Understanding by Design Chapters 9-11 CommonPlace Book Entry #2 By: Tasia Kilgore

Overview In planning lessons and creating objectives to meet the state standards, teachers must ensure that students have the knowledge/skills needed to be successful. Additionally, teachers must make objectives clear and coherent so students can achieve all outcomes and master material.

SIX GENERAL APPROACHES

Content Standards Look for key nouns What knowledge/skill is required Identify the essential questions Look for key verbs List activities that will lead to understanding of key elements Clarify the unit across three stages

Considering Desired Real- World Applications Make the purpose/goal clear and identify the possible challenges What are the specific, complex, and real- world tasks that help challenge or achieve goals? What do students need to understand or know to become proficient? Skills? Draft a learning plan that allows for practice, feedback, and performance What needs to be considered while attempting to master content?

Key Resource or Favorite Activity Begin with a thought-provoking activity that stimulates learners Identify the big ideas. Why are they important? How will students tie the big ideas to the text? What skills, facts, and understandings are critical to understanding the activity? Revise assessments and activities as needed

Important Skill This skill will help students… What do students have to understand to make them understand this skill?

Key Assessment What do students need to know in order to excel on the assessment? What other evidence is needed?

Existing Unit Do goals match assessments? Are the big ideas clear?

Example English Unit (Draft)

Topic:Heritage & American Literature Activities: ◦ Read Short Story “Everyday Use”. Answer guided questions. ◦ In groups of two/three, create quilt using the important themes/motifs in the short story (instructions will be on worksheet) using materials provided. Assessments: ◦ Produce an essay on heritage using outside resources

What Makes a Good Design? Clear goals/objectives Real-world application Clear models Variation in methods used Focus on big ideas and issues Teacher feedback & facilitator role Adequate time for lesson

WHERETO W – students need to understand the direction of the unit & why they're learning material H – hook students at the start & hook their attention throughout E – equip students with tool, knowledge, experience, etc. needed to meet objectives R – give opportunities to re-think, revise & reflect E – allow student evaluation T – tailor assignments to reflect individual abilities O – be organized for better understanding

How Can I Check for Understanding? 1. Index Card Summaries/Questions 2. Hand Signals 3. One-Minute Essay 4. Question Box/Board 5. Analogy Prompt 6. Visual Representation (web/concept map) 7. Oral Questioning 8. Follow-up Probes 9. Misconception Check

One Minute Essay Example for Walker’s ‘Everyday Use’ Mama is excited to see her daughter Dee as she returns home from college and hasn’t seen her mama and sister in a while. She returns a woman who has changed and begun to embrace her culture which is surprising to her mother. Dee later wants items that are heirlooms which she had no interest in when she first left home. Later she decides that she wants the quilts that mama was saving for Maggie. Dee gets upset and leaves when she cant have the quilts

An Interesting Idea for Assessment using New Media in ELA

Articles on Assessment & Understanding 1. proxy.usc.edu/entry/routengart/ass essment_frameworks_for_teaching_a nd_learning_english_language_arts_ in_a_digital_age proxy.usc.edu/entry/routengart/ass essment_frameworks_for_teaching_a nd_learning_english_language_arts_ in_a_digital_age 2. proxy.usc.edu/entry/routengart/ass essment_of_english_language_arts_t eaching_and_learning proxy.usc.edu/entry/routengart/ass essment_of_english_language_arts_t eaching_and_learning

Sample Reading Comprehesion for “Everyday Use” 1. When looking through the perspectives of Dee, Maggie and Mama, what is the focus of each woman's life? Compare and contrast the three different impressions. 2. Why does Dee want the dasher and other implements made by her family? 3. Describe the ‘Lone Star' and ‘Walk Around the Mountain' patterns containing scraps of dresses Grandma Dee had worn over 50 years ago, pieces of Grandpa Jattell's paisley shirts, Great Grandpa Ezra's Civil War uniform. 4. Dee (Wangero) had been offered a quilt when she went away to college but turned it down because it was old- fashioned. Why is she saying now that they're "priceless?" 1. Dee wanted to hang the quilts whereas Maggie would put them to everyday use. In your opinion, examine each point of view, whose purpose for the quilts is right? 2. Maggie said, "She can have them, Mama... I can ‘member Grandma Dee without the quilts." What is the reasoning behind Mama's decision to give the quilts to Maggie? 3. What message does this story give about the way an individual understands his or her present life in relation to his or her culture, traditions, and heritage? 4. How do the quilts reflect the family's history?

References: Wiggins, G., & McTighe, J. (2005). Understanding by design (expanded 2nd ed.). Alexandria, VA: Merrill Education/ASCD.