Wiggins Sarah UbD Stage 2

FRIT 7430: Instructional Design

Stage 2, Understanding by Design Fall 2009

Sarah WigginsOctober 30, 2009

FRIT 7430: UbD Stage 2 Assignment

UbD Stage 2 TemplateStage 2 – Determine Acceptable Evidence

Title of Unit

Understanding Informational text Grade Level

5th

Stage 1 – Identify Desired ResultsList the understandings of your unit:

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 the research process, to create their own connections and form their own opinions. (Application)

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

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

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

Essential Questions

Overarching Questions:

Where can we find information?

How can we use information?

What helps us shape our opinions?

Topical Questions:

How can you identify facts within an informational text?

What sources or reference materials can be used to find facts about a specific topic?

What writing structure can be used to create a news report about a specific topic?


Stage 2 - Evidence

Performance Task(s)

Be sure to indicate:

Goal: Your goal is to create a news show to present collected information about the Civil War to persuade your viewers to support either the Northern States or the Southern States efforts.

Role: Your role will be to write an article and present it as a news brief.

Audience: Your audience is the viewers in the neutral states.

Situation: The challenge you are faced with is that the neutral states are taking a vote to decide if they want to enter the war as a Southern State or a Northern State. Your team must present a short series of news stories that will help to persuade them to join one of the two sides.

Product Performance and Purpose: You will have two separate tasks (1) To collect information from various sources in order to create a persuasive informational article on one of the “hot” topics of the Civil War. (2) To work with your group to create a news show so that the information can be presented.

Standards and Criteria for Success: The standards that align with these task are: Grade: 5 Description: ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. Elements: Critical Component: For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that:a. Locates facts that answer the reader’s questions.f. Identifies and analyzes main ideas, supporting ideas, and supporting details.g. Makes perceptive and well-developed connections.

Your performance needs to demonstrate your understanding of informational text. You will be judged on task number one with the Informational Article Rubric which will evaluate you on the following categories: purpose, content, organization, tone and use of reference. You will be assessed on task number two using the Presentation Rubric


Performance Task(s) Rubric(s)

Informational Article RubricCriteria Exemplary

(4)Good

(3)Acceptable

(2)Unacceptable

(1)Purpose It is apparent to the

reader that the writer’s central purpose is to persuade them to form an opinion on a particular topic.(understanding: Self – knowledge)

The writing has a clear purpose to persuade, but may sometimes digress from it.

The central purpose or argument is not consistently clear throughout the paper.

The purpose or argument is generally unclear.

Content Balanced presentation of relevant and legitimate information that clearly supports a central purpose or argument and shows a thoughtful, in-depth analysis of significant topic. Reader gains important insights.(understanding: Explanantion, interpretation, application)

Information provides reasonable support for a central purpose or argument and displays evidence of a basic analysis of a significant topic. Reader gains some insights.

Information supports a central purpose or argument at times. Analysis is basic or general. Reader gains few insights.

Central purpose or argument is not clearly identified. Analysis is vague or not evident. Reader is confused or may be misinformed.

Organization The ideas are arranged logically to support the purpose or argument. They flow smoothly from one to another and are clearly linked to each other. The reader can follow the line of reasoning.(understanding: application)

The ideas are arranged logically to support the central purpose or argument. They are usually clearly linked to each other. For the most part, the reader can follow the line of reasoning.

In general, the writing is arranged logically, although occasionally ideas fail to make sense together. The reader is fairly clear about what the writer intends.

The writing is not logically organized. Frequently, ideas fail to make sense together. The reader cannot identify a line of reasoning and loses interest.

Tone Carefully crafted phrases orsentences create a sustainedtone that engages the reader, and persuades the reader.(understanding:

Language and tone areconsistent with the writer’spurpose and appropriate tothe assigned genre

Language and tone areuneven (appropriate in someparts of the response, but flatthroughout most of theresponse)

Language and tone are flatand/or inappropriate to thetask and reader


empathy and self knowledge

Use of Reference

Compelling evidence from legitimate sources is given to support claims.(understanding: explanation and interpretation.)

Legitimate sources that support claims are generally present.

The reader is confused about the sources of information and ideas.

References are seldom cited to support statements.

Civil War News Cast Oral PresentationCriteria Exemplary

(4)Good

(3)Acceptable

(2)Unacceptable

(1)Awareness of Audience

Significantly increases audiences understanding and knowledge of topic;

Effectively convinces an audience to recognize the validity of point of view.(Understandings: perspective and empathy)

Raises audience understanding and awareness of most points;

Clear point of view, but development or support is inconclusive and incomplete.

Raises audience understanding and knowledge of some points;

Point of view may be clear, but lacks development or support.

Fails to increase audience understanding of knowledge of topic;

Fails to effectively convince audience.

Strength of material &

organization

Clear purpose and subject;

Pertinent examples facts, and/or statistics

Conclusions/ideas are supported by evidence;

Major ideas summarized and audience left with full understanding of presenter’s position.

(Understandings: Interpretation and Self -Knowledge)

Has some success defining purpose and subject;

Some examples facts, and/or statistics that support the subject;

Includes some data or evidence which supports conclusions or ideas;

May need to refine summary or final idea.

Attempts to define purpose and subject;

Weak examples, facts, and/or statistics, which do not adequately support the subject;

Includes very thin data or evidence in support of ideas or conclusions;

Major ideas may need to be summarized or audience is left with vague idea to remember.

Subject and purpose are not clearly defined;

Very weak or no support of subject through use of examples, facts and/ or statistics;

Totally insufficient support for ideas or conclusions;

Major ideas left unclear; audience left with no new ideas.

Delivery Relaxed, self-confident and

Quick recovery from minor mistakes;

Some tension or indifference apparent

Nervous tension obvious and/or


appropriately dressed for purpose or audience;

Builds trust and holds attention by direct eye contact with all parts of audience;

Fluctuation in volume and inflection help to maintain audience interest and emphasize key points.

(Understandings: Interpretations and Empathy)

Appropriately dressed

Fairly consistent use of direct eye contact with audience;

Satisfactory variation of volume and inflection.

and impossible inappropriate dress for purpose or audience;

Occasional but unsustained eye contact with audience;

Uneven volume with little or no inflection.

inappropriately dressed for purpose or audience;

No effort to make eye contact with audience;

Low volume and/or monotonous tone caused audience to disengage.

Other Evidence(e.g. tests, quizzes, work samples, observations)

Formative Assessment: (Understanding: Explanation) Introduction to unit will be a lesson on locating facts to answer questions. This will be performed as a


scaffolding exercise in which the Social Studies book is used to identify facts. Students will form a KWL chart and then identify facts to help them complete the L column.

Assignment checklist: Students will complete a checklist as they move through the assignment in order to keep pace. (A pacing guide with dates will be provided) This will also act as a form of Student Self Assessment & Inventory

Formative Assessment: Fact vs. Opinions. (Understandings: explanation & perspective) Students will use ACTIV votes in conjunction with the questions to identify the difference between fact and opinion. The flipcharts will be made up of statements that are either facts or opinions and the students will vote to determine which one. (i.e. All the men who lived in the South felt the South should break away from the North. Or The Battle of Gettysburg happened as a result of the need for shoes.)

Formative Assessment: (Understandings: explanation, interpretation & application) Students will supply evidence of the facts collected through an annotated bibliography. Students will create bibliography for three sources and supply a summary of the information collected from the sources.

Plan: Students will work in groups of 4 - 6 to create a plan for the news cast. The plan will be turned in for approval prior to taping.

Student Self-Assessment and Reflection

Student Self Assessment and InventoryDirections: Use the following pacing guide to make sure you have completed everything, and evaluate yourself on how well you think you performed.Date Task Exemplary Good Could do BetterDay 1 Formed

Cooperative I worked hard to get in a group that I could work

I worked to get in a group that was

I didn’t really care who was in my


Groups well with, and together we could be productive.

not just my friends.

group.

Day 1 Used Civil War informational guide provided by Social Studies teacher to choose a topic.

I chose a topic in which I would be challenged to research in order to form an opinion

I just randomly chose a topic

I chose a topic that I already had an opinion about so that I wouldn’t have to work so hard.

Day 1 & 2 Questions I have at least 3 strong questions to help guide my research, and locate information in order to form my opinions.

I have only 2 questions

I only have 1 question to help me research.

Day 2 & 3 Resources I found 3 or more resources to help answer my questions and provide information to help me form my opinions. I finished my annotated bibliography.

I have only 2 resources, and I turned in my annotated bibliography for these two resources.

I have 1 or I haven’t found any.

Or

I did not complete my annotated bibliography.

Day 4 - 6 Article I have written an article about my topic that is intended to inform my audience and help them form an opinion

I have written an article to inform my audience.

I only wrote a summary of what I read from the sources.

Day 7 News Report Plan My group worked well together to create a plan we will use to present our information using the news report.

My group turned in a plan, but we did not work well together to create it.

My group did not have a plan, and we did not turn anything in to the teacher.

Day 7 - 10 News Report My group worked to create an informative news report that is well delivered, and serves our purpose of informing our viewers and persuading them to support our cause.

My group worked to create a news report, but its primary purpose is just to inform the viewers.

My group struggled with the news report, and over all we could have done better.

UbD Stage 2 Scoring Rubric

(0 Point) (1-2 Points) (3 Points)YourScore


1. Assessments are not representative of different facets of understanding.

Assessments appear to utilize some facets to build assessments for understanding.

Utilizes the six facets to build assessments for understanding. Assessments clearly identify the correlating facet.

Assessments demonstrate congruency among goals

/3

2. Performance task(s) are not authentic

Designs performance task, which requires learners to exhibit understanding through authentic performance tasks.

Designs authentic performance task(s)

Task(s) in alignment with goals and standards /3

3. Does not provide scoring rubric for the performance task(s)

Designs appropriate criterion-based scoring rubric to evaluate learner performance task(s)

Designs a scoring rubric that includes distinct traits of understanding and successful performance /3

4. Selection of assessment formats is limited.

Includes at least two different formats of assessment.

Includes a variety (at least 3 types) of appropriate assessment formats within the unit to provide additional evidence of learning

/3

5. Fails to provide opportunities for learners to self-assess.

Provides opportunities for learners to self-assess.

Self-assessments clearly used as feedback and reflection for students and teachers, as well as for evaluation.

/3

Your Total Score /15

Wiggins Sarah UbD Stage 2

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