or describe procedures to ensure successful completion of a task; evaluate its effectiveness based on feedback; revise and include ancillary texts as necessary.

Information Report

Provides a focused and detailed explanation of a given subject for a target audience and specific purpose.

Grades K–1: NOT INDEPENDENTLY. (Teachers will model how to find relevant information, identify main ideas and supporting details, and communicate to others about that topic of interest.)

Grades 2–3: Find relevant information, identify main ideas and supporting details, and communicate to others about that topic of interest.

Grades 4–8: Locate and evaluate the validity of sources to identify relevant information for a topic (self-selected or teacher-directed) that effectively uses research to develop a concise explanation.

Grades 9–12: Clarify the scope of the topic (self-selected or teacher-directed) and the intent of the report (audience, purpose) and use that clarification to guide research, analy-sis, and synthesis.

Persuasive Statement

Assumes a position or point of view on a given subject and supports that through the development of...

• a logical argument and use ofevidence OR

• a deliberate design intended toprovoke a specific action

Grades K–1: Draw and/or write an opinion piece that explains how they feel and the sup-porting reason(s) why they feel that way.

Grades 2–4: Develop an opinion piece that includes a subject, statement of argument, and supporting reasons through inclusion of evidence and linking words (e.g., because, therefore, for instance).

Grades 5–8: Develop a fluent, organized, thesis-driven argument supported by a variety of evidence.

Grades 9–12: Clarify the issues underlying a topic (self-selected or teacher-directed) and develop a thesis-driven, logical argument that strategically uses information to support a point of view while also countering other arguments to appeal to a target audience.

Continued


66

Analysis of an Aesthetic Text

Presents the effects that the author’s/artist’s craft have on the piece and how that communicates and/or evokes a response through the development of an organized interpretation and use of textual evidence.

NOTE: Can also be a comparative analysis among multiple texts.

Grades K–4: NOT INDEPENDENTLY. (Teacher models and facilitates discussion of author’s/artist’s craft through appropriate texts, such as those by Eric Carle, Shel Silverstein, Jan Brett, and Patricia Polacco.)

Grades 5–7: Identify and give examples of the hallmarks of a self-selected author/artist (use of voice, diction, rhyme, color, subject, pattern) and how those elements play out in a range of their work.

Grades 8–12: Analyze the author’s/artist’s stylistic and rhetorical choices and evalu-ate their effect in the text or body of work through a thesis, evidence, and supporting commentary.

Creation of an Aesthetic Text

Develops a piece (e.g., poem, play, film, graphic novel, short story, song, fable) using appropriate devices to communicate and/or evoke a response.

Grades K–3: Create text through words, pictures, sounds, and/or actions to communicate a purpose (e.g., entertain, persuade, inform), message, and/or feeling.

Grades 4–12: Make deliberate artistic choices through the creation and refinement of text using language, images, sounds, and/or actions to evoke a response from the audience/reader.

Critique or Review

Using a set of established criteria, evaluates a text, experience, or prod-uct to develop a position supported by evidence.

NOTE: Can also be a comparative analysis among multiple texts, expe-riences, or products.

Grades K–2: Using established criteria (e.g., thumbs up/thumbs down, five-star system) provide a review of a particular book, place, product, or experience and explain your rating.

Grades 3–4: Using established criteria that students develop, provide a recommenda-tion about a text, experience, or product that communicates an opinion, uses supporting details, and includes a concluding statement.

Grades 5–8: Develop an opinion about a text, experience, or product and then explore what triggered the opinion based on textual evidence and experience, and how that fits in with general opinions they have about what quality looks like.

Grades 9–12: Evaluate and take a position on the merit or quality of a text, experience, or product through the development and/or use of established criteria.

Personal Communication

Communicates through media (e.g., e-mails, blog statements, interviews, video clips, electronic messaging, letters) for a target audience and specific purpose.

Grade K: NOT INDEPENDENTLY. (Teachers will model communication as a class activity.)

Grades 1–12: Use the conventions of a particular format to produce effective and appro-priate communication on a self-selected topic (i.e., use of shorthand abbreviations and symbolic language in text messaging vs. e-mails vs. formal letter writing).

Portfolio Reflection

Using a selection of a student’s own texts from a predetermined time period, reflects on pre-established goal(s) and growth toward those goals through supporting textual evidence.

Grades K–1: NOT INDEPENDENTLY. (Teachers will model how students demonstrate growth over time by showing personal and class examples.)

Grades 2–4: Based on an established goal(s) identified at a teacher-student conference at the beginning of the year, reflect on personal growth by reviewing and commenting on a collection of work.

Grades 5–8: Using an established goal (that the student had a hand in creating), evaluate the degree of accomplishment based on evidence from the portfolio.

Grades 9–12: Using self-generated goal(s) in combination with rubrics and evidence from the portfolio, evaluate the degree of accomplishment and reflect on the development and revision process.

Source: Adapted with permission from Avon Public Schools, Avon, CT.


67

Performance Task Categories: MathematicsHANDOUT 13

Performance Task Categories Alignment to Standards for Mathematical Practice

Mathematical Model

Develops a model (e.g., number sentences, graphs, tables, equations, arrays, patterns, maps, scatter plots) using appropriate mathematical representations and relationships to draw conclusions.

Standard 1, 2, 4, 5, 6

Visual Representation

Produces a drawing or schematic for a particular task and purpose (e.g., diagram, graph, 2-D or 3-D sketch, histogram).

Standard 1, 2, 5, 6

Persuasive Statement

Assumes a position or point of view on a given problem and supports it through the development and use of evidence, graphics, or annotated work.

Standard 1, 3, 6

Data Collection

Generates data for a particular purpose.

• Develops a viable collection of data through surveys,experiments or research.

• Organizes data appropriately in preparation for analysis.

Standard 1, 2, 5, 6

Analysis

Interprets quantitative and/or categorical data to make gen-eralizations, predictions, or conclusions.

NOTE: Can be a comparative analysis.

Standard 1, 7, 8

Information Report

Provides a clear and informative explanation for a given topic, set of conditions, or problem.

Standard 1, 2, 6

Critique or Review

Evaluates a claim or a possible solution to develop a judg-ment on its validity and accuracy.

Standard 1, 2, 3, 6, 7

Adapted with Permission from Avon Public Schools, Avon, CT. [NOTE TO DESIGN: Complete permission/source line info TK.]


68

Handout 14Design Standards for Unit Development

Stage 1 3 2 1 Feedback and Guidance

1. The listed transfer goals specify desired long-term, genuineaccomplishment.

2. The identified understandings reflect important, transferrableideas.

3. The identified understandings are stated as full-sentencegeneralizations: Students will understand that…

4. Essential questions are open-ended and thought-provoking.

5. Relevant state ornational standards are addressed explicitly.

6. The identified knowledge and skill address the standards andenable targeted understandings and effective transfer.

7. All the elements are aligned so that Stage 1 is focused andcoherent.


8. The specified assessments provide valid evidence of alldesired results; that is, Stage 2 aligns with Stage 1.

9. The specified assessments include performance tasks basedon one or more facets of understanding.

10. The specified assessments provide sufficient opportunitiesfor students to reveal their attainment of Stage 1 goals.

11. Evaluative criteria for each assessment are aligned todesired results.


12. Appropriate learning events and instruction will help learners

• Acquire targeted knowledge and skills.

• Make meaning of important ideas.

• Transfer learning to new situations.

Overall 3 2 1 Feedback and Guidance

13. All three stages are coherent and in alignment.

14. The unit design is feasible and appropriate for this situation.

Key: 3 = Meets the standard; 2 = Partially meets the standard; 1 = Does not yet meet the standard

Source: From The Understanding by Design Guide to Creating High-Quality Units: Forms and FAQs (p. 23), by G. Wiggins and J. McTighe, 2011, Alexandria,

VA: ASCD. Adapted with permission.


69

Source: From The Understanding by Design Guide to Creating High-Quality Units: Forms and FAQs (p. 116), by G. Wiggins and J. McTighe, 2011, Alexandria, VA: ASCD. Adapted with permission.

Three InterrelatedLearning Goals

ACQUISITION MEANING TRANSFER

This goal seeks to help learners acquire factual information and basic skills.

This goal seeks to help students construct meaning (i.e., come to an understanding) of important ideas and processes.

This goal seeks to support the learners’ ability to transfer their learning autono-mously and effectively in new situations.

Teacher Role and Instructional Strategies

Note: Like the above learning goals, these three teaching roles (and their associated methods) work together in pursuit of iden-tified learning results.

Direct Instruction

In this role, the primary role of teachers is to inform the learners through explicit instruction in targeted knowledge and skills; differentiating as needed.

Strategies include

• Lecture

• Advance organizers

• Graphic organizers

• Questioning (convergent)

• Demonstration/modeling

• Process guides

• Guided practice

• Feedback, corrections

• Differentiation

Facilitative Teaching

Teachers in this role engage the learners in actively processing information and guide their inquiry into complex problems, texts, projects, cases, or simulations, differentiat-ing as needed.

Strategies include

• Diagnostic assessment

• Using analogies

• Graphic organizers

• Questioning (divergent) and probing

• Concept attainment

• Inquiry-oriented approaches

• Problem-based learning

• Socratic seminar

• Reciprocal teaching

• Formative (ongoing) assessments

• Understanding notebook

• Feedback/corrections

• Rethinking and reflection prompts

• Differentiated instruction

Coaching

In a coaching role, teachers establish clear performance goals, supervise ongoing opportunities to perform (independent practice) in increasingly complex situations, provide models, and give ongoing feedback (as personalized as possible). They also provide just-in-time teaching (direct instruc-tion) when needed.

Strategies include

• Ongoing assessment, providing spe-cific feedback in the context of authentic application

• Conferencing

• Prompting self-assessment and reflection

HANDOUT 15A-M-T Learning Goals and Teaching Roles


70

Use these action verbs to help plan teaching and learning according to your A-M-T goals.

Goal Types Action Verbs

Acquisition

• Apprehend• Calculate• Define• Discern• Identify• Memorize• Notice• Paraphrase• Plug in• Recall• Select• State

Meaning

• Analyze• Compare• Contrast• Critique• Defend• Evaluate• Explain• Generalize• Interpret• Justify/support• Prove• Summarize• Synthesize• Test• Translate• Verify

Transfer

• Adapt (based on feedback)• Adjust (based on results)• Apply• Create• Design• Innovate• Perform effectively• Self-assess• Solve• Troubleshoot

HANDOUT 15Action Verbs for A-M-T




71

Essential Question: What is fair—and how can mathematics help us answer the question?

A = Acquiring basic knowledge and skills; M = Meaning; T = Transfer

1. Introduce and discuss the first part of the essential question: What is “fair”? What is “unfair”? M

2. Introduce a race problem: given the place of finish of all the runners in the four different grades from thehigh school, which class should be declared the fair winner in a whole-school run? Present a list that shows the grade level of each runner and the order in which he or she finished. The overall list of finishers is deliber-ately designed to make declaring a winner difficult: the mean should seem unfair, for example, age and gender might play a role. Students work in groups of four to propose the “fairest” solution and provide reasons for their approach. With the group work and presentations over, the teacher guides the class in a discussion in a sum-mary of the issues raised. M, T

3. Teacher informs students about the broader mathematical connections at issue in the first two inquiries,and how those issues will be addressed by a consideration of measures of central tendency. The teacher lays out the unit activities in sequence and the culminating transfer and meaning-making tasks: Which approach to grading should be used in giving grades? What are the students’ final reflections on the Essential Question about fairness and math? A

4. In small-group jigsaw, students share their answers, then return to their team to generalize from all thesmall-group work. Discuss other examples related to the concept of “fairness,” such as the following: M

• What is a fair way to rank many teams when they do not all play each other?

• What is a fair way to split up limited food among hungry people of different sizes?

• When is it “fair” to use majority vote and when is it not fair? What might be more fair?

• Is it fair to have apportioned representatives based on a state’s population, yet have two senators fromeach state irrespective of the state’s size? What might be more fair?

• What are fair and unfair ways of representing how much money the “average” worker earns, for purposesof making government policy?

5. Teacher connects the discussion to the next section in the textbook—measures of central tendency (mean,median, mode, range, standard deviation). A

6. Students practice calculating each type of measure. A

7. Teacher gives quiz on mean, median, mode from textbook. A

8. Teacher leads a review and discussion of the quiz results. A M

9. Group task worked on in class: What is the fairest possible grading system for schools to use? M T

10. Individuals and small teams present their grading policy recommendations and reasons. M T

11. Culminating transfer task: Each student determines which measure (mean, median, or mode) should beused to calculate his or her grade for the marking period and writes a note to the teacher showing the calcula-tions used and explaining the choice. T

12. Students write a reflection on the essential question. M T

HANDOUT 15A-M-T for a Unit on Measures of Central Tendency




72

A = Acquiring basic knowledge and skills

M = Making meaning

T = Transfer

1. Begin with an entry question (Can the foods you eat cause zits?) to hook students into considering the effects of nutrition on their lives. M

2. Introduce the essential questions and discuss the culminating unit performance tasks (Chow Down and Eating Action Plan). M

3. Note: Key vocabulary terms are introduced as needed by the various learning activities and performance tasks. Students read and dis-cuss relevant selections from the health textbook to support the learning activities and tasks. As an ongoing activity students keep a chart of their daily eating and drinking for later review and evaluation. A

4. Present concept attainment lesson on the food groups. Then have students practice categorizing pictures of foods accordingly. M

5. Introduce the Food Pyramid and identify foods in each group. Students work in groups to develop a poster of the Food Pyramid contain-ing cut-out pictures of foods in each group. Display the posters in the classroom or hallway. A

6. Give a quiz on the food groups and Food Pyramid (matching format). A

7. Review and discuss the nutrition brochure from the USDA. Discussion question: Must everyone follow the same diet in order to behealthy? A M

8. Working in cooperative groups, students analyze a hypothetical family’s diet (deliberately unbalanced) and make recommendations forimproved nutrition. Teacher observes and coaches students as they work. M T

9. Have groups share their diet analyses and discuss as a class. M

(Note: Teacher collects and reviews the diet analyses to look for misunderstandings needing instructional attention.)

10. Each student designs an illustrated nutrition brochure to teach younger children about the importance of good nutrition for healthy livingand the problems associated with poor eating. This activity is completed outside class. M T

11. Show and discuss the video Nutrition and You. Discuss the health problems linked to poor eating. A

12. Students listen to, and question, a guest speaker (nutritionist from the local hospital) about health problems caused by poor nutrition. A

13. Students respond to written prompt: Describe two health problems that could arise as a result of poor nutrition, and explain whatchanges in eating could help to avoid them. (These are collected and graded by teacher.) A

14. Teacher models how to read and interpret food label information on nutritional values. Then students practice using donated boxes, cans,and bottles (empty!). A

15. Students work independently to develop the three-day camp menu. T

16. At the conclusion of the unit, students review their completed daily eating chart and self-assess the healthfulness of their eating. Havethey noticed changes? Improvements? Do they notice changes in how they feel or their appearance? M T

17. Students develop a personal “eating action plan” for healthful eating. These are saved and presented at upcoming student-involved par-ent conferences. T

18. Conclude the unit with student self-evaluation regarding their personal eating habits. Each student develops a personal action plan for hisor her “healthful eating” goal. M T

HANDOUT 15Nutrition Unit, Stage 3: Coded Learning Events Using A-M-T




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