Stage3 Wiggins Sarah

8/8/2019 Stage3 Wiggins Sarah

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FRIT 7430: Instructional Design

Stage 3,Understanding byDesignFall 2009

Sarah Wiggins11/30/2009


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Title of Unit Understanding

Informationaltext

Grade Level 5th

Standard:Grade: 5ELA5R1 The student demonstrates comprehension and shows evidence of awarranted and responsible explanation of a variety of literary andinformational texts.

ELA5W2 The student demonstrates competence in a variety of genres.

ELA5W3 The student uses research and technology to support writing.

ELA5LSV2 The student listens to and views various forms of text and media inorder to gather and share information, persuade others, and express andunderstand ideas.

Understandings:

Facts are the foundation of informational text. (Explanation)

Information is knowledge that is either communicated or received.(Interpretation)

Readers can apply the ideas found in informational text, using theresearch process, to create their own connections and form their ownopinions. (Application)

People can form differing opinions from the same information.(Perspective)

Understanding the different opinions, can help make our ownknowledge stronger. (Empathy)

The connections I make through informational reading can be used toshape and/ or persuade others. (Self-knowledge)

Essential Questions: How can we identify, understand, and usedifferent kinds of information?


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Overarching Questions:

Where can we find information?

How can we use information?

What helps us shape ouropinions?

Topical Questions:

How can you identify facts

within an informational text?

What sources or referencematerials can be used to findfacts about a specific topic?

What writing structure can beused to create a news reportabout a specific topic?

Stage 3: Plan Learning Experiences

Week 1

Day 1:

Provide the students with a pretest to determine prior knowledge andunderstandings regarding facts, opinions, different genres (fiction,nonfiction) and terminology. (T, W)

Begin by introducing the unit in which students will be participating.Introduce the overarching essential questions. Provide a handout to goin the notebook so that students can revisit this as they move throughthe unit.(H, W, T, O)

Have students begin a notebook that will hold all the importantinformation and any notes or definitions they will need for the unit.Provide assignment checklist to be used as a Table of Contents withinthe notebook. (O, E)

Using the ACTIV board and handouts introduce the Performance Task inwhich the students will participate. Rubrics will also be given out duringthis time to be placed in notebooks and reviewed at a later time.(W, H,

E, O)

Allow students to choose their groups. Since the students have alreadytaken the Multiple Intelligence Assessment on line, they can use thisinformation to help guide them in creating their groups. The teacherwill instruct them to find only one type of intelligence when makingtheir groups. The teacher will also provide guidance to make sure thatthe ELL students and the Special Education students are spread


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throughout the groups and not combined in one group. (H, T)

Allow them to decide if they will be persuading the neutral states to jointhe north or the south.(Understanding: interpretation, Perspective &Self knowledge) (H,W, R)

Introduce/Review ELA vocabulary that will be used for the unit:information, persuasion, facts, opinions, main idea, supporting details,logical order, compare & contrast. Use a graphic organizer that can beplaced in the back of the notebook and used as a glossary. Students willhave the ability to add more terms as the unit continues.(Understanding: explanation) (W, E, T, O)

Day 2:

Use the social studies text book to discuss locating information.Students will create a KWL chart about their prior knowledge of the Civil

War. Then using the parts of the text book, they will locate the answersto their L section. ** Note that the Social Studies book will not be ableto answer all of the things they Want to Learn. This will open aconversation as to what other sources could be used to findinformation. Hand out a graphic organizer that explains the types ofbooks and how each can be used. Additionally, discuss with studentsthe use of the internet to help identify facts that answer questions.ELA5R1 Where can we find information? (Understanding: Explanation,Interpretation & Application) (W, H, E, T, O)

Using the prior conversation teach a mini lesson that refreshes their

memory of research skills and using the Internet to access informationremind students about Internet Usage Policies) ELA5W3 Where can wefind information? What sources or reference materials can be used tofind facts about a specific topic? (W)

Day 3:

Fact vs Opinion: Use For Home and Country: A Civil War Scrapbook as aresponse to literature. Have the students identify opinions and factsthat are seen within the pages of the book. ELA5R1 How can youidentify facts within an informational text? (Understanding: Explanation

& Interpretation) (H, E)

Work with the students to identify the qualities of fact vs. the qualitiesof an opinion. For instance, notice that facts are dependent uponspecific nouns and verbs where opinions are often accompanied bydescriptive words and phrases. ELA5R1 How can you identify factswithin an informational text? (Understanding: Interpretation)(E)

Then, use the ACTIV votes to assess students knowledge of facts and


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opinions with general statements about the Civil War. ELA5R1(Understanding: Application) (W, H, E, E)

Students will determine their topic by forming an opinion that theywant to write their article about. They will need to work with their group

so that they have different topics within the group. What helps usshape our opinions?(Understanding: Perspective & Self-knowledge) (W,H, R)

Day 4 - 6: (In Media Center)

Students will create 3 strong questions that will need to be researchedin order to create their news article. Groups should work cooperativelyto help each other create quality questions that can be answered withmore than a yes or no answer. (For lower learners, provide a list ofquestions they can choose from) ELA5R1 (Understanding:Interpretation, Application, & perspective) (E, R, T)

Using the computer lab, reference sections, and non-fiction section ofthe Media Center, have students work to gather resources that willprovide answers to their questions. Differentiate by providing lowerlevel students with a specific list of resources that can help guide theirquestions and answers. ELA5R1 ELA5W3 What sources or referencematerials can be used to find facts about a specific topic?(Understanding: Interpretation & Application)(E, R, T)

Week 2

Day 6: Continue work listed in above week for days 4 6. (Assesspacing of students, if need more time, allow for such)

Day 7: (If more time is not needed, proceed with day 7)

Review the term Bibliography (add to glossary of terms) Have studentswork in their cooperative groups to site their sources. Provide a graphicorganizer that will be a fill in the blank bibliography to aid students inthis difficult task. ELA5W3 (Understanding: Interpretation) (E, R, O)

Using the sources, students will create an annotated bibliography.Students will state the main idea of the source and the supportingdetails to create a quality paragraph. Accompanying the paragraphshould be an opinion statement expressing how the student can usethis article to help persuade the listener during the news show. (** forlower learners, provide a graphic organizer for them to complete, it isnot needed for them to create the entire article, they need to identifytheir source and provide 3 facts they gained from reading it.) ELA5R1


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ELA5W2 What writing structure can be used to create a news reportabout a specific topic? What helps us shape our opinions?(Understanding: Interpretation, Application, Perspective) (E, T)

Day 8:

Review the different genres of writing and the purpose for each.Remind the students of the elements of a persuasive piece of writing.ELA5W2 What writing structure can be used to create a news reportabout a specific topic?(Understanding: Application) (E,R)

Use the annotated bibliography and the sources to create qualityarticles that will inform and persuade the listener to want to join theside in the Civil War. (** Assist the lower learners so that they canprovide an opinion and support it with 3 facts from their reading, havethem dictate the paragraph to help with staying on pace and allowthem to be successful contributors) ELA5W2 What writing structure can

be used to create a news report about a specific topic? (Understanding:Application) (E, R, T)

After writing the article, work in the cooperative groups to revise andedit so that they can begin their news show. ELA5W2 (E, R, T)

Day 9:

Work in groups to plan how they will film their news show. (O)

Provide students with a Job Chart so that all students will have equalparts when creating the show. During the production, the students will

utilize their Multiple Intelligences to make sure they are helping in theirbest way. Students who are logical can guide the plan, theinterpersonal students can be the anchor positions, and the musical canhelp provide the effects. The Visual Spatial students can create thebackdrops, and the Bodily Kinesthetic can be the videographers. (T, O)

Turn in the plan along with the Student Self Assessment and Inventory.The teacher will use this as a formative assessment along with thewritten articles. (W, E, O)

Day 10 - 11: In Media Center

Upon approval from teacher, students can begin creating news show.Media Specialist will provide initial instruction for using the videoresources. Students may utilize news room, go in the courtyard, or usethe computer lab for recording (The school has at least 5 video camerasthat can be checked out for use) . ELA5W2 (E, R)


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Week 3

Day 11 12: Continue to film news show (IT will assist students in editingduring these days)

If students finish, they should review the film and edit according to the

instructions of the IT. (R, E)

Day 13:

All students should be editing and self assessing their work. (R, E)

If finished, students will read a variety of texts about the Civil War(fictional as well as non-fiction) independently to identify the facts,opinions, and information within the text. Students will demonstratetheir understandings be completing a graphic organizer in which theyshow what type of literature the text is and what facts and opinionsthey identify. (Understanding: Interpretation & Application) ELA5R1

How can we use information? What helps us shape our opinions? (E, R)

Day 14:

Students will present their news shows. ELA5LSV2 (E, E)

The other students will use a rubric to assess the studentsperformance. The teacher will use the same rubric to evaluate the finalproduct. (Understanding: Perspective, Empathy & Self-knowledge) (E, E)

Day 15:

Finish presentations if time is needed.

Post Test to assess students understanding of facts, opinions, differentgenres (fiction, nonfiction) and terminology. ELA5R1 (Understanding:Application) (E)

Notes to the Instructor

It is my hope that the elements are self explanatory. I have includedthe standard, the understanding, along with the WHERETO element.

I chose not to apply the additional standards, but there are manymore 5th grade standards that are applied through this lesson.

On a final note. I thought through this lesson with realisticexpectations and I provided time to teach and students to work.When I looked back at my Stage 2 daily plan, I realized I had notgiven enough time to complete the actually assignments andtherefore the days are different. I think this is the wonderful thing


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about creating units in this fashion, the time for the educator to lookback and reflect on each stage.

Stage 3 Scoring Rubric

(0 Points) (2-3 Points) (4-5 Points) YourScor

e

1.

Does not clearlycommunicateWHERETO forlearning activities

Fails to provide apretest for learners.

Codes some learningactivities withWHERETO

Clearly codes eachactivity with WHERETO

Includes a pretest to checkfor prerequisite skills andknowledge.

2.

Alignment is notdemonstratedbetweeninstructionalstrategies,standards, andunderstandings ofthe unit.

There is evidence ofalignment betweensome of theinstructionalstrategies, standards,and understandingsof the unit.

Alignment is clearlydemonstrated betweeninstructional strategies,standards, andunderstandings of theunit.

Matches all essentialquestions,understandings, skills,and knowledge with acorrespondinginstructional strategy.

3.

Instruction has oneglobal starting pointfor all learners.

No evidence of anattempt atdifferentiation

Utilizes Gardnersstrategy to providedifferent EntryPoints.

Evidence of anattempt atdifferentiation exists

Utilizes Gardnersstrategy to providedifferent Entry Points tomeet the needs of alltypes of intelligences.

Clear plan fordifferentiation


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4.

Fails to provideopportunities forstudents to RETHINKideas, REFLECT, and

to REVISE work.

Providesopportunities forstudents to RETHINKbig ideas, REFLECT

on progress, andREVISE their work.

Provides numerousopportunities for studentsto RETHINK big ideas,REFLECT on progress,

and to REVISE work.

5.

(0 Points) (1 Points) (3 Points)

Does not indicatethe use oftechnology in ameaningful way

Includes the use oftechnology

Includes the use oftechnology in ameaningful way.

Off the shelf resourcesare properly referenced

7.

(0 Points) (1 Points) (2 Points)Assignment is not

organized

AssignmentInstructions notfollowed

Several errors ingrammar and form,which distracted thereader

Assignment

somewhat organized

Most assignmentinstructions followed

A few errors ingrammar and formwhich distracted thereader

Assignment is organized

Assignment Instructionsfollowed

No errors in grammar orform that distracted thereader.

Your Total Score /25

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