the understanding by design guide for creating high ... · the understanding by design guide to...

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Library of Congress Cataloging-in-Publication DataWiggins, Grant P., 1950– The understanding by design guide to creating high-quality units / Grant Wiggins and Jay McTighe. p. cm. ISBN 978-1-4166-1149-3 (pbk. : alk. paper) 1. Curriculum planning—United States. 2. Curriculum-based assessment—United States. 3. Learning. 4. Comprehension. I. McTighe, Jay. II. Title. LB2806.15.W545 2011 375'.001—dc22

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The Understanding by Design Guide to Creating High-Qual ity Units

Forms and FAQs

The fi gures (worksheets and examples) printed in the book are basic to exploring Understanding by Design. Those fi gures, along with additional worksheets and FAQs, are included in this download.NOTE: To access individual fi gures, click on the icon for the page with a bookmark. Then click on the title of the form to go directly to that page.

Introduction

1 Outline of Modules

Module A

A.1 The Logic of Backward DesignA.2 UbD in a NutshellA.3 What Is “Understanding”?A.4 What Is “Understanding” of Specifi c Topics?A.5 The Best Designs for LearningA.6 Thinking About “Understanding”

Module B

B.1 The UbD Template, Version 2.0B.2 Driver’s Education UnitB.3 Unpacking Standards for Stage 1B.4 Unit Design StandardsB.5 Social Studies Unit Before UbDB.6 Social Studies UnitB.7 Algebra Unit Before UbDB.8 Algebra UnitB.9 Music UnitB.10 Literature UnitB.11 Climate UnitB.12 Visual Arts UnitB.13 Health and PE UnitB.14 History UnitB.15 Time UnitFrequently Asked Questions


Module C

C.1 Starting Points in Unit DesignC.2 Common Problem Statements C.3 Various Template Entry PointsC.4 Entry Point—Content StandardsC.5 Entry Point—Important TopicC.6 Entry Point—Important SkillC.7 Entry Point—A Key TextC.8 Entry Point—A Favorite ActivityC.9 Entry Point—A Key TestC.10 Using the Textbook WiselyFrequently Asked Questions

Module D

D.1 Simple Stages for Nutrition UnitD.2 Simple Stages TemplateD.3 “If . . ., Then” WorksheetD.4 What’s the Point of My Unit?Frequently Asked Questions

Module E

E.1 Examples of Four Goal TypesE.2 Distinguishing Understandings from Factual KnowledgeE.3 Successful Meaning-MakingE.4 Examples of Transfer GoalsE.5 Nutrition Unit Outline for Stage 1E.6 Summarize the Relationships Among the Four Goal TypesE.7 Coding Stage 1 GoalsE.8 Implications for Stages 2 and 3 of the Four Goal TypesE.9 Sample Implications for Stages 2 and 3 of the Four Goal TypesE.10 Clarifying Transfer GoalsE.11 Considering Long-Term Transfer GoalsE.12 Clarifying Meaning GoalsFrequently Asked Questions

Module F

F.1 Distinguishing Essential Questions from Knowledge QuestionsF.2 Essential Questions for Skill-Related Goals


F.3 What Makes a Question “Essential”?F.4 Framing UnderstandingsF.5 Nutrition Unit with Expanded Understandings and Essential QuestionsF.6 Brainstorming Big IdeasF.7 Brainstorming Essential QuestionsF.8 From Topics to Big IdeasF.9 Manifestations of Big IdeasF.10 Finding the Big Ideas in SkillsF.11 Example of Essential Questions in Skill AreasF.12 Identifying UnderstandingsF.13 From Skills to Ideas to UnderstandingsFrequently Asked Questions

Module G

G.1 Applying the Two-Question Validity TestG.2 Performance Task Ideas Based on the Six FacetsG.3 Generating Assessment Ideas Using the FacetsG.4 Six-Facet Question StartersG.5 Performance Verbs Related to the Six Facets of UnderstandingG.6 Brainstorming Tasks Using the Six FacetsG.7 Developing Assessment Ideas Using the Six FacetsG.8 What My Transfer Goals Imply for TasksG.9 Analyzing Textbooks and Instructional ResourcesFrequently Asked Questions

Module H

H.1 A-M-T Learning Goals and Teaching RolesH.2 Action Verbs for A-M-TH.3 Coding Learning Events Using A-M-TH.4 A-M-T for a Unit on Measures of Central TendencyH.5 Nutrition Unit, Stage 3: Coded Learning Events Using A-M-TH.6 Learning for Understanding (A-M-T)H.7 Using the Textbook WiselyFrequently Asked Questions

About the Authors


Introduction

Introduction

Figure 1

Outline of Modules

Stage 1—Desired Results Stage 2—Evidence Stage 3—Learning Plan

Module A: The Big Ideas of UbD

Module B: The UbD Template

Module C: Starting Points

Module D: Developing an Initial Unit Sketch

Module E: Different Types of Learning Goals

Module F: Essential Questions and Understandings

Module G: Determining Evidence of Understanding and Developing

Assessment Tasks

Module H: Learning for Understanding



Figure A.1

The Logic of Backward Design

Purpose: To illustrate and practice backward-design planning and thinking.

Directions: Sketch out a unit idea in the three stages of backward design. Use the driving example as a model. You might fi nd it helpful to start with a simple nonacademic goal—for example, successfully “plan a trip” or “cook a meal.”

Stage 1 Stage 2 Stage 3

If the desired end result is for learners to . . .

then you need evidence of the learners’ ability to . . .

then the learning events need to . . .

Drive in heavy traffi c with aggres-sive and inattentive drivers without accident or anger.

Handle real as well as simulated driving conditions in which defen-sive driving is required by traffi c and behavior of other drivers.

Help novices become skilled in handling the automobile; help them learn and practice defen-sive driving in a variety of situa-tions; help them learn to defuse anger using humor and different thought patterns, etc.



Figure A.2

UbD in a Nutshell

Stage 1: Desired ResultsWhat long-term transfer goals are targeted?What meanings should students make in order to arrive at important understandings?What essential questions will students explore?What knowledge and skill will students acquire?What established goals/standards are targeted?

Stage 2: EvidenceWhat performances and products will reveal evi-dence of meaning-making and transfer?By what criteria will performance be assessed, in light of Stage 1 desired results?What additional evidence will be collected for all Stage 1 desired results?Are the assessments aligned to all Stage 1 elements?

Stage 3: Learning PlanWhat activities, experiences, and lessons will lead to achievement of the desired results and success at the assessments?How will the learning plan help students with acqui-sition, meaning-making, and transfer?How will the unit be sequenced and differentiated to optimize achievement for all learners?How will progress be monitored?Are the learning events in Stage 3 aligned with Stage 1 goals and Stage 2 assessments?

The Eight Tenets of UbD1. UbD is a way of thinking purposefully about curricular planning and school reform. It offers a three-stage design process, a set of helpful design tools, and design standards—not a rigid program or prescriptive recipe.

2. The primary goal of UbD is student understand-ing—the ability to make meaning of “big ideas” and to transfer learning.

3. UbD unpacks and transforms content standards into the relevant Stage 1 elements and appropriate assessments in Stage 2.

4. Understanding is revealed when students autonomously transfer their learning through authentic performance. Six facets of understand-ing—the capacities to explain, interpret, apply, shift perspective, empathize, and self-assess—serve as indicators of understanding.

5. Teachers are coaches of understanding, not mere purveyors of content or activity. They design for and support meaning-making and transfer by the learner and they adjust to achieve intended results based on constant monitoring.

6. Planning is best done backward from the desired results and the transfer tasks that embody the goals. The three stages (Desired Results, Evidence, Learning Plan) must align for the unit to be most effective.

7. Regular reviews of curriculum against design standards enhance curricular quality and effectiveness.

8. UbD refl ects a continuous-improvement approach. The result of curriculum designs—stu-dent performance—informs needed adjustments.



Stage 1 in a NutshellA Transfer Goal• States the long-term accomplishments that students should be able to do with knowledge and skill, on their own.• Answers the questions “Why should I learn this?” “What can I do with this?”

(Modules B, E, & G; UbD2*, pp. 39–43, 78–81)

An Essential Question• Is open ended; has no simple right answer. • Is meant to be investigated, argued, looked at from different points of view.• Encourages active meaning-making by the learner about important ideas.• Raises other important questions.• Naturally arises in everyday life and/or in “doing” the subject. • Constantly and appropriately recurs; it can fruit-fully be asked and reasked over time.

(Modules B & H, also E & G; UbD2 Chapter 5, pp. 105–125)

Stage 1: Desired ResultsAn Understanding • Cannot be simply transmitted; it must be “earned” by the learner.• Is a meaningful “big idea” or the “moral of the story” of the unit.• Makes sense of otherwise-discrete facts; it “con-nects the dots.”• Is transferable to other contexts.• Is usually not obvious and may be counterintuitive; therefore prone to misunderstanding.• Is an inference, stated as a specifi c generalization: “the student will understand THAT . . . .”

(Modules B & H, also E & G; UbD2 Chapter 5, pp. 126–145)

Knowledge and Skill• Specify what students should know and be able to do as a result of the unit (usually stated in estab-lished standards and benchmarks).• Refl ect both the targeted knowledge and skill and the enabling knowledge and skill implied in the understanding-related goals (Module E).

Stage 1 in a Nutshell1. A focus in Stage 1 is making sure that our learn-ing goals are framed in terms of important accom-plishments refl ective of understanding.

2. The goal of understanding has two connotations: (a) making “meaning” of big ideas and (b) autono-mous “transfer” of learning to new situations.

3. Research shows that students need to grasp the big ideas if they are to make sense of their lessons, and transfer their learning to new lessons, novel problems, and real-world situations.

4. “Transfer” refers to the ultimate desired accom-plishment: what, in the end, should students be able to do with all this content, on their own, if this and other related units are successful?

5. It is important to state the transfer goals explicitly, even if such goals are not explicitly noted in the established standards.

6. We must be mindful of potential student misun-derstandings and transfer defi cits. Establishing clear and explicit goals also means predicting possible trouble spots in learning and performance.

7. Resist listing all possible knowledge and skill goals that are in any way related to the unit topic. Identify only those goals that you plan to directly assess in Stage 2 and explicitly address in Stage 3.

Figure A.2

UbD in a Nutshell (continued)

*UbD2 references Understanding by Design, 2nd ed.



Stage 2 in a NutshellEvidencePerformance Task(s)• Are needed as evidence of understanding because we have to see if the learners can apply their learning to various issues, problems, situa-tions, and contexts.• Refl ect the six facets of understanding: explana-tion, interpretation, application, perspective, empa-thy, and self-understanding.• Establish real-world contexts, demands, messi-ness, audiences, and purposes.• Should be written in the GRASPS format to make assessment tasks more authentic and engaging. • Are evaluated using valid criteria and indicators, refl ective of not only quality performance but related to the Desired Results of Stage 1.

(Modules B & F; UbD2, pp. 146–171)

Other Evidence • Identifi es needed assessments of Stage 1 goals; includes conventional tests, quizzes, assignments, and observations to round out the assessment.• Can overlap the performance-based evidence, thereby increasing the reliability of the overall assessment (especially if the performance task was done by a group).

(Module B)

Stage 2 in a Nutshell1. The focus in Stage 2 is “valid evidence”—mak-ing sure that what we assess and how we assess follows logically from the Stage 1 goals.

2. Assessing for understanding requires evidence of the students’ ability to insightfully explain or interpret their learning—to “show their work” and to “justify” or “support” their performance/product with commentary.

3. Assessing for understanding also requires evi-dence of the students’ ability to apply their learning in new, varied, and realistic situations—transfer—in which they must “do” the subject as opposed to merely answering pat questions.

4. The six facets of understanding provide a helpful framework for building appropriate assessment tasks:• Explain: the student generalizes, makes connec-tions, has a sound theory, can put in his own words.• Interpret: the student offers a plausible and sup-ported account of text, data, experience.• Apply: the student can transfer, adapt, adjust, address novel issues and problems.• Perspective: the student can see from different points of view.• Empathy: the student can walk in the shoes of people/characters.• Self-understanding: the student can self-assess, see the limits of her understanding, refl ect metacognitively.

5. GRASPS is an acronym to help designers con-struct authentic scenarios for performance tasks:• Goal: the goal or challenge statement in the scenario• Role: the role the student plays in the scenario• Audience: the audience/client will address the student• Situation: the particular setting/context and its constraints and opportunities• Performance: the specifi c performance or product expected• Standards: the standards/criteria by which the work will be judged

(Modules B & F; UbD2, pp. 146–171)

Figure A.2




Stage 3 in a NutshellLearning Plan and Learning Events• Should be derived from the goals of Stage 1 and the assessments of Stage 2 to ensure alignment and effectiveness of the activities.• Should highlight student acquisition, meaning-making, or transfer.• Are enhanced when the WHERETO elements are included.• Should be checked/coded against various best practices to ensure maximal engagement and effectiveness.

Teaching• Should refl ect the instructional approaches most appropriate to the goals (not what is easiest or most comfortable for the teacher).• Should employ resources most appropriate to the goals (not simply march through a textbook or com-mercial program).• Be responsive to differences in learners’ readi-ness, interests, and preferred ways of learning.

(Modules B, D, & H; UbD2 Chapters 9 & 10, pp. 197–222)

Stage 3 in a Nutshell1. The focus in Stage 3 is making sure that what we teach and how we teach follows logically from and aligns with the Stage 1 and Stage 2 goals.

2. The learning events are designed to address three interrelated goals: acquisition, meaning- making, and transfer.

3. Teaching for understanding requires that students be given numerous opportunities to draw inferences and make generalizations for themselves (with teacher support). Understandings cannot be simply told; they have to be actively constructed by the learner.

4. WHERETO is an acronym for considering and self-assessing the key elements and logic of a learning plan:• Where: ensuring that the student sees the big picture, has answers to the “Why?” questions, and knows the fi nal performance expectations as soon as possible• Hook: immersing the student immediately in the ideas and issues of the unit, engaging the student in thought-provoking experiences/challenges/ques-tions at the heart of the unit• Equip and Experience: providing the student with the tools, resources, skill, and information needed to achieve the desired understandings and suc-cessfully accomplish the performance tasks• Rethink: enhancing understanding by shifting per-spective, considering different theories, challenging prior assumptions, and introducing new evidence and ideas; also provides the impetus and opportu-nity for revising and polishing prior work.• Evaluate: ensuring that students get diagnostic and formative feedback, and opportunities to self-assess and self-adjust• Tailor: personalizing the learning through differenti-ated instruction, assignments, and assessments without sacrifi cing validity or rigor• Organize: sequencing the work to suit the under-standing goals (e.g., questioning the fl ow provided by the textbook, which is typically organized around discrete topics)

(Modules B, D, & H; UbD2 Chapters 9 & 10; WHERETO, pp. 197–222)

Figure A.2




Figure A.3

What Is “Understanding”?

Purpose: To clarify the meaning of understand and understanding.

Directions: Consider, what does it mean to understand something? How do you show your understanding? What are indicators of understanding? Complete the stems in each column to play out the various meanings of the terms understand and understanding. Consider the terms in general (here) and for particular topics (in Figure A.4). Proceed in either direction between the two exercises.

• When someone really understands, that person can .• You know that someone really understands when he .

• When someone doesn’t get it (even though she might know a lot or have some skill), what can’t she do? .• You know that someone really doesn’t under-stand when she .



Figure A.4

What Is “Understanding” of Specifi c Topics?

Purpose: To clarify the meaning of understand and understanding of specifi c topics or subjects.

Directions: Consider, what does it mean to “get” fractions or really understand Charlotte’s Web? How does understanding a subject differ from just knowing lots of facts? Complete the stems in each column to play out the various meanings of the terms understand and understanding as they relate to specifi c topics for a unit, course, or program. It is up to you to decide whether to begin here or with the more general version of the exercise (Figure A.3).

• When someone really understands , that person can .• You know that someone really understands when he .

• When someone doesn’t get ,(even though she might know a lot or havesome skill), what can’t she do?• You know that someone really doesn’t under-stand when she .



Figure A.5

The Best Designs for Learning

Purpose: To infer the characteristics of the best designs for learning from your own experiences in order to apply them as criteria for unit design and implementation.

Directions:Part 1—Think back to your many prior experiences with well-designed learning, both in and out of school. What was the most effective learning experience you have ever encountered? What features of the learn-ing process—not the teacher’s style or your interests and talents—made the learning so engaging, effective, and helpful for you and others? Consider the challenges posed, sequence of activities, climate established, nature of the activities and assessments, feedback provided, groupings, resources, how learners’ needs were addressed, and other elements.

Briefl y describe the learning experience and its salient features here:

Part 2—To further consider the qualities of good curriculum design and its effect on learning, we suggest that you refl ect upon a few of the best-designed learning experiences you were ever involved in, and gener-alize from them. If you are using this exercise in a class or study group, we suggest that participants refl ect on, share and generalize from their experience in small groups, then as a whole group. What was the best-designed learning you ever experienced? What is in general true of good design, regardless of the course content or the style of the teacher?

The best-designed learning . . .



Figure A.6

Thinking About “Understanding”

Directions: Select one of the following quotations that you agree with or that resonates with you. Explain why you like the quote and, if possible, give an example to illustrate the idea.

1. On education: “That which discloses to the wise and disguises from the foolish their lack of understanding.” —Ambrose Bierce

2. “Only in education, never in the life of farmer, sailor, merchant, physician, or scientist, does knowledge mean primarily a store of information.” —John Dewey

3. “The most characteristic thing about mental life . . . is that one constantly goes beyond the information given.” —Jerome Bruner

4. “Students develop fl exible understanding of when, where, why, and how to use their knowledge to solve new problems if they learn how to extract underlying principles from their learning experiences.” —Bransford, Cocking, and Brown, How People Learn

5. “Teachers . . . are particularly beset by the temptation to tell what they know. . . . Yet no amount of information, whether of theory or fact, in itself improves insight and judgment or increases ability to act wisely.” —Charles Gragg, “Because Wisdom Can’t Be Told”

6. “Content should be chosen so as to exemplify the representative ideas of the disciplines. Representative ideas are concepts that afford an understanding of the main features of the discipline. They are not minor or subordinate ideas; they disclose the essence of the discipline. They are elements of the subject that stand for the whole of important aspects of it. . . . They are epitomes of the subject.” —Philip Phenix, Realms of Meaning

7. “I hear, I forget. I see, I remember. I do, I understand.” —Chinese proverb

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and

re

spon

sibl

y.

Neg

otia

te th

e ro

ad c

orre

ctly.

Com

ply

with

sig

nals

, sig

ns a

nd

road

mar

king

s.

Inte

ract

app

ropr

iate

ly w

ith o

ther

ro

ad u

sers

.

Min

imiz

e ris

k w

hen

driv

ing.

Lear

n fro

m e

xper

ienc

e.

Tran

sfer

Stu

dent

s w

ill be

abl

e to

inde

pend

ently

use

thei

r lea

rnin

g to

. . .

T1 D

rive

cour

teou

sly

and

defe

nsiv

ely

with

out a

ccid

ents

or n

eedl

ess

risk.

T2 A

ntic

ipat

e an

d ad

apt t

heir

know

ledg

e of

saf

e an

d de

fens

ive

driv

ing

to v

ario

us tr

affi c

, roa

d, a

nd w

eath

er c

ondi

tions

.

Mea

ning

UN

DER

STA

ND

ING

SS

tude

nts

will

unde

rsta

nd th

at .

. .

U1

Def

ensi

ve d

rivin

g as

sum

es th

at o

ther

driv

ers

are

not a

tten-

tive

and

that

they

mig

ht m

ake

sudd

en o

r ill-

advi

sed

mov

es.

U2

The

time

need

ed to

sto

p or

reac

t is

dece

ptiv

ely

brie

f, th

us

requ

iring

con

stan

t ant

icip

atio

n an

d at

tent

ion.

U3

Effe

ctiv

e dr

iver

s co

nsta

ntly

ada

pt to

the

vario

us tr

affi c

, roa

d,

and

wea

ther

con

ditio

ns.

ESS

ENTI

AL

QU

ESTI

ON

SS

tude

nts

will

keep

con

side

ring

. . .

Q1

Wha

t mus

t I a

ntic

ipat

e an

d do

to m

inim

ize

risk

and

acci

-de

nts

whe

n I d

rive?

Q2

Wha

t mak

es a

cou

rteou

s an

d de

fens

ive

driv

er?

Acq

uisi

tion

Stu

dent

s w

ill kn

ow .

. .

K1

The

driv

ing

law

s of

thei

r sta

te, p

rovi

nce,

or c

ount

ry.

K2

Rul

es o

f the

road

for l

egal

, cou

rteou

s, a

nd d

efen

sive

driv

ing.

K3

Bas

ic c

ar fe

atur

es, f

unct

ions

, and

mai

nten

ance

requ

irem

ents

(o

il ch

ange

s, e

tc.).

Stu

dent

s w

ill be

ski

lled

at .

. .

S1

Pro

cedu

res

of s

afe

driv

ing

unde

r var

ied

traffi

c, ro

ad, a

nd

wea

ther

con

ditio

ns.

S2

Sig

nalin

g/co

mm

unic

atin

g in

tent

ions

.S

3 Q

uick

resp

onse

to s

urpr

ises

.S

4 P

aral

lel p

arki

ng.

Sou

rce:

Goa

ls a

dapt

ed fr

om th

e D

rivin

g S

tand

ards

Age

ncy,

Uni

ted

Kin

gdom

. © C

row

n C

opyr

ight

201

0. w

ww

.dsa

.gov

.uk.



Sta

ge 2

—E

vide

nce

Cod

eE

valu

ativ

e C

rite

ria

All

Tran

sfer

G

oals

All

Mea

ning

G

oals

• S

killf

ul

• C

ourte

ous

• D

efen

sive

• A

ntic

ipat

es

wel

l

• R

espo

nsiv

e to

var

ied

road

co

nditi

ons

PER

FOR

MA

NC

E TA

SK

(S):

Stu

dent

s w

ill sh

ow th

at th

ey re

ally

und

erst

and

by e

vide

nce

of .

. .

Thei

r abi

lity

to tr

ansf

er a

ll th

eir d

iscr

ete

lear

ning

into

real

-wor

ld (o

r sim

ulat

ed) r

espo

nsiv

e, s

afe,

and

cou

rteou

s dr

ivin

g, u

nder

var

ied

cond

ition

s. F

or e

xam

ple,

1. T

ask:

Driv

e fro

m h

ome

to s

choo

l and

bac

k, w

ith p

aren

tal a

nd te

ache

r sup

ervi

sion

. The

goa

l is

to d

emon

stra

te s

killf

ul, r

espo

nsiv

e,

and

defe

nsiv

e dr

ivin

g un

der r

eal-w

orld

con

ditio

ns.

2. T

ask:

Sam

e ta

sk a

s 1,

but

with

rain

y co

nditi

ons.

3. T

ask:

Sam

e ta

sk a

s 1,

but

in ru

sh-h

our t

raffi

c.4.

Boo

klet

: Driv

ing

for n

ewbi

es. W

rite

a bo

okle

t for

oth

er y

oung

driv

ers

on th

e do

’s a

nd d

on’ts

of s

afe

and

effe

ctiv

e dr

ivin

g.

All

Mea

ning

G

oals

All

Ski

ll an

d Tr

ansf

er G

oals

All

Kno

wle

dge

and

Ski

lls

Goa

ls; s

impl

e tra

nsfe

r

• P

rofi c

ient

in

driv

ing

skills

• K

now

ledg

e-ab

le (d

rivin

g-re

late

d la

ws,

tra

ffi c

sign

s an

d sy

mbo

ls, b

asic

ca

r par

ts, e

tc.)

OTH

ER E

VID

ENC

E:S

tude

nts

will

show

they

hav

e ac

hiev

ed S

tage

1 g

oals

by

. . .

5. S

elf-

asse

ssin

g dr

ivin

g an

d pa

rkin

g in

Tas

ks 1

–3, i

n te

rms

of c

ourte

ous

and

defe

nsiv

e. D

iscu

ss a

djus

tmen

ts m

ade.

6.

Sho

win

g ev

iden

ce o

f dis

cret

e sk

ills a

s w

ell a

s ov

eral

l fl u

ency

in a

driv

ing

sim

ulat

or a

nd o

ff ro

ad.

7. Id

entif

ying

driv

er e

rrors

in v

ideo

clip

s, w

ithou

t pro

mpt

ing

by te

ache

r.8.

Qui

z on

bas

ic c

ar p

arts

, fun

ctio

ns, a

nd n

eces

sary

mai

nten

ance

.9.

Pas

sing

the

writ

ten

test

as

a m

easu

re o

f kno

win

g th

e ru

les

of th

e ro

ad a

nd a

pplic

able

law

s, p

assi

ng th

e ro

ad te

st a

s an

indi

cato

r of

mee

ting

all S

tage

1 s

kill

and

trans

fer g

oals

.

Fig

ure

B.2

Dri

ver'

s E

ducatio

n U

nit (continued)



Fig

ure

B.2

Dri

ver'

s E

ducatio

n U

nit (continued)

Sta

ge 3

—Le

arni

ng P

lan

Cod

e

Pre

-ass

essm

ent o

f driv

ing

know

ledg

e, s

kill,

und

erst

andi

ngs,

P

re-A

sses

smen

t

an

d at

titud

es u

sing

sur

veys

and

sim

ulat

ors

T M A

Lear

ning

Eve

nts

Stu

dent

suc

cess

at t

rans

fer,

mea

ning

, and

acq

uisi

tion

depe

nds

upon

. . .

App

lyin

g th

eir l

earn

ing,

fi rs

t off-

road

, the

n on

-roa

d. A

ll in

stru

ctio

n is

car

ried

out a

nd fo

rmat

ivel

y as

sess

ed

unde

r a fi

ve-le

vel s

yste

m o

f inc

reas

ed a

uton

omy:

• Th

e sk

ill is

intro

duce

d.•

The

skill

can

be c

arrie

d ou

t und

er fu

ll in

stru

ctio

n.•

The

skill

can

be c

arrie

d ou

t cor

rect

ly o

nly

whe

n pr

ompt

ed.

• Th

e sk

ill ca

n be

car

ried

out c

orre

ctly

with

occ

asio

nal p

rom

ptin

g.•

The

skill

can

be c

arrie

d ou

t con

sist

ently

with

out a

ny p

rom

ptin

g.In

terp

retin

g ro

ad c

ondi

tions

and

the

stat

us o

f the

aut

omob

ile. R

efl e

ctio

n an

d ge

nera

lizat

ions

are

pro

-m

oted

via

dis

cuss

ion

of th

e es

sent

ial q

uest

ions

afte

r eac

h vi

rtual

and

real

-roa

d ex

perie

nce.

Writ

ten

self-

asse

ssm

ent i

s re

quire

d af

ter e

ach

driv

ing

expe

rienc

e. E

xper

t driv

ing

is m

odel

ed v

ia v

ideo

and

the

driv

ing

inst

ruct

or, a

nd th

e dr

iver

gen

eral

izes

abo

ut g

ood

(vs.

poo

r) dr

ivin

g.Le

arni

ng th

e ke

y sk

ills o

f driv

ing,

the

rule

s of

the

road

, and

bas

ic c

ar fa

cts.

Exp

erie

nce

and

equi

ppin

g vi

a di

rect

inst

ruct

ion

and

vide

o si

mul

ator

s ar

e pr

ovid

ed, i

nclu

ding

how

to h

andl

e w

et ro

ads,

dry

road

s,

dark

ness

, day

light

, hig

hway

, city

, cou

ntry

. Ins

truct

ion

on k

ey la

ws

and

rule

s of

the

road

, and

pra

ctic

e te

sts

are

used

.

Sep

arat

e sk

ill de

velo

pmen

t and

real

-wor

ld p

ract

ice

inC

ar C

heck

C

ircle

sS

afet

y C

heck

s P

edes

trian

Cro

ssin

gsC

ontro

ls a

nd

Ins

trum

ents

H

ighw

ays

Sta

rting

Up,

Mov

ing,

and

S

topp

ing

Turn

s

Saf

e P

ositi

onin

g R

ever

sing

Mirr

ors

Par

king

Sig

nals

Em

erge

ncy

Sto

ppin

gA

ntic

ipat

ion

and

Pla

nnin

g A

head

D

arkn

ess

Use

of S

peed

W

eath

er C

ondi

tions

Oth

er T

raffi

c R

ules

and

Law

sIn

ters

ectio

ns

Sec

urity

Pas

seng

ers

Load

s

Pro

gres

sM

onito

ring

• Fo

rmat

ive

asse

ssm

ent a

nd in

form

al

feed

back

by

inst

ruct

or a

s st

uden

t trie

s to

ap

ply

skills

lear

ned

whi

le d

rivin

g of

f-ro

ad.

• Lo

ok fo

r com

mon

mis

conc

eptio

ns a

nd

skill

defi c

its, i

nclu

ding

° Fa

ilure

to c

heck

mirr

ors

and

perip

hera

l vi

sion

.

° In

accu

rate

resp

onse

s to

cha

ngin

g ro

ad c

ondi

tions

.

° Fa

ilure

to a

ccur

atel

y pe

rcei

ve s

peed

of

othe

r car

s du

ring

mer

ges

and

turn

s.

Sou

rce:

Ski

lls m

odifi

ed fr

om th

e D

rivin

g S

tand

ards

Age

ncy,

Uni

ted

Kin

gdom

. © C

row

n C

opyr

ight

201

0. w

ww

.dsa

.gov

.uk.



Fig

ure

B.3

Unp

acki

ng

Sta

nd

ard

s f

or

Sta

ge

1

Sta

ge 1

—D

esir

ed R

esul

ts

Est

ablis

hed

Goa

ls

Com

mon

Cor

e En

glis

h S

tand

ards

(R

eadi

ng)

Key

Idea

s an

d D

etai

ls1.

Cite

text

ual e

vide

nce

to s

uppo

rt an

alys

is o

f wha

t the

text

say

s ex

plic

itly

as w

ell a

s in

fere

nces

dr

awn

from

the

text

.

2. D

eter

min

e a

cent

ral i

dea

of

a te

xt a

nd h

ow it

is c

onve

yed

thro

ugh

parti

cula

r det

ails

; pr

ovid

e a

sum

mar

y of

the

text

di

stin

ct fr

om p

erso

nal o

pini

ons

or

judg

men

ts.

8. T

race

and

eva

luat

e th

e ar

gu-

men

t and

spe

cifi c

cla

ims

in a

text

, di

stin

guis

hing

cla

ims

that

are

sup

-po

rted

by re

ason

s an

d ev

iden

ce

from

cla

ims

that

are

not

.

Tran

sfer

Stu

dent

s w

ill be

abl

e to

inde

pend

ently

use

thei

r lea

rnin

g to

. . .

• C

ite te

xtua

l evi

denc

e (a

nd in

fere

nces

dra

wn

from

the

text

), w

ith n

o te

ache

r pro

mpt

ing

or s

caffo

ld, t

o su

ppor

t an

anal

ysis

of w

hat a

ne

wly

enc

ount

ered

non

fi ctio

n te

xt s

ays.

• D

eter

min

e a

cent

ral i

dea

of a

text

and

pro

vide

a n

eutra

l sum

mar

y, w

ithou

t eva

luat

ion,

of i

t; th

en, e

valu

ate

it.

Mea

ning

UN

DER

STA

ND

ING

SS

tude

nts

will

unde

rsta

nd th

at .

. .

• Th

e te

xt p

rese

nts

an a

rgum

ent,

not j

ust f

acts

and

opi

nion

s.•

The

read

er’s

fi rs

t job

is to

follo

w th

e ar

gum

ent;

then

, you

can

cr

itiqu

e it.

• K

ey a

spec

ts o

f the

arg

umen

t may

onl

y be

impl

ied

and

thus

ne

ed to

be

infe

rred.

ESS

ENTI

AL

QU

ESTI

ON

SS

tude

nts

will

keep

con

side

ring

. . .

• W

hat’s

the

auth

or’s

poi

nt?

How

doe

s he

sup

port

it? H

ow v

alid

is

the

supp

ort?

• H

ow w

ould

I be

st s

umm

ariz

e th

e te

xt?

• D

o I a

gree

with

the

auth

or?

Acq

uisi

tion

Stu

dent

s w

ill kn

ow .

. .

• Th

e te

xt w

ell e

noug

h to

pro

vide

an

accu

rate

rete

lling

of w

hat

the

text

say

s.•

Key

voc

abul

ary

in th

e te

xt.

• Th

e el

emen

ts o

f a v

alid

arg

umen

t.

Stu

dent

s w

ill be

ski

lled

at .

. .

Pro

vidi

ng a

neu

tral s

umm

ary.

• Tr

acin

g th

e lo

gic

of a

n ar

gum

ent.

• Ev

alua

ting

the

stre

ngth

of a

n ar

gum

ent i

n a

text

. •

Usi

ng re

adin

g st

rate

gies

to id

entif

y m

ain

idea

s an

d au

thor

pur

pose

.

Sou

rce:

Goa

ls ©

201

0 N

atio

nal G

over

nors

Ass

ocia

tion

Cen

ter f

or B

est P

ract

ices

and

Cou

ncil

of C

hief

Sta

te S

choo

l Offi

cers

. All

right

s re

serv

ed.



Figure B.4

Unit Design Standards

Key: 3 = Meets the standard; 2 = Partially meets the standard; 1 = Does not yet meet the standard

Stage 1 3 2 1Feedback

and Guidance

1. The listed transfer goals specify desired long-term, genu-ine accomplishment.

2. The identifi ed understandings refl ect important, transfer-able ideas.

3. The identifi ed understandings are stated as full-sentence generalizations—“Students will understand that . . . .”

4. Essential questions are open-ended and thought provoking.

5. Relevant standards, mission, or program goals are addressed explicitly in all three stages.

6. The identifi ed knowledge and skill are needed to address the established goals, achieve the targeted understanding(s), and support effective transfer.

7. All the elements are aligned so that Stage 1 is focused and coherent.

Stage 2

8. The specifi ed assessments provide valid evidence of all desired results; that is, Stage 2 aligns with Stage 1.

9. The specifi ed assessments include authentic transfer tasks based on one or more facets of understanding.

10. The specifi ed assessments provide suffi cient opportunities for students to reveal their attainment of the Stage 1 goals.

11. Evaluative criteria for each assessment are aligned to desired results.

Stage 3

12. Appropriate learning events and instruction will help learners a. Acquire targeted knowledge and skills. b. Make meaning of important ideas. c. Transfer their learning to new situations.

13. The WHERETO elements are included so that the unit is likely to be engaging and effective for all learners. (See Figure A.2 online for explanation of WHERETO.)

Overall

14. All three stages are coherent and in alignment.

15. The unit design is feasible and appropriate for this situation.



Figure B.5

Social Studies Unit Before UbD

Topic

Topic: Westward Movement and Pioneer LifeSocial Studies—3rd Grade

Activities

1. Read textbook section—“Life on the Prairie.” Answer the end-of-chapter questions.2. Read and discuss Sarah Plain and Tall. Complete a word-search puzzle of pioneer vocabulary terms from the story.3. Create a pioneer-life memory box with artifacts that refl ect what life might be like for a child traveling west or living on the prairie.4. Prairie Day activities—Dress in pioneer clothes and complete seven learning stations:

a. Churn butterb. Play 19th century gamec. Send letter home with sealing waxd. Play “dress the pioneer” computer gamee. Make a corn-husk dollf. Try quiltingg. Do tin punching

Assessments

1. Quiz on pioneer vocabulary terms from Sarah Plain and Tall2. Answers to end-of-chapter questions on pioneer life3. Show-and-tell for memory box contents4. Completion of seven learning stations during Prairie Day5. Student refl ections on the unit

Source: © 2004 ASCD. All rights reserved.



Fig

ure

B.6

So

cia

l Stu

die

s U

nit

Sta

ge 1

—D

esir

ed R

esul

ts

Est

ablis

hed

Goa

ls

Stu

dent

s po

se re

leva

nt q

uest

ions

ab

out e

vent

s th

ey e

ncou

nter

in

hist

oric

al d

ocum

ents

, eye

witn

ess

acco

unts

, ora

l his

torie

s, le

tters

, di

arie

s, a

rtifa

cts,

pho

togr

aphs

, m

aps,

artw

orks

, and

arc

hite

ctur

e.

Trac

e w

hy th

eir c

omm

unity

was

es

tabl

ishe

d, h

ow in

divi

dual

s an

d fa

milie

s co

ntrib

uted

to it

s fo

undi

ng

and

deve

lopm

ent,

and

how

the

com

mun

ity h

as c

hang

ed o

ver

time,

dra

win

g on

map

s, p

ho-

togr

aphs

, ora

l his

torie

s, le

tters

, ne

wsp

aper

s, a

nd o

ther

prim

ary

sour

ces.

Tran

sfer

Stu

dent

s w

ill be

abl

e to

inde

pend

ently

use

thei

r lea

rnin

g to

. . .

• S

eek

out,

com

pare

, and

crit

ique

diff

eren

t his

toric

al a

ccou

nts.

• C

ompa

re th

e liv

es o

f pio

neer

s on

the

prai

rie a

nd “

pion

eers

” to

day,

on

thei

r ow

n.•

View

inte

ract

ions

of c

iviliz

atio

ns, c

ultu

res,

and

peo

ples

with

gre

ater

per

spec

tive

and

empa

thy.

Mea

ning

UN

DER

STA

ND

ING

SS

tude

nts

will

unde

rsta

nd th

at . .

.

• M

any

pion

eers

had

naï

ve id

eas

abou

t the

opp

ortu

nitie

s an

d di

ffi cu

lties

of m

ovin

g w

est.

• P

eopl

e m

ove

for a

var

iety

of r

easo

ns—

for n

ew e

cono

mic

op

portu

nitie

s, g

reat

er fr

eedo

ms,

or t

o fl e

e so

met

hing

.•

Suc

cess

ful p

ione

ers

rely

on

cour

age,

inge

nuity

, and

col

labo

ra-

tion

to o

verc

ome

hard

ship

s an

d ch

alle

nges

.•

The

settl

emen

t of t

he w

est t

hrea

tene

d th

e lif

esty

le a

nd c

ultu

re

of N

ativ

e A

mer

ican

trib

es li

ving

on

the

plai

ns.

• H

isto

ry in

volv

es m

akin

g se

nse

of d

iffer

ent “

stor

ies.

”

ESS

ENTI

AL

QU

ESTI

ON

SS

tude

nts

will

keep

con

side

ring

. . .

• W

hy d

o pe

ople

mov

e? W

hy d

id th

e pi

onee

rs le

ave

thei

r ho

mes

to h

ead

wes

t?•

How

do

geog

raph

y an

d to

pogr

aphy

affe

ct tr

avel

and

se

ttlem

ent?

• W

hat i

s a

pion

eer?

Wha

t is

“pio

neer

spi

rit”?

• W

hy d

id s

ome

pion

eers

sur

vive

and

pro

sper

whi

le o

ther

s di

d no

t?•

Who

se s

tory

is it

?•

Wha

t hap

pens

whe

n cu

lture

s in

tera

ct?

Acq

uisi

tion

of K

now

ledg

e an

d S

kill

Stu

dent

s w

ill kn

ow . .

.

• K

ey fa

cts

abou

t the

wes

twar

d m

ovem

ent a

nd p

ione

er li

fe o

n th

e pr

airie

.•

Pio

neer

voc

abul

ary

term

s.•

Bas

ic g

eogr

aphy

(tra

vel r

oute

s of

pio

neer

s an

d lo

catio

n of

th

eir s

ettle

men

ts).

• K

ey fa

ctua

l inf

orm

atio

n ab

out N

ativ

e A

mer

ican

trib

es li

ving

on

the

plai

ns a

nd th

eir i

nter

actio

ns w

ith th

e se

ttler

s.

Stu

dent

s w

ill be

ski

lled

at . .

.

• U

sing

rese

arch

ski

lls (w

ith g

uida

nce)

to fi

nd o

ut a

bout

life

on

the

wag

on tr

ain

and

prai

rie.

• Ex

pres

sing

thei

r fi n

ding

s or

ally

and

in w

ritin

g.



Sta

ge 2

—E

vide

nce

Eva

luat

ive

Cri

teri

aS

tude

nts

will

show

thei

r lea

rnin

g by

. . .

• H

isto

rical

ly a

ccur

ate

• W

ell c

rafte

d

• R

evea

ling

and

info

rmat

ive

• G

ood

deta

il

• C

lear

exp

lana

tion

• M

echa

nica

lly s

ound

PER

FOR

MA

NC

E TA

SK

(S):

Evid

ence

is n

eede

d of

stu

dent

abi

lity

to g

ener

aliz

e fro

m th

e pi

onee

r exp

erie

nce.

Idea

s:•

Cre

ate

a m

useu

m d

ispl

ay, i

nclu

ding

arti

fact

s, p

ictu

res,

and

dia

ry e

ntrie

s, d

epic

ting

“a w

eek

in th

e lif

e” o

f a fa

mily

of s

ettle

rs li

ving

on

the

prai

rie. (

Wha

t com

mon

mis

unde

rsta

ndin

gs d

o fo

lks

toda

y ha

ve a

bout

pra

irie

life

and

wes

twar

d se

ttlem

ent?

) Exp

lain

how

ge

ogra

phy

and

topo

grap

hy a

ffect

ed p

ione

er tr

avel

s an

d se

ttlem

ent.

• W

rite

1 le

tter a

day

(eac

h re

pres

entin

g a

mon

th o

f tra

vel)

to a

frie

nd b

ack

east

, des

crib

ing

your

life

on

the

wag

on tr

ain

and

the

prai

rie. T

ell a

bout

you

r hop

es a

nd d

ream

s, th

en e

xpla

in w

hat l

ife o

n th

e fro

ntie

r was

real

ly li

ke. (

Stu

dent

s m

ay a

lso

draw

pic

ture

s an

d ex

plai

n or

ally.

)•

Form

al o

ral p

rese

ntat

ion

to te

ache

r, pa

rent

, or a

ide:

mus

eum

doc

ent s

peec

h at

an

exhi

bit o

f 19t

h, 2

0th,

and

21s

t cen

tury

pio

-ne

ers.

How

are

we

pion

eers

? H

ow a

re m

oder

n pi

onee

rs li

ke a

nd u

nlik

e th

e pe

ople

on

the

prai

rie?

• Im

agin

e th

at y

ou a

re a

n el

derly

trib

al m

embe

r who

has

witn

esse

d th

e se

ttlem

ent o

f the

pla

ins

by th

e pi

onee

rs. T

ell a

sto

ry to

you

r 8-

year

-old

gra

ndda

ught

er a

bout

the

impa

ct o

f the

set

tlers

on

your

life

. (Th

is ta

sk m

ay b

e do

ne o

rally

or i

n w

ritin

g.)

• W

ell a

rgue

d

• W

ell s

poke

n

OTH

ER E

VID

ENC

E:•

Ora

l and

/or w

ritte

n re

spon

se to

one

of t

he e

ssen

tial q

uest

ions

, usi

ng p

ione

er v

ocab

ular

y in

con

text

.•

Dra

win

g(s)

sho

win

g ha

rdsh

ips

of p

ione

er li

fe.

• Te

st o

n fa

cts

abou

t wes

twar

d ex

pans

ion,

life

on

the

prai

rie, a

nd b

asic

geo

grap

hy.

• Ex

plan

atio

n of

mem

ory

box

cont

ents

.•

Qui

z on

fact

s ab

out N

ativ

e A

mer

ican

trib

es li

ving

on

the

plai

ns.

Fig

ure

B.6

So

cia

l Stu

die

s U

nit (continued)



Sta

ge 3

—Le

arni

ng P

lan

Sum

mar

y of

Key

Lea

rnin

g Ev

ents

and

Inst

ruct

ion

The

key

to th

e tra

nsfe

r and

mea

ning

goa

ls is

that

stu

dent

s ne

ed to

be

help

ed to

pro

cess

Pra

irie

Day

, the

read

ings

, and

oth

er e

vent

s in

term

s of

the

esse

ntia

l que

stio

ns.

The

aim

is fo

r stu

dent

s to

say

, in

thei

r ow

n w

ords

, wha

t pra

irie

life

was

like

and

how

pio

neer

s th

en c

ompa

re to

pio

neer

s no

w.

• P

re-a

sses

s: U

se K

-W-L

to a

sses

s st

uden

ts’ p

rior k

now

ledg

e an

d id

entif

y fu

rther

stu

dent

-iden

tifi e

d le

arni

ng g

oals

for t

he u

nit.

• R

evis

e P

rairi

e D

ay a

ctiv

ities

(e.g

., su

bstit

ute

Ore

gon

Trai

l 2 c

ompu

ter s

imul

atio

n fo

r “dr

ess

the

pion

eer”

and

ask

for p

rom

pted

jour

nal e

ntrie

s re

late

d to

the

EQs

whi

le th

e si

mul

atio

n is

pla

yed)

. Stu

dent

s ar

e he

lped

to p

roce

ss th

e pr

airie

day

sim

ulat

ion,

with

the

esse

ntia

l que

stio

ns a

s th

e so

urce

of i

nqui

ry a

nd ta

lk. S

tude

nts

shou

ld s

ee a

nd b

e fa

milia

r with

the

ques

tions

and

be

enco

urag

ed to

con

side

r the

m o

n th

eir o

wn.

• In

clud

e ot

her fi

ctio

nal r

eadi

ngs

linke

d to

the

iden

tifi e

d co

nten

t sta

ndar

ds a

nd u

nder

stan

ding

s (e

.g.,

Littl

e H

ouse

on

the

Pra

irie,

But

ter i

n th

e W

ell).

Add

non

fi ctio

n so

urce

s to

acc

omm

odat

e va

rious

read

ing

leve

ls, s

uch

as L

ife o

n th

e O

rego

n Tr

ail,

Dia

ries

of P

ione

er W

omen

, and

Dak

ota

Dug

out.

Gui

de s

tude

nts

in re

sear

chin

g th

e pe

riod,

usi

ng a

var

iety

of r

esou

rces

. Lin

k al

l rea

ding

s ba

ck to

the

EQs.

• Fo

r acq

uisi

tion

as w

ell a

s un

ders

tand

ing,

ask

stu

dent

s to

dev

elop

a ti

mel

ine

map

of a

pio

neer

fam

ily’s

jour

ney

wes

t.•

To p

repa

re s

tude

nts

for t

rans

fer,

have

them

dev

elop

idea

s ab

out h

ow w

e ar

e al

l pio

neer

s in

som

e w

ays,

and

rese

arch

cur

rent

pio

neer

s.•

Sta

ge a

sim

ulat

ed m

eetin

g of

a c

ounc

il of

eld

ers

of a

Nat

ive

Am

eric

an tr

ibe

livin

g on

the

plai

ns to

hav

e st

uden

ts c

onsi

der a

diff

eren

t per

spec

tive

and

deve

lop

empa

thy

for t

he d

ispl

aced

Nat

ive

Am

eric

ans.

Dis

cuss

: “W

hat s

houl

d w

e do

whe

n th

reat

ened

with

relo

catio

n: fi

ght,

fl ee,

or a

gree

to m

ove

(to a

rese

rvat

ion)

? W

hat i

mpa

ct w

ould

ea

ch c

ours

e of

act

ion

have

on

our l

ives

?”•

Teac

her s

uppl

ies

grap

hic

orga

nize

rs a

nd p

rom

pts

to h

elp

stud

ents

refl e

ct u

pon

the

read

ings

and

lear

ning

eve

nts

conc

erni

ng th

e na

ture

of a

pio

neer

and

the

effe

cts

of

cultu

ral i

nter

actio

ns b

etw

een

pion

eers

and

nat

ive

peop

les.

• R

evie

w th

e sc

orin

g ru

bric

s fo

r mem

ory

box,

mus

eum

dis

play

, let

ters

, and

jour

nals

bef

ore

stud

ents

beg

in th

e pe

rform

ance

task

s. In

clud

e op

portu

nitie

s fo

r stu

dent

s to

st

udy

exam

ples

of t

hese

pro

duct

s.

Sou

rce:

Goa

ls ©

200

0 C

alifo

rnia

Dep

artm

ent o

f Edu

catio

n. A

ll rig

hts

rese

rved

.

Sou

rce:

© 2

004

AS

CD

. All

right

s re

serv

ed.

Fig

ure

B.6

So

cia

l Stu

die

s U

nit (continued)



Figure B.7

Algebra Unit Before UbD

Topic

Associative, Commutative, and Distributive Properties; Order of Operations

Activities

1. Direct instruction on the order of operations (PEMDAS): parentheses, exponents, multiplication, division, addition, subtraction.2. In-class exercises on the order of operations.3. Direct instruction on the associative and commutative properties: (a + b) + c = a + (b + c); ab = b ! a4. In-class and online exercises on the associative and commutative properties: simplify –12x – 5x + 3a + x. Justify each step.5. Direct instruction, in class and online exercises, on the distributive property: a(b + c) = ab + ac; simplify 2(4x + y) – 2x6. Review chapter in preparation for test.

Assessments

1. Quiz on associative property, commutative property, and distributive property. For example, name the property a + b + 2 = a + 2 + b; write the product using the distributive property: 6($5.95) = 2. Quiz on order of operations: (3 + 4) 6 – 12! + 43. Chapter test on properties and rules.4. Homework problems on the properties and rules.



Fig

ure

B.8

Alg

eb

ra U

nit

Sta

ge 1

—D

esir

ed R

esul

ts

Est

ablis

hed

Goa

ls

Com

mon

Cor

e M

ath

Sta

ndar

ds

Inte

rpre

t the

stru

ctur

e of

ex

pres

sion

s1.

Inte

rpre

t exp

ress

ions

that

re

pres

ent a

qua

ntity

in te

rms

of it

s co

ntex

t.

Writ

e ex

pres

sion

s in

equ

ival

ent

form

s to

sol

ve p

robl

ems

3. C

hoos

e an

d pr

oduc

e an

eq

uiva

lent

form

of a

n ex

pres

sion

to

reve

al a

nd e

xpla

in p

rope

rties

of

the

quan

tity

repr

esen

ted

by th

e ex

pres

sion

.

Rew

rite

ratio

nal e

xpre

ssio

ns6.

Rew

rite

sim

ple

ratio

nal e

xpre

s-si

ons

in d

iffer

ent f

orm

s.

Mat

hem

atic

al p

ract

ices

1. M

ake

sens

e of

pro

blem

s an

d pe

rsev

ere

in s

olvi

ng th

em.

2. R

easo

n ab

stra

ctly

and

qu

antit

ativ

ely.

3. C

onst

ruct

via

ble

argu

men

ts a

nd

criti

que

the

reas

onin

g of

oth

ers.

Tran

sfer

Stu

dent

s w

ill be

abl

e to

inde

pend

ently

use

thei

r lea

rnin

g to

. . .

• S

olve

pro

blem

s by

sim

plify

ing

them

, usi

ng e

quiv

alen

t sta

tem

ents

bas

ed o

n th

e pr

oper

ties

of re

al n

umbe

rs a

nd th

e or

der o

f op

erat

ions

.•

Ana

lyze

whe

n an

y ru

le in

any

sys

tem

(lan

guag

e, la

w, m

ath)

is a

n es

sent

ial p

rinci

ple

or m

erel

y co

nven

tiona

l.

Mea

ning

UN

DER

STA

ND

ING

SS

tude

nts

will

unde

rsta

nd th

at . .

.

1. M

athe

mat

ics

is a

lang

uage

, and

ove

r the

cen

turie

s m

athe

ma-

ticia

ns h

ave

com

e to

agr

ee o

n ce

rtain

con

vent

ions

, or w

ays

of

doin

g th

ings

, so

that

we

can

com

mun

icat

e ou

r int

entio

nscl

early

and

effi

cien

tly.

2. In

mat

hem

atic

s, w

e ac

cept

cer

tain

trut

hs a

s ne

cess

ary

to

perm

it us

to s

olve

pro

blem

s w

ith lo

gica

l cer

tain

ty (e

.g.,

the

prop

ertie

s of

real

num

bers

), w

hile

oth

er ru

les

are

conv

entio

ns

that

we

assu

me

just

for e

ffect

ive

com

mun

icat

ion.

3. W

e ca

n us

e th

e co

mm

utat

ive,

ass

ocia

tive,

and

dis

tribu

tive

prop

ertie

s to

turn

com

plex

and

unf

amilia

r exp

ress

ions

into

si

mpl

er a

nd fa

milia

r one

s to

sol

ve p

robl

ems.

ESS

ENTI

AL

QU

ESTI

ON

SS

tude

nts

will

keep

con

side

ring

. . .

1. W

hy a

nd w

hen

is it

impo

rtant

to c

ome

to a

gree

men

t on

pro-

cedu

ral r

ules

(in

mat

hem

atic

s, s

ports

/gam

es, l

angu

age)

?2.

Wha

t im

porta

nt ru

les

and

conv

entio

ns a

re re

quire

d to

mak

e al

gebr

a “w

ork”

? H

ow c

an w

e di

stin

guis

h be

twee

n es

sent

ial

prop

ertie

s an

d ag

reed

-upo

n, b

ut a

rbitr

ary,

con

vent

ions

?3.

Why

and

how

do

we

sim

plify

alg

ebra

ic e

xpre

ssio

ns?

Acq

uisi

tion

of K

now

ledg

e an

d S

kill

Stu

dent

s w

ill kn

ow . .

.

1. T

he c

omm

utat

ive

prop

erty

and

to w

hich

ope

ratio

n it

appl

ies

(and

whe

n it

does

not

app

ly).

2. T

he a

ssoc

iativ

e pr

oper

ty a

nd to

whi

ch o

pera

tion

it ap

plie

s (a

nd w

hen

it do

es n

ot a

pply

).

Stu

dent

s w

ill be

ski

lled

at . .

.

1. R

ecog

nizi

ng a

nd a

pply

ing

the

com

mut

ativ

e, a

ssoc

iativ

e, a

nd

dist

ribut

ive

prop

ertie

s to

sim

plify

alg

ebra

ic e

xpre

ssio

ns.

2. U

sing

the

conv

entio

n of

"or

der o

f ope

ratio

ns"

to p

erfo

rm

calc

ulat

ions

and

sim

plify

alg

ebra

ic e

xpre

ssio

ns.

Sou

rce:

Goa

ls ©

201

0 N

atio

nal G

over

nors

Ass

ocia

tion

Cen

ter f

or B

est P

ract

ices

and

Cou

ncil

of C

hief

Sta

te S

choo

l Offi

cers

. All

right

s re

serv

ed.



Acq

uisi

tion

of K

now

ledg

e an

d S

kill

(con

tinu

ed)

Stu

dent

s w

ill kn

ow . .

.

3. T

he d

istri

butiv

e pr

oper

ty a

nd to

whi

ch o

pera

tion

it ap

plie

s (a

nd w

hen

it do

es n

ot a

pply

).4.

The

"or

der o

f ope

ratio

ns"

mat

hem

atic

ians

use

and

why

it is

ne

eded

.5.

Wha

t PEM

DA

S m

eans

.6.

Wha

t it m

eans

to s

impl

ify a

n ex

pres

sion

.

Stu

dent

s w

ill be

ski

lled

at . .

.

3. R

ecog

nizi

ng s

ituat

ions

whe

re p

rope

rties

do

not

appl

y or

are

opt

iona

l.4.

Iden

tifyi

ng e

quiv

alen

ce th

at re

sults

from

pro

perti

es a

nd

equi

vale

nce

that

is th

e re

sult

of c

ompu

tatio

n.5.

Jus

tifyi

ng s

teps

in a

sim

plifi

catio

n or

com

puta

tion

by c

iting

ap

plic

able

law

s, p

rope

rties

, and

con

vent

ions

.

Sta

ge 2

—E

vide

nce

Cod

e*E

valu

ativ

e C

rite

ria

All

ST

1

U, E

Q

Wel

l arg

ued,

acc

urat

e,

crea

tive,

effe

ctiv

e

Cle

ar, t

houg

htfu

l, su

ppor

ted

PER

FOR

MA

NC

E TA

SK

(S):

Stu

dent

s w

ill sh

ow th

at th

ey re

ally

und

erst

and

by e

vide

nce

of . .

. 1.

The

ir ab

ility

to re

aliz

e an

d ap

ply

the

diffe

renc

e be

twee

n (a

) nec

essa

ry lo

gica

l im

plic

atio

ns a

nd (b

) arb

itrar

y bu

t nee

ded

conv

entio

ns.

2. S

how

ing

that

they

see

why

PEM

DA

S is

a c

onve

ntio

n w

hile

the

asso

ciat

ive,

com

mut

ativ

e, a

nd d

istri

butiv

e pr

oper

ties

are

logi

cal

foun

datio

ns.

3. U

sing

thei

r und

erst

andi

ng o

f PEM

DA

S a

nd e

ach

prop

erty

to s

olve

pro

blem

s an

d ex

plai

n w

hy th

e an

swer

s an

d st

eps

are

corre

ct.

Task

s m

ight

incl

ude:

• P

R C

ampa

ign

for t

he R

ules

. Mat

hem

atic

al ru

les

have

got

ten

a ba

d ra

p—th

ey c

onfu

se p

eopl

e, a

re u

sed

to to

rture

mat

h st

uden

ts,

and

are

too

com

plic

ated

(say

crit

ics)

. You

bel

ieve

that

the

rule

s ar

e lo

gica

l, ne

cess

ary,

and

not

so

mys

terio

us w

hen

you

real

ly u

nder

-st

and

them

. (Th

e re

al b

lam

e lie

s no

t on

the

rule

s bu

t on

peop

le w

ho fo

rce

stud

ents

to m

emor

ize

rule

s th

ey d

on't

real

ly u

nder

stan

d.)

To h

elp

rem

edy

this

unf

ortu

nate

situ

atio

n, y

ou h

ave

been

hire

d by

the

Nat

iona

l Mat

hem

atic

s Ed

ucat

ion

Ass

ocia

tion

to d

esig

n ad

verti

sem

ents

that

exp

lain

to p

eers

and

you

nger

stu

dent

s w

hy m

ath

rule

s an

d pr

oper

ties

wor

k—an

d w

hat w

ould

hap

pen

if w

e di

d no

t hav

e th

em. U

se p

ract

ical

and

inte

rest

ing

real

-wor

ld e

xam

ples

to il

lust

rate

you

r poi

nts.

Use

prin

t, gr

aphi

cs (e

.g.,

post

er, w

ebsi

te),

mus

ic (s

ong

or ra

p), o

r vid

eo (e

.g.,

iMov

ie) t

o se

ll yo

ur id

eas.

• A

lgeb

ra S

tudy

Gui

de. C

reat

e a

porti

on o

f a s

tudy

gui

de to

hel

p fu

ture

alg

ebra

stu

dent

s un

ders

tand

the

asso

ciat

ive,

com

mut

ativ

e,

and

dist

ribut

ive

prop

ertie

s. M

ake

up a

n or

igin

al, r

eal-w

orld

pro

blem

that

invo

lves

one

or m

ore

of th

e pr

oper

ties.

Incl

ude

a de

taile

d ex

plan

atio

n of

the

mat

hem

atic

al p

roce

dure

s an

d re

ason

ing

to e

xpla

in h

ow e

ach

prop

erty

is u

sed

to s

impl

ify a

nd s

olve

the

prob

lem

.

Fig

ure

B.8

Alg

eb

ra U

nit (continued)



Sta

ge 2

—E

vide

nce

(con

tinu

ed)

Cod

e*E

valu

ativ

e C

rite

ria

U, E

Q

All

K,

S

Thor

ough

, tho

ught

ful,

orga

nize

d

Suf

fi cie

nt in

depe

nden

t un

ders

tand

ing

of P

EM-

DA

S a

nd k

ey p

rope

rties

OTH

ER E

VID

ENC

E:

Stu

dent

s w

ill sh

ow th

ey h

ave

achi

eved

Sta

ge 1

goa

ls b

y . . .

•

Pro

vidi

ng w

ritte

n or

ora

l res

pons

e to

one

of t

he fi

rst t

hree

ess

entia

l que

stio

ns.

• D

evel

opin

g a

jour

nal o

f Rul

es fo

r Suc

cess

. The

stu

dent

s w

ill ke

ep a

n on

goin

g jo

urna

l all

year

of a

ccum

ulat

ing

insi

ght a

bout

whi

ch

rule

s an

d pr

oper

ties

will

lead

to s

ucce

ss in

the

stud

y of

alg

ebra

. Inc

lude

exa

mpl

es th

at s

how

the

rule

or p

rope

rty c

orre

ctly

app

lied,

as

wel

l as

com

mon

mis

take

s. A

nsw

er th

e qu

estio

n “W

hy c

an’t

you

divi

de b

y ze

ro?

Is th

at a

con

vent

ion

or p

rope

rty?”

• P

assi

ng a

ll qu

izze

s fro

m th

e te

xtbo

ok o

n ba

sic

prop

ertie

s an

d or

der o

f ope

ratio

ns (a

s in

the

orig

inal

uni

t). S

tude

nts

shou

ld a

lso

troub

lesh

oot e

xam

ples

and

exp

lain

mis

appl

icat

ions

of t

he c

onve

ntio

n or

pro

perty

, and

—at

the

end—

expl

ain

the

diffe

renc

e be

twee

n a

prop

erty

and

a c

onve

ntio

n.

Sta

ge 3

—Le

arni

ng P

lan

Cod

e*P

re-a

sses

smen

tP

re-a

sses

s: G

ive

an u

ngra

ded

quiz

usi

ng s

impl

e nu

mbe

rs b

ut w

ith tr

icky

ord

er-o

f-op

erat

ions

dec

isio

ns. A

lthou

gh th

e pr

oble

ms

appe

ar e

asy,

stu

dent

s di

sagr

ee a

bout

the

answ

ers.

Dis

cuss

the

diffe

rent

ans

wer

s w

ithou

t sta

ting

the

rule

. As

stud

ents

des

crib

e ho

w th

ey g

ot th

eir a

nsw

ers,

pos

e qu

estio

ns s

uch

as “

Why

is th

at a

ppro

ach

OK

? W

hy is

that

not

OK

? C

ould

n’t w

e al

l agr

ee to

ad

d be

fore

we

mul

tiply

—or

wor

k fro

m ri

ght t

o le

ft? S

houl

d w

e?”

Wor

k th

roug

h on

e si

mpl

e ex

ampl

e to

geth

er to

get

the

disc

ussi

on s

tarte

d; e

.g.,

5 –

3 x

2.

Lear

ning

Eve

nts

Stu

dent

suc

cess

at t

rans

fer,

mea

ning

, and

acq

uisi

tion

depe

nds

upon

. . .

Ofte

n, s

tude

nts

are

give

n pr

oper

ties

and

conv

entio

ns, t

old

to m

emor

ize

them

, and

then

dril

led

on th

eir u

se. T

he

follo

win

g in

quiry

act

iviti

es w

ill en

gage

stu

dent

s in

com

ing

to u

nder

stan

d th

e di

ffere

nce

betw

een

prop

ertie

s an

d co

nven

tions

—in

alg

ebra

and

bey

ond.

Pro

gres

s M

onito

ring

Pre

dict

able

roug

h sp

ots

in th

eir l

earn

ing

that

nee

d co

nsta

nt m

onito

ring:

• Fo

rget

ting

the

mne

mon

ic a

nd it

s m

eani

ng•

Not

gra

spin

g w

hy P

EMD

AS

is n

eede

d ye

t con

vent

iona

l

Fig

ure

B.8

Alg

eb

ra U

nit (continued)



Sta

ge 3

—Le

arni

ng P

lan

(con

tinu

ed)

M, T

Hoo

k

M, A

M, A

A, M

Lear

ning

Eve

nts

(con

tinue

d)

Find

val

ue a

nd in

tere

st in

the

stud

y of

rule

s, la

ws,

and

con

vent

ions

. For

exa

mpl

e, b

egin

the

unit

with

an

expl

ora-

tion

of ru

les

of g

ames

. Sha

re w

ith s

tude

nts

a fe

w li

ttle-

know

n bu

t int

eres

ting

rule

cha

nges

(e.g

., fo

ul th

ird s

trike

eq

uals

out

in b

aseb

all;

zone

def

ense

lega

l the

n ou

law

ed in

NB

A. S

ee h

ttp://

ww

w.b

aseb

all-a

lman

ac.c

om/r

ulec

hng.

shtm

l and

http

://w

ww

.nba

.com

/ana

lysi

s/ru

les_

hist

ory.

htm

l). A

ssig

n ho

mew

ork

on re

sear

ch in

to th

eir f

avor

ites.

P

ose

ques

tions

suc

h as

“G

iven

the

rule

s of

you

r fav

orite

gam

e, w

hich

rule

s ar

e es

sent

ial?

Whi

ch ru

les

are

just

co

nven

tions

that

cou

ld b

e ch

ange

d w

ithou

t fun

dam

enta

lly m

essi

ng u

p th

e ga

me?

” Th

e go

al is

to h

elp

stud

ents

co

me

to th

e un

ders

tand

ing

that

“so

me

rule

s ar

e es

sent

ial t

o th

e ga

me,

whi

le o

ther

s ar

e en

acte

d bu

t cou

ld b

e ch

ange

d” (e

.g.,

the

thre

e-po

int l

ine

in b

aske

tbal

l).Te

ll st

uden

ts th

at y

ou h

ave

decl

ared

the

next

10

min

utes

as

“Do

Your

Ow

n Th

ing”

tim

e. Y

ou’re

goi

ng to

sus

pend

A

LL th

e ru

les

of m

ath

as w

e kn

ow th

em; e

very

ans

wer

is a

pot

entia

l goo

d an

swer

. Dis

tribu

te p

robl

ems

invo

lv-

ing

orde

r of o

pera

tions

and

pro

perti

es, a

nd e

ncou

rage

the

stud

ents

to w

ork

in te

ams

to c

ome

up w

ith a

s m

any

plau

sibl

e an

swer

s as

pos

sibl

e. T

hen,

dis

cuss

the

vario

us “

answ

ers.

” (T

he g

oal i

s to

hel

p st

uden

ts c

ome

to th

e un

ders

tand

ing

that

rule

s an

d co

nven

tions

are

nec

essa

ry fo

r acc

urac

y in

mat

hem

atic

s.)

Giv

e st

uden

ts a

new

set

of p

robl

ems

that

will

lead

to d

iscu

ssio

n of

the

mai

n pr

oper

ties

(com

mut

ativ

e, a

ssoc

ia-

tive,

and

dis

tribu

tive)

with

out u

sing

thos

e na

mes

. It’s

val

uabl

e to

use

mor

e co

mpl

ex e

xam

ples

with

man

y po

ssib

le

answ

ers,

but

als

o in

clud

e so

me

sim

ple

exam

ples

, lik

e 5

x 3

+ 4

and

5 "

3 x

4, to

illu

stra

te p

rope

rties

and

whe

n th

ey a

re tr

ue. L

ead

a di

scus

sion

of p

ossi

ble

answ

ers

for e

ach

exer

cise

. Be

sure

that

stu

dent

s ha

ve h

ad ti

me

to

expl

ore

the

prob

lem

s fu

lly a

nd d

iscu

ss th

em in

pai

rs o

r sm

all g

roup

s.K

now

wha

t a la

w is

, ver

sus

a co

nven

tion,

via

dire

ct in

stru

ctio

n. In

trodu

ce th

e id

ea th

at s

ome

of th

e th

ings

stu

-de

nts

lear

n in

mat

hem

atic

s ar

e no

t nat

ural

trut

hs b

ut a

gree

d-up

on h

uman

con

vent

ions

. For

exa

mpl

e, o

rder

of

oper

atio

ns d

oes

not m

atte

r for

add

ition

. How

ever

, som

e pr

oper

ties

are

esse

ntia

l bec

ause

we

don’

t wan

t 1 +

1 to

eq

ual m

ore

than

one

ans

wer

. In

trodu

ce P

EMD

AS

and

giv

e st

uden

ts p

ract

ice

in u

sing

this

mne

mon

ic fo

r ord

er o

f ope

ratio

ns. T

hen,

try

to g

et

stud

ents

to in

fer t

he im

porta

nce

of th

e th

ree

core

pro

perti

es—

and

any

othe

rs th

ey th

ink

of a

s im

porta

nt to

mak

e m

ath

“wor

k.”

Afte

r exp

lorin

g th

eir i

deas

, int

rodu

ce th

e th

ree

prop

ertie

s fro

m th

e te

xtbo

ok.

Pro

gres

s M

onito

ring—

(con

tinue

d)•

Not

und

erst

andi

ng th

at c

onve

ntio

ns

diffe

r fro

m c

ore

and

logi

cally

der

ived

pr

inci

ples

Som

e gr

oups

may

hav

e di

ffi cu

lty g

ener

at-

ing

plau

sibl

e al

tern

ativ

es to

the

“sam

e”

prob

lem

. Som

e gr

oups

may

hav

e di

ffi cu

lty

draw

ing

gene

raliz

atio

ns fr

om th

e an

swer

s.

Be

read

y w

ith p

rom

ptin

g qu

estio

ns to

he

lp th

em m

ake

mea

ning

with

min

imal

as

sist

ance

.

At s

ome

poin

t use

an

ungr

aded

writ

ing

prom

pt—

“Why

can

we

mul

tiply

by

zero

bu

t not

div

ide

by z

ero?

Do

you

thin

k th

at

is a

con

vent

ion

or th

e re

sult

of a

fund

a-m

enta

l pro

perty

?”—

to c

heck

for t

heir

unde

rsta

ndin

g of

the

prop

ertie

s.

*Cod

es: A

= A

cqui

sitio

n, E

Q =

Ess

entia

l Que

stio

n, K

= K

now

ledg

e, M

= M

eani

ng M

akin

g, S

= S

kill,

ST

= S

tand

ard,

T =

Tra

nsfe

r, U

= U

nder

stan

ding

Fig

ure

B.8

Alg

eb

ra U

nit (continued)



Fig

ure

B.9

Music

Unit

Sta

ge 1

—D

esir

ed R

esul

ts

Est

ablis

hed

Goa

ls

Virg

inia

Sta

ndar

ds o

f Lea

rnin

g M

usic

, Gra

de 1

1.1

The

stud

ent w

ill si

ng s

ongs

an

d pl

ay in

stru

men

ts.

1. S

ing

song

s th

at c

onta

in s

ol, m

i, an

d la

pitc

hes.

1.2

The

stud

ent w

ill pe

rform

rh

ythm

ic p

atte

rns.

2. D

emon

stra

te m

elod

ic rh

ythm

.

1.3

The

stud

ent w

ill re

spon

d to

m

usic

with

mov

emen

t.3.

Dem

onst

rate

loco

mot

or a

nd

nonl

ocom

otor

mov

emen

ts.

1.4

The

stud

ent w

ill em

ploy

cr

eativ

ity in

a v

arie

ty o

f mus

ic

expe

rienc

es.

1. U

se c

lass

room

inst

rum

ents

, bo

dy p

ercu

ssio

n, a

nd m

ovem

ent.

2. U

se th

e vo

ice

in s

peec

h an

d so

ng.

Tran

sfer

Stu

dent

s w

ill be

abl

e to

inde

pend

ently

use

thei

r lea

rnin

g to

. . .

• R

ecog

nize

bea

t in

mus

ic, a

nd fo

llow

a s

tead

y be

at.

• Ev

alua

te m

usic

al p

erfo

rman

ces.

Mea

ning

UN

DER

STA

ND

ING

SS

tude

nts

will

unde

rsta

nd th

at .

. .

• S

ound

s th

at h

ave

no s

tead

y be

at h

ave

no p

redi

ctab

le p

atte

rn.

• Th

e fo

unda

tion

of rh

ythm

is p

ulse

(ste

ady

beat

), w

hich

con

tin-

ues

thro

ugh

soun

d an

d si

lenc

e.•

The

voic

e ha

s di

ffere

nt q

ualit

ies

for d

iffer

ent f

unct

ions

: whi

s-pe

ring,

sho

utin

g, s

peak

ing,

and

sin

ging

.•

The

qual

ity o

f a p

erfo

rman

ce in

fl uen

ces

the

enjo

ymen

t lev

el o

f bo

th th

e lis

tene

r and

the

perfo

rmer

.

ESS

ENTI

AL

QU

ESTI

ON

SS

tude

nts

will

keep

con

side

ring

. . .

• W

hat s

ound

s in

our

env

ironm

ent h

ave

a st

eady

bea

t?•

How

doe

s st

eady

bea

t loo

k an

d fe

el?

• H

ow d

oes

a pe

rson

lear

n to

sin

g?•

Wha

t is

the

diffe

renc

e be

twee

n sp

eaki

ng a

nd s

ingi

ng?

• W

hat m

akes

a p

erfo

rman

ce g

ood?

Acq

uisi

tion

of K

now

ledg

e an

d S

kill

Stu

dent

s w

ill kn

ow .

. .

• Th

at n

ot a

ll so

unds

hav

e a

beat

.•

How

ste

ady

beat

look

s an

d fe

els.

• W

hen

soun

ds g

o up

and

dow

n.•

The

soun

d of

a m

inor

3rd

(sol

-mi).

• A

lim

ited

repe

rtoire

of s

ongs

.•

The

diffe

renc

e be

twee

n sp

eaki

ng, s

ingi

ng, w

hisp

erin

g, a

nd

shou

ting.

Stu

dent

s w

ill be

ski

lled

at .

. .

• D

iffer

entia

ting

betw

een

soun

ds th

at h

ave

a be

at a

nd th

ose

that

do

not.

• D

emon

stra

ting

stea

dy b

eat (

puls

e) in

divi

dual

ly a

nd in

a g

roup

.•

Echo

ing

sol-m

i ton

al p

atte

rns

with

in th

eir s

ingi

ng ra

nge.

• S

ingi

ng s

elec

ted

age-

appr

opria

te s

ongs

.•

Dem

onst

ratin

g vo

cal q

ualit

ies:

sin

ging

, spe

akin

g, w

hisp

erin

g,

callin

g.•

Expr

essi

ng a

n op

inio

n ab

out t

he q

ualit

y of

a p

erfo

rman

ce.

Sou

rce:

Goa

ls ©

200

0 B

oard

of E

duca

tion,

Com

mon

wea

th o

f Virg

inia

. All

right

s re

serv

ed.



Sta

ge 2

—E

vide

nce

Eva

luat

ive

Cri

teri

aS

tude

nts

will

show

thei

r lea

rnin

g by

. . .

• A

ccur

acy

PER

FOR

MA

NC

E TA

SK

(S):

Per

form

ance

ass

essm

ent i

s on

goin

g. T

each

ers

will

asse

ss s

tude

nts

as th

ey e

ngag

e in

the

lear

ning

act

iviti

es B

eat/

No

Bea

t, S

tead

y B

eat S

ilent

Wal

king

Gam

e, M

elod

y U

p/D

own,

and

Tim

bre:

Spe

akin

g/S

ingi

ng G

ame,

usi

ng th

e fo

llow

ing

rubr

ic:

4 =

Mas

tery

—ac

cura

te th

roug

hout

the

entir

e pe

rform

ance

3 =

Com

pete

nt—

accu

rate

for a

lmos

t all

of th

e pe

rform

ance

(exp

ecte

d le

vel f

or m

ajor

ity o

f stu

dent

s)2

= D

evel

opin

g—ac

cura

te fo

r par

t of t

he p

erfo

rman

ce1

= Em

ergi

ng—

very

littl

e ac

cura

cy

• W

ell a

rgue

d

• W

ell s

poke

n

OTH

ER E

VID

ENC

E:•

Stu

dent

s w

ill se

lf-as

sess

thei

r ind

ivid

ual p

erfo

rman

ce.

• S

tude

nts

will

tell

wha

t the

y lik

ed a

bout

a g

roup

per

form

ance

. The

y w

ill gi

ve th

eir o

pini

ons

rega

rdin

g ho

w w

ell t

he g

roup

sta

yed

toge

ther

and

follo

wed

the

beat

and

how

cor

rect

ly th

ey u

sed

thei

r ins

trum

ents

or v

oice

s.

Sta

ge 3

—Le

arni

ng P

lan

Sum

mar

y of

Key

Lea

rnin

g Ev

ents

and

Inst

ruct

ion

Rhy

thm

: Bea

t/N

o B

eat—

Stu

dent

s re

call

thin

gs in

thei

r env

ironm

ent t

hat h

ave

a st

eady

bea

t (cl

ocks

, hea

rtbea

t, ca

r dire

ctio

n bl

inke

r), a

nd c

reat

e a

mov

emen

t dep

ictin

g it.

P

ract

ice

the

mov

emen

t for

eig

ht b

eats

.

Rhy

thm

: Ste

ady

Bea

t Sile

nt W

alki

ng G

ame—

Stu

dent

s w

alk

the

beat

to m

usic

pla

yed

by th

e te

ache

r. Fe

et m

ust s

top

whe

n m

usic

sto

ps. S

tude

nts

can

be “

caug

ht”

by th

e te

ache

r for

wal

king

whe

n m

usic

sto

ps, t

alki

ng, o

r tou

chin

g an

othe

r per

son.

Stu

dent

s ea

rn th

eir w

ay b

ack

into

the

gam

e by

sitt

ing

quie

tly in

thei

r sea

ts.

Mel

ody

Up/

Dow

n—S

tude

nts

mak

e so

unds

that

mat

ch th

e sq

uigg

les,

then

mak

e up

thei

r ow

n sq

uigg

les

and

perfo

rm fo

r eac

h ot

her.

Stu

dent

s dr

aw s

quig

gles

as

teac

her

play

s sh

ort m

elod

ic p

hras

es.

Tim

bre:

Spe

akin

g/S

ingi

ng G

ame

(“Do

Wha

t I S

ing/

Do

Not

Do

Wha

t I S

peak

”)—S

tude

nts

shou

ld o

nly

resp

ond

to c

omm

ands

giv

en w

ith a

sin

ging

voi

ce. O

nce

proc

edur

e is

est

ablis

hed,

stu

dent

s be

com

e le

ader

s an

d m

ust d

emon

stra

te th

eir s

ingi

ng o

r spe

akin

g vo

ices

.

Aes

thet

ics:

Dis

cuss

ion—

Stu

dent

s w

ill te

ll w

hat t

hey

liked

abo

ut a

gro

up p

erfo

rman

ce. T

hey

will

give

thei

r opi

nion

s re

gard

ing

how

wel

l the

gro

up s

taye

d to

geth

er a

nd h

ow

corre

ctly

they

use

d th

eir i

nstru

men

ts o

r voi

ces.

Fig

ure

B.9

Music

Unit (continued)



Fig

ure

B.1

0

Lite

ratu

re U

nit

Sta

ge 1

—D

esir

ed R

esul

ts

Est

ablis

hed

Goa

ls

Com

mon

Cor

e En

glis

h La

ngua

ge

Arts

Rea

ding

— A

ll 10

read

ing

stan

dard

s ar

e ad

dres

sed,

with

em

phas

is o

n 1,

2, 3

, 6, 1

0.

1. R

ead

clos

ely

to d

eter

min

e w

hat t

he te

xt s

ays

expl

icitl

y an

d to

mak

e lo

gica

l inf

eren

ces

from

it;

cite

spe

cifi c

text

ual e

vide

nce

whe

n w

ritin

g or

spe

akin

g to

sup

-po

rt co

nclu

sion

s dr

awn

from

the

text

.

2. D

eter

min

e ce

ntra

l ide

as o

r th

emes

of a

text

and

ana

lyze

thei

r de

velo

pmen

t; su

mm

ariz

e th

e ke

y su

ppor

ting

deta

ils a

nd id

eas.

3. A

naly

ze h

ow a

nd w

hy in

divi

du-

als,

eve

nts,

and

idea

s de

velo

p an

d in

tera

ct o

ver t

he c

ours

e of

a

text

.

6. A

sses

s ho

w p

oint

of v

iew

or

purp

ose

shap

es th

e co

nten

t and

st

yle

of a

text

.

10. R

ead

and

com

preh

end

com

-pl

ex li

tera

ry a

nd in

form

atio

nal t

exts

in

depe

nden

tly a

nd p

rofi c

ient

ly.

Tran

sfer

Stu

dent

s w

ill be

abl

e to

inde

pend

ently

use

thei

r lea

rnin

g to

. . .

• D

eriv

e in

sigh

t int

o hu

man

psy

chol

ogy

as w

ell a

s en

joym

ent f

rom

read

ing

fi ctio

n.

• A

pply

idea

s ab

out f

orm

and

con

tent

gai

ned

from

one

text

to o

ther

text

s an

d ex

perie

nces

.

• Ef

fect

ivel

y co

mm

unic

ate

in w

ritin

g an

d sp

eaki

ng, m

indf

ul o

f aud

ienc

e, s

ituat

ion,

pur

pose

.

Mea

ning

UN

DER

STA

ND

ING

SS

tude

nts

will

unde

rsta

nd th

at . .

.

• In

noce

nce

lost

is a

n in

here

nt p

art o

f gro

win

g up

, and

it is

ofte

n w

hat m

akes

gro

win

g up

hap

pen,

yet

be

so p

ainf

ul.

• P

eopl

e so

met

imes

alie

nate

them

selv

es fr

om o

ther

s in

an

atte

mpt

to a

void

pai

n. A

s a

resu

lt, o

ther

s m

ay m

isun

ders

tand

th

em, o

nly

addi

ng to

the

prob

lem

.

• P

honi

ness

is o

ften

in th

e ey

e of

the

beho

lder

: one

man

’s h

ero

may

be

anot

her m

an’s

“ph

ony.

” C

allin

g ev

eryo

ne “

phon

y” m

ay

wel

l be

a m

ask

for o

ne’s

ow

n in

secu

ritie

s.

• In

the

best

fi ct

ion

(and

in re

al li

fe) w

e le

arn

abou

t who

peo

ple

real

ly a

re b

y m

otiv

es a

nd p

sych

ic s

tate

s th

at w

e m

ust (

impe

r-fe

ctly

) inf

er fr

om b

ehav

ior a

nd w

ords

.

• Th

e be

st w

riter

s us

e a

styl

e an

d na

rrat

ive

deta

ils s

o w

ell t

hat

they

ena

ble

us to

stu

dy a

nd k

now

ano

ther

’s in

ner l

ife.

ESS

ENTI

AL

QU

ESTI

ON

SS

tude

nts

will

keep

con

side

ring

. . .

1. Is

it p

ossi

ble—

or d

esira

ble—

to re

mai

n in

noce

nt?

Whe

n is

this

he

alth

y an

d w

hen

is it

an

unhe

alth

y in

stin

ct?

2. W

hy d

o pe

ople

som

etim

es p

ush

othe

rs a

way

? W

hen

is

“coo

l” co

ol a

nd w

hen

is it

unc

ool?

3. W

hat m

akes

som

eone

a p

hony

or g

enui

ne?

4. H

ow c

an w

e te

ll w

ho a

cha

ract

er—

or a

real

per

son—

real

ly is

in

side

?



Est

ablis

hed

Goa

lsW

ritin

g1.

Writ

e ar

gum

ents

to s

uppo

rt cl

aim

s in

an

anal

ysis

of s

ubst

antiv

e to

pics

or t

exts

, usi

ng v

alid

reas

on-

ing

and

rele

vant

and

suf

fi cie

nt

evid

ence

.4.

Pro

duce

cle

ar a

nd c

oher

ent

writ

ing

in w

hich

the

deve

lop-

men

t, or

gani

zatio

n, a

nd s

tyle

are

ap

prop

riate

to ta

sk, p

urpo

se, a

nd

audi

ence

.5.

Dev

elop

and

stre

ngth

en w

ritin

g as

nee

ded

by p

lann

ing,

revi

sing

, ed

iting

, rew

ritin

g, o

r try

ing

a ne

w

appr

oach

.9.

Dra

w e

vide

nce

from

lite

rary

or

info

rmat

iona

l tex

ts to

sup

port

anal

ysis

, refl

ect

ion.

Spe

akin

g an

d Li

sten

ing

1. P

repa

re fo

r and

par

ticip

ate

effe

ctiv

ely

in a

rang

e of

con

ver-

satio

ns a

nd c

olla

bora

tions

with

di

vers

e pa

rtner

s, b

uild

ing

on o

th-

ers’

idea

s an

d ex

pres

sing

thei

r ow

n cl

early

and

per

suas

ivel

y.4.

Pre

sent

info

rmat

ion,

fi nd

ings

, an

d su

ppor

ting

evid

ence

suc

h th

at

liste

ners

can

follo

w th

e lin

e of

rea-

soni

ng a

nd th

e or

gani

zatio

n, d

evel

-op

men

t, an

d st

yle

are

appr

opria

te

to ta

sk, p

urpo

se, a

nd a

udie

nce.

6. A

dapt

spe

ech

to a

var

iety

of

cont

exts

and

com

mun

icat

ive

task

s, d

emon

stra

ting

com

man

d of

fo

rmal

Eng

lish

whe

n in

dica

ted

or

appr

opria

te.

Acq

uisi

tion

Stu

dent

s w

ill kn

ow . .

.

• Th

e pl

ot, s

ettin

g, a

nd th

e m

ain

char

acte

rs o

f the

nov

el.

• S

tylis

tic d

evic

es u

sed

by J

. D. S

alin

ger i

n Th

e C

atch

er in

the

Rye

(e.g

., un

relia

ble

narr

ator

, fi rs

t per

son,

sla

ng).

• N

eede

d ba

ckgr

ound

info

rmat

ion

abou

t the

cul

ture

of t

he

1950

s.

Stu

dent

s w

ill be

ski

lled

at . .

.

• U

sing

inte

rpre

tive/

infe

rent

ial r

eadi

ng s

trate

gies

to b

ette

r an

alyz

e lit

erat

ure

on th

eir o

wn.

• R

ecog

nizi

ng a

nd u

sing

writ

ing

tech

niqu

es a

nd ta

ctic

s fo

r w

orki

ng in

var

ious

gen

res

and

styl

es, f

or d

iffer

ent a

udie

nces

and

pu

rpos

es.

• D

evel

opin

g a

wel

l-rea

sone

d an

d re

fi ned

hyp

othe

sis

thro

ugh

a cl

ose

read

ing

of a

text

.•

Col

labo

ratin

g be

tter w

ith o

ther

s, in

sm

all a

nd la

rge

grou

ps, t

o m

ake

sens

e of

text

s an

d ad

dres

s pe

rform

ance

cha

lleng

es.

Sou

rce:

Goa

ls ©

201

0 N

atio

nal G

over

nors

Ass

ocia

tion

Cen

ter f

or B

est P

ract

ices

and

Cou

ncil

of C

hief

Sta

te S

choo

l Offi

cers

. All

right

s re

serv

ed.

Fig

ure

B.1

0

Lite

ratu

re U

nit (continued)



Sta

ge 2

—E

vide

nce

Cod

eE

valu

ativ

e C

rite

ria

All

T an

d M

go

als

• A

udie

nce

appr

opria

te•

Insi

ghtfu

l•

Wel

l dev

elop

ed a

nd

orga

nize

d•

Wel

l sup

porte

d•

Pol

ishe

d

• In

sigh

tful i

nter

pret

atio

n of

the

ques

tion

• W

ell-s

uppo

rted

argu

men

t•

Thou

ghtfu

l acc

ount

of

the

deve

lopm

ent o

f the

ir th

inki

ng

• Q

ualit

y of

con

tribu

tions

• A

bilit

y to

list

en

PER

FOR

MA

NC

E TA

SK

(S):

Stu

dent

s w

ill sh

ow th

at th

ey re

ally

und

erst

and

by e

vide

nce

of . .

.•

Thei

r abi

lity

to re

ad b

etw

een

the

lines

of H

olde

n’s

fi rst

-per

son

unre

liabl

e na

rrat

or a

ccou

nt a

nd to

mak

e se

nse

of h

is b

ehav

ior.

Stu

-de

nts

shou

ld g

ener

aliz

e, u

sing

the

EQs,

and

tran

sfer

thei

r con

side

ratio

n of

the

book

’s th

emes

to a

mod

ern-

day

situ

atio

n in

whi

ch

unde

rsta

ndin

g th

e ad

oles

cent

psy

che

is a

lso

the

aim

. Ide

as:

º A fi

eld

guid

e to

ado

lesc

ents

/Ado

lesc

ents

for D

umm

ies.

Usi

ng a

ll th

e es

sent

ial q

uest

ions

, stu

dent

s de

velo

p a

hand

book

on

obse

rvin

g an

d w

orki

ng w

ith a

dole

scen

ts fo

r the

ir gu

idan

ce c

ouns

elor

s, te

ache

rs, a

nd a

dmin

istra

tors

. How

can

we

fi nd

out w

ho

som

eone

real

ly is

? W

hen

is b

ehav

ior k

ids

just

bei

ng k

ids

and

whe

n is

it a

sig

n of

som

ethi

ng s

erio

usly

wro

ng?

The

guid

e sh

ould

he

lp a

dults

bet

ter o

bser

ve a

nd re

cogn

ize

varie

d st

uden

t beh

avio

r, as

wel

l as

prov

ide

advi

ce o

n ho

w to

han

dle

puzz

ling/

rebe

llious

/al

iena

ted

beha

vior

effe

ctiv

ely.

º Par

t 2: (

optio

nal)

Hel

ping

Hol

den.

Usi

ng y

our o

wn

hand

book

or t

hat o

f ano

ther

gro

up, g

ive

advi

ce to

Hol

den

abou

t how

to

impr

ove

his

life

that

is a

ccur

ate

and

cast

in s

uch

a w

ay th

at h

e is

mos

t lik

ely

to h

ear i

t.º P

art 3

: (op

tiona

l) W

rite

Hol

den’

s lik

ely

resp

onse

to y

our a

ttem

pted

cou

nsel

.

OTH

ER E

VID

ENC

E:

Stu

dent

s w

ill sh

ow th

ey h

ave

achi

eved

Sta

ge 1

goa

ls b

y . . .

Writ

ing

and

spea

king

insi

ghtfu

lly o

n th

e es

sent

ial q

uest

ions

, whi

le a

lso

show

ing

that

they

hav

e re

ad th

e te

xt c

aref

ully.

Essa

y: S

tude

nts

writ

e on

an

esse

ntia

l que

stio

n, u

sing

evi

denc

e fro

m a

t lea

st o

ne o

ther

text

. The

y m

ust a

lso

expl

ain

to w

hat

exte

nt th

ey c

hang

ed th

eir m

ind

over

the

cour

se o

f the

uni

t abo

ut th

e qu

estio

n, a

nd w

hy (i

nclu

ding

a c

omm

ent f

rom

thei

r fi rs

t day

’s

prew

ritin

g).

• Is

it p

ossi

ble—

or d

esira

ble—

to re

mai

n in

noce

nt?

Whe

n is

that

a h

ealth

y an

d an

unh

ealth

y in

stin

ct?

• W

hy d

o pe

ople

som

etim

es p

ush

othe

rs a

way

? W

hen

is “

cool

” un

cool

?•

Wha

t mak

es s

omeo

ne a

pho

ny o

r gen

uine

?•

How

—an

d ho

w w

ell—

does

Sal

inge

r rev

eal H

olde

n’s

char

acte

r?S

peak

ing

and

List

enin

g: R

ubric

s fo

r the

var

ious

sem

inar

s, g

roup

wor

k, a

nd d

iscu

ssio

ns w

ill be

use

d to

pro

vide

stu

dent

s w

ith fe

ed-

back

on

thei

r stre

ngth

s an

d w

eakn

esse

s as

dis

cuss

ants

, col

leag

ues.

Qui

zzes

: Thr

ee q

uizz

es o

n th

e pl

ot, s

ettin

gs, a

nd m

ain

char

acte

rs (n

ot a

maj

or fa

ctor

in th

e un

it gr

ade—

just

to e

nsur

e th

e re

adin

g is

be

ing

done

, and

for m

akin

g ne

eded

adj

ustm

ents

to le

arni

ng).

Fig

ure

B.1

0

Lite

ratu

re U

nit (continued)



Sta

ge 3

—Le

arni

ng P

lan

Cod

e•

Pre

-ass

ess

read

ing

skills

, esp

ecia

lly fo

r abi

lity

to in

fer (

mai

n id

ea, t

he c

hara

cter

beh

ind

the

wor

ds, e

tc.)

• A

n an

ticip

atio

n gu

ide/

surv

ey, w

ith re

leva

nt s

tate

men

ts o

r que

stio

ns a

bout

ado

lesc

ence

—fo

r exa

mpl

e, a

gree

or d

isag

ree

with

sta

tem

ents

: “M

ost p

eopl

e ar

e ph

ony.

” O

r, “U

nder

neat

h ou

r pub

lic im

age

we

all k

now

who

we

real

ly a

re.”

• P

rew

ritin

g on

an

EQ. (

e.g.

, Can

som

eone

be

a ph

ony

and

also

be

a go

od p

erso

n? H

ave

you

ever

wan

ted

to s

tay

inno

cent

at

som

e po

int i

n yo

ur li

fe?)

. (C

omm

ent o

n yo

ur p

rew

ritin

g at

the

end

of th

e un

it.)

W, H

, E1

, R,

E2

Lear

ning

Eve

nts

TRA

NS

FER

: The

lear

ning

mus

t hel

p st

uden

ts b

ecom

e in

crea

sing

ly a

ble,

on

thei

r ow

n, to

con

nect

the

less

ons

lear

ned

in C

atch

er in

the

Rye

and

app

ly th

em to

oth

er li

tera

ture

and

exp

erie

nces

, as

wel

l as

to a

spec

ts o

f the

text

no

t add

ress

ed b

y th

e te

ache

r.Th

e fi n

al ta

sk re

quire

s ta

king

gen

eral

con

clus

ions

abo

ut th

e EQ

s an

d ap

plyi

ng th

em to

the

spec

ifi c

scho

ol e

nviro

n-m

ent.

So,

stu

dent

s w

ill ne

ed p

ract

ice

in a

pply

ing

gene

raliz

atio

ns a

bout

ado

lesc

ence

and

lone

lines

s an

d co

olne

ss

to re

al-w

orld

situ

atio

ns a

nd o

ther

con

cret

e si

tuat

ions

in th

is a

nd o

ther

text

s. A

nd o

ver t

he u

nit,

teac

hers

sho

uld

scaf

fold

and

pro

mpt

less

and

less

. Eve

nts

mig

ht in

clud

e:•

Wha

t’s W

rong

with

Hol

den?

Gro

ups

of s

tude

nts

spea

k an

d w

rite

as th

e do

ctor

to th

e pa

rent

s an

d fri

ends

of

Hol

den.

Thi

s ac

tivity

pro

vide

s st

uden

ts w

ith a

sca

ffold

ed o

ppor

tuni

ty to

tran

sfer

thei

r lea

rnin

g in

a s

ituat

ion.

The

te

ache

r can

ser

ve a

s a

case

wor

ker f

or H

olde

n C

aulfi

eld.

Afte

r a c

lose

read

ing

and

disc

ussi

on o

f Hol

den’

s ac

coun

t of

the

even

ts o

f the

pre

cedi

ng D

ecem

ber,

stud

ents

writ

e a

lette

r to

Hol

den’

s pa

rent

s to

des

crib

e H

olde

n’s

beha

v-io

r and

exp

lain

wha

t (if

anyt

hing

) is

wro

ng w

ith h

im. C

ite e

xam

ples

from

the

text

to s

uppo

rt yo

ur a

naly

sis.

• C

atch

er to

day:

Writ

ing

or d

iscu

ssio

n: M

atch

the

char

acte

rs in

the

nove

l to

stud

ents

in s

choo

l: in

sigh

t or

ster

eoty

pe?

• A

n as

sign

men

t (or

al a

nd/o

r writ

ten)

in w

hich

stu

dent

s m

ust c

ompa

re a

nd c

ontra

st H

olde

n to

any

oth

er c

hara

cter

re

ad th

is y

ear,

in te

rms

of E

Q4:

How

can

we

tell

who

a c

hara

cter

real

ly is

?•

“Com

in th

ro’ t

he R

ye.”

A S

ocra

tic s

emin

ar o

f Rob

ert B

urns

’s p

oem

with

min

imal

teac

her i

nter

vent

ion.

Why

doe

s H

olde

n lik

e th

e po

em?

Doe

s he

get

its

true

mea

ning

? U

se th

ose

or tw

o ot

her q

uest

ions

to fr

ame

the

disc

ussi

on.

The

aim

is fo

r stu

dent

s to

pra

ctic

e se

eing

for t

hem

selv

es th

e se

xual

und

erto

nes

that

are

ofte

n m

isse

d—an

d m

ore

gene

rally

to re

late

the

two

text

s.•

Hol

den

toda

y: Im

agin

e H

olde

n in

the

pres

ent d

ay. U

sing

J. D

. Sal

inge

r’s w

ritin

g st

yle

and

Hol

den’

s vo

ice,

hav

e H

olde

n di

scus

s a

curre

nt p

op s

tar,

cultu

ral e

vent

, or a

thle

tic e

vent

at s

choo

l. (S

ugge

st lo

okin

g at

the

orig

inal

New

Yo

rk T

imes

revi

ew o

f the

boo

k in

195

1, w

ritte

n in

the

styl

e of

the

book

. It c

an a

lso

be c

ritiq

ued

as a

sup

erfi c

ial

revi

ew, e

ven

if th

e vo

ice

is a

ccur

ate.

)

Pro

gres

s M

onito

ring

Look

for e

vide

nce

of s

tude

nt a

bilit

y to

ap

ply

the

cont

ent a

nd p

roce

sses

incr

eas-

ingl

y on

thei

r ow

n, w

ith m

inim

al te

ache

r pr

ompt

ing.

All

fi ve

prop

osed

eve

nts

will

prov

ide

evid

ence

of t

his.

If s

tude

nts

are

not m

akin

g su

ch c

onne

ctio

ns, r

ecla

rify

unit

goal

s, s

top

to g

o ov

er a

nd a

pply

ru

bric

s, a

nd m

odel

suc

h ap

plic

atio

ns.

Use

ung

rade

d w

ritin

g pr

ompt

s as

king

for

conn

ectio

ns n

ot d

iscu

ssed

in c

lass

; for

ex

ampl

e, “

Wha

t wou

ld H

olde

n th

ink

abou

t la

st w

eek’

s as

sem

bly?

” O

r, “H

ow w

ould

S

ally

des

crib

e H

olde

n?”

Fig

ure

B.1

0

Lite

ratu

re U

nit (continued)



Sta

ge 3

—Le

arni

ng P

lan

(con

tinu

ed)

W, H

, E1

, R,

E2 W, R

H, E

2

H, R

ME

AN

ING

: The

lear

ning

mus

t hel

p st

uden

ts b

ecom

e m

ore

skille

d at

see

ing

on th

eir o

wn

how

the

EQs

rela

te

to th

e te

xt a

s th

e un

it pr

ogre

sses

, usi

ng th

e in

fere

ntia

l rea

ding

stra

tegi

es th

ey k

now

alre

ady

and

are

taug

ht in

th

e un

it; th

e le

arni

ng m

ust b

e fra

med

to d

evel

op, r

efi n

e, a

nd re

thin

k ea

ch s

tude

nt’s

theo

ry o

f who

Hol

den

is a

nd

wha

t’s w

rong

with

him

as

the

nove

l unf

olds

.

As

the

unit

unfo

lds,

stu

dent

s sh

ould

take

incr

ease

d re

spon

sibi

lity

for l

inki

ng th

e EQ

s to

spe

cifi c

asp

ects

of t

he te

xt

and

mak

ing

conn

ectio

ns w

ith o

ther

text

s an

d ex

perie

nces

afte

r mod

elin

g an

d gu

idan

ce fr

om th

e te

ache

r:•

Esta

blis

h re

adin

g-de

tect

ive

role

s. E

xpla

in th

at e

ach

grou

p w

ill be

ass

igne

d an

EQ

to b

e an

exp

ert o

n; th

ey w

ill ta

ke th

is ro

le a

nd s

ee it

thro

ugh

the

text

. Stu

dent

s w

ill tra

ck e

very

refe

renc

e to

“in

noce

nce”

(EQ

1), e

very

refe

renc

e to

cha

ract

ers

push

ing

othe

r cha

ract

ers

away

(EQ

2), e

very

refe

renc

e to

“ph

onie

s” o

r “ph

onin

ess”

(EQ

3), e

very

re

fere

nce

to h

ow y

ou k

now

who

som

eone

real

ly is

or h

ow th

at g

ets

hidd

en (E

Q4)

.•

Each

day

: Jou

rnal

writ

ing

in a

con

stan

t rev

iew

of t

he e

ssen

tial q

uest

ions

. Stu

dent

s w

ould

be

expe

cted

to

deve

lop

a “t

heor

y” a

bout

Hol

den

and

refi n

e/re

thin

k/re

vise

it a

s th

e st

ory

and

disc

ussi

on u

nfol

ds. P

rom

pts:

–

Wha

t is

the

mos

t im

porta

nt th

ing

you

lear

n ab

out H

olde

n in

this

sec

tion

of th

e no

vel?

–

Wha

t is

the

mos

t im

porta

nt u

nans

wer

ed q

uest

ion

abou

t Hol

den

at th

is p

oint

in th

e no

vel?

• In

cla

ss, o

n a

regu

lar b

asis

: Thi

nk/p

air w

ith s

mal

l gro

up/w

hole

gro

up. S

tude

nts

spen

d tw

o m

inut

es re

view

ing

thei

r jou

rnal

ent

ries

indi

vidu

ally,

then

sha

ring

in p

airs

. The

n, th

ey fo

rm th

eir E

Q d

etec

tive

grou

ps a

nd re

port

to

othe

r gro

ups

wha

t the

y le

arne

d ab

out H

olde

n an

d th

eir E

Q.

• H

olde

n’s

favo

rite

poem

—S

tude

nts

rese

arch

a v

arie

ty o

f poe

ms

on th

eir o

wn

(see

onl

ine

poet

ry d

atab

ases

) to

fi nd

one

Hol

den

wou

ld lo

ve. T

hey

writ

e a

“mis

sing

” se

ctio

n of

the

book

in w

hich

Hol

den,

in a

ccur

ate

voic

e,

expl

ains

why

he

likes

that

par

ticul

ar p

oem

: “W

rite

(300

–400

wor

ds) a

s if

you

wer

e H

olde

n, u

sing

his

lang

uage

and

sp

eech

pat

tern

s, to

des

crib

e w

hy h

e lik

es it

.” S

tude

nts

vote

on

the

mos

t Hol

den-

like

choi

ce a

nd v

oice

.

• O

ngoi

ng d

iscu

ssio

n ab

out w

ho H

olde

n is

and

wha

t, if

anyt

hing

, is

“wro

ng”

with

him

. Stu

dent

s m

ust b

e as

ked

to

cont

inua

lly re

fl ect

dev

elop

, com

pare

, and

sel

f-as

sess

thei

r em

ergi

ng th

eory

abo

ut w

ho h

e is

. The

y sh

ould

real

ize

they

nee

d to

reth

ink

thei

r the

orie

s as

the

book

unf

olds

; the

teac

her s

houl

d be

ass

ertiv

e ab

out c

allin

g at

tent

ion

to

info

rmat

ion

in th

e te

xt th

at u

nder

cuts

som

e of

the

mor

e co

mm

on b

ut g

lib a

nsw

ers

on th

e ta

ble.

(Not

e th

at a

fi na

l pr

ompt

in S

tage

2 re

quire

s st

uden

ts to

writ

e on

thei

r EQ

and

des

crib

e th

eir e

mer

ging

thin

king

, with

an

emph

asis

on

any

cha

nges

of m

ind

over

tim

e, a

nd th

e re

ason

s w

hy.)

Look

for e

vide

nce

of s

tude

nt a

bilit

y to

infe

r fro

m th

e ev

ents

of t

he te

xt a

nd g

ener

aliz

e ac

ross

text

and

exp

erie

nce.

For

exa

mpl

e:•

A 1

0-m

inut

e qu

ick-

writ

e at

the

star

t of

clas

s on

thei

r “re

adin

g de

tect

ive”

EQ

• A

read

ing

chal

leng

e bo

okm

ark

abou

t th

eir r

eadi

ng a

nd g

roup

dis

cuss

ion

each

da

y, in

whi

ch e

ach

stud

ent r

espo

nds

brie

fl y to

– I u

nder

stan

d . .

.

– I d

on’t

unde

rsta

nd . .

.

Mon

itor t

he d

egre

e to

whi

ch s

tude

nts

are

deve

lopi

ng a

theo

ry a

bout

who

Hol

den

is

and

usin

g ne

w in

form

atio

n fro

m th

e te

xt to

re

thin

k th

eir t

heor

y, a

s ne

eded

. The

jour

-na

l and

qui

ck-w

rites

on

the

two

recu

rrin

g qu

estio

ns p

rovi

de e

vide

nce.

If st

uden

ts a

re h

avin

g di

ffi cu

lty m

ovin

g fro

m fa

cts

to in

fere

nce,

pau

se to

teac

h an

d re

info

rce

key

read

ing

stra

tegi

es v

ia

wor

kshe

ets,

gra

phic

org

aniz

ers,

and

oth

er

tech

niqu

es.

Fig

ure

B.1

0

Lite

ratu

re U

nit (continued)



Sta

ge 3

—Le

arni

ng P

lan

(con

tinu

ed)

W, E

1

E1,

E2 E1

AC

QU

ISIT

ION

: Suc

cess

at t

he fi

nal t

ask

on a

han

dboo

k of

ado

lesc

ents

requ

ires

that

stu

dent

s ha

ve a

cces

s to

re

adab

le re

sour

ces

abou

t wor

king

with

ado

lesc

ents

(esp

ecia

lly s

ome

broc

hure

s or

dia

gnos

tic m

ater

ial t

o se

rve

as

mod

els

for t

he ta

sk).

Stu

dent

s w

ill fi n

d it

usef

ul a

nd th

ough

t pro

voki

ng to

hea

r fro

m g

uida

nce

coun

selo

rs, a

ssis

tant

pr

inci

pals

, or p

sych

iatri

sts

abou

t the

ir w

ork.

Oth

er id

eas

incl

ude

brai

nsto

rmin

g a

list o

f adv

isor

s to

ado

lesc

ents

an

d in

terv

iew

ing

two

diffe

rent

type

s; h

ando

uts

from

diff

eren

t stu

dent

-mad

e du

mm

y’s

man

uals

.

Suc

cess

in th

e un

it de

pend

s up

on e

nabl

ing

the

stud

ents

to d

o a

clos

e re

ad o

f the

text

so

as to

mak

e in

crea

s-in

gly

subt

le in

fere

nces

abo

ut H

olde

n, b

enea

th th

e ve

neer

of c

ooln

ess

and

unre

liabl

e na

rrat

or. I

n ad

ditio

n to

dire

ct

inst

ruct

ion

and

revi

ew o

f key

infe

rent

ial r

eadi

ng s

trate

gies

(and

gui

ded

prac

tice

that

lead

s to

inde

pend

ent u

se),

ther

e w

ill lik

ely

be a

nee

d fo

r min

iless

ons

on c

hara

cter

, set

ting,

poi

nt o

f vie

w, v

oice

; mod

elin

g an

d pr

actic

e on

key

in

fere

ntia

l rea

ding

stra

tegi

es.

Oth

er h

elpf

ul te

achi

ng a

nd d

irect

ed e

xerc

ises

mig

ht in

clud

e•

A g

uide

d m

appi

ng e

xerc

ise

on H

olde

n’s

rout

e in

NYC

. Usi

ng c

opie

s of

a m

ap o

f Man

hatta

n, s

tude

nts

trace

his

ro

ute

and

draw

con

clus

ions

.•

Bac

kgro

und

teac

hing

or a

ssig

nmen

t on

J. D

. Sal

inge

r bio

grap

hy.

• M

inile

sson

s, b

y ei

ther

teac

her o

r int

eres

ted

stud

ents

, on

Küb

ler-

Ros

s an

d Fr

eud,

and

the

cultu

re o

f the

195

0s

(use

clip

s fro

m M

ad M

en a

nd L

eave

it to

Bea

ver).

• O

ngoi

ng re

ports

from

eac

h EQ

gro

up li

stin

g ke

y pa

ssag

es in

the

text

that

rela

te to

thei

r que

stio

n.•

Mak

ing

Venn

dia

gram

s ab

out t

roub

led

girls

ver

sus

boys

. (D

oes

Hol

den

reso

nate

with

girl

s? H

ow s

houl

d th

e gu

ide

refl e

ct g

ende

r?)

The

nove

l can

be

divi

ded

into

six

read

ing

assi

gnm

ents

. Sam

ple

disc

ussi

on q

uest

ions

are

pro

vide

d.1.

Cha

pter

s 1–

4: W

hat o

bser

vatio

ns d

o yo

u ha

ve a

bout

Hol

den’

s us

e of

lang

uage

?2.

Cha

pter

s 5–

9: W

hat o

bser

vatio

ns d

o yo

u ha

ve a

bout

Hol

den’

s fi g

ht w

ith S

tradl

ater

?3.

Cha

pter

s 10

–14:

On

p. 8

7, H

olde

n sa

ys, “

The

Nav

y gu

y an

d I w

e w

ere

glad

to’v

e m

et e

ach

othe

r. W

hich

al

way

s ki

lls m

e. I’

m a

lway

s sa

ying

, ‘G

lad

to’v

e m

et y

ou’ t

o so

meb

ody,

I’m

not

at a

ll gl

ad I

met

. If y

ou w

ant t

o st

ay

aliv

e, y

ou h

ave

to s

ay th

at s

tuff,

thou

gh.”

Bas

ed o

n yo

ur o

wn

life

and

expe

rienc

es, d

o yo

u th

ink

this

last

obs

erva

-tio

n is

true

? B

e sp

ecifi

c.

Use

ung

rade

d qu

izze

s to

fi nd

out

if

stud

ents

are

acq

uirin

g th

e ke

y de

tails

of

plot

, cha

ract

er, a

nd te

chni

ques

use

d by

S

alin

ger t

o de

velo

p an

d en

rich

the

nove

l.

Hav

e ei

ther

who

le-g

roup

or s

mal

l-gro

up

min

iless

ons

for s

tude

nts

who

are

not

see

-in

g th

ese

thin

gs.

Fig

ure

B.1

0

Lite

ratu

re U

nit (continued)



Sta

ge 3

—Le

arni

ng P

lan

(con

tinu

ed)

4. C

hapt

ers

15–1

8: L

ook

at th

e co

nver

satio

n be

twee

n H

olde

n an

d S

ally

(abo

ut p

p. 1

30–1

34).

How

doe

s th

is

conv

ersa

tion

help

exp

lain

Hol

den?

5.

Cha

pter

s 19

–23:

Wha

t do

you

thin

k is

the

mos

t rev

ealin

g m

omen

t in

the

long

sce

ne b

etw

een

Hol

den

and

Pho

ebe,

in D

.B.’s

bed

room

, and

why

?6.

Cha

pter

s 24

–26:

How

do

you

inte

rpre

t Mr.

Ant

olin

i’s b

ehav

ior a

nd H

olde

n’s

reac

tion

to it

, at t

he ti

me

it ha

p-pe

ned

and

late

r?D

iscu

ss th

e en

ding

of t

he b

ook.

In p

repa

ratio

n fo

r the

role

-pla

y, h

ave

stud

ents

wor

k in

gro

ups

to d

iscu

ss H

olde

n fro

m th

e pe

rspe

ctiv

e of

diff

eren

t cha

ract

ers—

one

from

a m

embe

r of H

olde

n’s

fam

ily, o

ne fr

om o

ne o

f his

teac

hers

, an

d tw

o fro

m h

is fr

iend

s or

pee

rs. L

ead

full-

clas

s di

scus

sion

. The

n, a

sk s

tude

nts

to id

entif

y th

e ch

arac

teris

tics

of

an e

ffect

ive

resp

onse

to th

eir f

orth

com

ing

activ

ity, W

hat’s

Wro

ng w

ith H

olde

n? G

uide

them

in g

ener

atin

g th

e ke

y ru

bric

trai

ts.

Stu

dent

s m

ight

hav

e di

ffi cu

lty fo

llow

ing

the

narr

ativ

e. U

se s

tory

map

s, ti

mel

ines

, or

oth

er g

raph

ic o

rgan

izer

s to

mon

itor

basi

c co

mpr

ehen

sion

; ref

er to

jour

nals

an

d re

adin

g de

tect

ive

jour

nal e

ntrie

s to

m

onito

r hig

her-

leve

l com

preh

ensi

on. W

ork

with

stru

gglin

g st

uden

ts to

hel

p th

em

build

an

accu

rate

nar

rativ

e, a

s ne

eded

.

Fig

ure

B.1

0

Lite

ratu

re U

nit (continued)



Fig

ure

B.1

1

Clim

ate

Unit

Sta

ge 1

—D

esir

ed R

esul

ts

Est

ablis

hed

Goa

ls1.

3 Ex

plai

n ho

w th

e tra

nsfe

r of

ener

gy th

roug

h ra

diat

ion,

con

duc-

tion,

and

con

vect

ion

cont

ribut

es

to g

loba

l atm

osph

eric

pro

cess

es,

such

as

stor

ms,

win

ds, a

nd

curre

nts.

1.

4 P

rovi

de e

xam

ples

of h

ow th

e un

equa

l hea

ting

of E

arth

and

the

Cor

iolis

effe

ct in

fl uen

ce g

loba

l ci

rcul

atio

n pa

ttern

s, a

nd s

how

ho

w th

ey im

pact

Mas

sach

uset

ts

wea

ther

and

clim

ate

(e.g

., gl

obal

w

inds

, con

vect

ion

cells

, lan

d/se

a br

eeze

s, m

ount

ain/

valle

y br

eeze

s).

1.6

Des

crib

e th

e va

rious

con

di-

tions

ass

ocia

ted

with

fron

tal

boun

darie

s an

d cy

clon

ic s

torm

s (e

.g.,

thun

ders

torm

s, w

inte

r st

orm

s [n

or’e

aste

rs],

hurr

ican

es,

torn

adoe

s) a

nd th

eir i

mpa

ct o

n hu

man

affa

irs, i

nclu

ding

sto

rm

prep

arat

ions

. 3.

1 Ex

plai

n ho

w p

hysi

cal a

nd

chem

ical

wea

ther

ing

lead

s to

er

osio

n an

d th

e fo

rmat

ion

of

soils

and

sed

imen

ts, a

nd c

reat

es

vario

us ty

pes

of la

ndsc

apes

. Giv

e ex

ampl

es th

at s

how

the

effe

cts

of

phys

ical

and

che

mic

al w

eath

erin

g on

the

envi

ronm

ent.

Tran

sfer

Stu

dent

s w

ill be

abl

e to

inde

pend

ently

use

thei

r lea

rnin

g to

. . .

Acc

urat

ely

pred

ict a

nd c

ompa

re th

e cl

imat

es o

f var

ied

loca

tions

in te

rms

of k

ey c

limat

e-de

term

inin

g fa

ctor

s.

Mea

ning

UN

DER

STA

ND

ING

SS

tude

nts

will

unde

rsta

nd th

at . .

.

• Th

e un

equa

l hea

ting

betw

een

the

equa

tor a

nd p

oles

, Ear

th’s

ro

tatio

n, a

nd th

e di

strib

utio

n of

land

and

oce

an g

ener

ate

the

glob

al w

ind

patte

rns

that

det

erm

ine

clim

ate.

• M

ost o

f wha

t goe

s on

in th

e un

iver

se in

volv

es s

ome

form

of

ene

rgy

bein

g tra

nsfo

rmed

into

ano

ther

. Tra

nsfo

rmat

ions

of

ener

gy u

sual

ly p

rodu

ce s

ome

ener

gy in

the

form

of h

eat,

whi

ch

spre

ads

arou

nd b

y ra

diat

ion

and

cond

uctio

n in

to c

oole

r pla

ces.

ESS

ENTI

AL

QU

ESTI

ON

SS

tude

nts

will

keep

con

side

ring

. . .

• W

hat c

ause

s w

eath

er a

nd w

ind

patte

rns?

• W

hat f

acto

rs a

ffect

clim

ate?

• H

ow d

o ev

ents

in o

ne g

eogr

aphi

c ar

ea a

ffect

ano

ther

?•

How

doe

s cl

imat

e af

fect

agr

icul

ture

?•

How

can

I ap

ply

thes

e fa

ctor

s to

loca

tions

on

Earth

to d

eter

-m

ine

the

clim

ate?

Acq

uisi

tion

of K

now

ledg

e an

d S

kill

Stu

dent

s w

ill kn

ow . .

.

• C

ause

s of

win

d an

d w

eath

er p

atte

rns.

• Fa

ctor

s af

fect

ing

clim

ate.

• C

ause

s of

the

Cor

iolis

effe

ct.

• H

ow e

vent

s in

one

geo

grap

hica

l are

a af

fect

ano

ther

.•

How

clim

ate

affe

cts

agric

ultu

re.

Stu

dent

s w

ill be

ski

lled

at . .

.

• In

terp

retin

g da

ta il

lust

ratin

g th

e re

latio

nshi

p be

twee

n ai

r pre

s-su

re a

nd te

mpe

ratu

re.

• In

terp

retin

g is

obar

map

s of

gra

dien

t pre

ssur

e.•

App

lyin

g th

e co

ncep

ts o

f New

ton’

s Fi

rst L

aw, t

he s

pher

i-ca

l geo

met

ry o

f the

ear

th, a

nd c

entri

peta

l acc

eler

atio

n to

the

Cor

iolis

effe

ct.

Sou

rce:

Goa

ls ©

200

6 M

assa

chus

etts

Dep

artm

ent o

f Edu

catio

n. A

ll rig

hts

rese

rved

.S

ourc

e: U

nder

stan

ding

s ©

199

3 A

AA

S in

Ben

chm

arks

for S

cien

ce L

itera

cy. A

ll rig

hts

rese

rved

.



Sta

ge 2

—E

vide

nce

Eva

luat

ive

Cri

teri

a

• A

ccur

acy

of p

redi

ctio

ns

• Th

orou

ghne

ss o

f exp

lana

tion

• Q

ualit

y of

pre

sent

atio

n

PER

FOR

MA

NC

E TA

SK

(S):

Stu

dent

s w

ill sh

ow th

eir l

earn

ing

by . .

.•

Com

parin

g cl

imat

es. S

tude

nts

will

be a

sked

to re

sear

ch th

e cl

imat

e in

our

are

a an

d tw

o ot

her a

reas

. One

will

be a

t our

latit

ude,

bu

t in

the

inte

rior o

f the

con

tinen

t. Th

e ot

her w

ill be

at o

ur lo

ngitu

de, b

ut a

t a tr

opic

al lo

catio

n. T

he s

tude

nts

will

com

pare

the

clim

ates

of t

hese

loca

tions

in te

rms

of c

limat

e-de

term

inin

g fa

ctor

s in

team

s re

pres

entin

g a

clim

atol

ogic

al c

onsu

lting

fi rm

see

king

an

acco

unt w

ith a

larg

e ag

ricul

tura

l bus

ines

s th

at h

as fa

rms

in e

ach

area

.

OTH

ER E

VID

ENC

E:•

Ope

n-bo

ok e

xam

• Q

uizz

es o

n re

adin

gs

Sta

ge 3

—Le

arni

ng P

lan

Stu

dent

s w

ill1.

Eva

luat

e ci

rcul

atio

n ce

ll di

agra

m b

y id

entif

ying

dire

ctio

ns o

f air

mov

emen

t und

er s

peci

fi c c

ondi

tions

and

exp

lain

thes

e m

ovem

ents

in te

rms

of d

iffer

entia

l hea

ting.

2. P

erfo

rm th

e Le

t’s G

o Fl

y a

Kite

act

ivity

. Thi

s is

the

hook

and

the

intro

duct

ory

activ

ity. A

fter c

ompl

etin

g th

e fi r

st a

ctiv

ity, i

n w

hich

stu

dent

s w

ill le

arn

abou

t the

rela

tions

hip

betw

een

air p

ress

ure

and

win

d, th

ey w

ill m

ake

pred

ictio

ns a

bout

whi

ch c

ampu

s lo

catio

n w

ill ha

ve th

e be

st k

ite fl

ying

. The

n th

e cl

ass

will,

kite

s in

han

d, tr

avel

aro

und

the

cam

pus

look

ing

for t

he b

est p

lace

to fl

y a

kite

. We

will

then

use

our

resu

lts to

ask

que

stio

ns a

bout

wha

t cau

ses

win

d pa

ttern

s, w

hy w

ind

patte

rns

diffe

r, an

d w

hat c

ause

s th

ese

diffe

renc

es.

3. R

ead

artic

les

and

perfo

rm a

ser

ies

of la

bs th

at il

lust

rate

New

ton’

s Fi

rst L

aw a

nd c

entri

peta

l acc

eler

atio

n, a

nd th

en re

late

thes

e to

the

Cor

iolis

effe

ct.

4. A

naly

ze m

aps

show

ing

isob

ars,

and

labe

l the

win

d di

rect

ions

(and

exp

lain

why

).5.

Stu

dy w

hy th

e an

gle

of th

e su

n’s

rays

cau

se d

iffer

entia

l hea

ting.

Thi

s w

ill be

app

lied

to th

e di

ffere

nt a

reas

of t

he E

arth

and

sea

sons

in o

ur a

rea.

6. A

naly

ze a

n en

ergy

bud

get d

iagr

am s

how

ing

the

ener

gy (h

eat)

fl ow

bet

wee

n th

e su

n, th

e Ea

rth’s

sur

face

, and

the

Earth

’s a

tmos

pher

e.7.

Ana

lyze

dia

gram

s sh

owin

g hi

gh-

and

low

-pre

ssur

e ce

nter

s an

d de

scrib

e ai

r fl o

w a

roun

d an

d be

twee

n th

ese

cent

ers.

8. S

tudy

cas

es (a

rticl

es s

uppl

ied

by te

ache

r) in

whi

ch e

vent

s su

ch a

s El

Niñ

o an

d vo

lcan

oes

in o

ne p

art o

f the

wor

ld a

re th

ough

t to

affe

ct w

eath

er in

ano

ther

par

t of t

he

wor

ld. S

tude

nts

will

then

pro

pose

mec

hani

sms

by w

hich

this

is p

ossi

ble.

9. C

ompl

ete

the

“Com

parin

g C

limat

es”

prop

osal

, inc

ludi

ng p

rese

ntat

ions

and

sel

f-ev

alua

tion.

Fig

ure

B.1

1

Clim

ate

Unit (continued)



Fig

ure

B.1

2

Vis

ual A

rts U

nit

Sta

ge 1

—D

esir

ed R

esul

ts

Est

ablis

hed

Goa

lsM

aryl

and

Visu

al A

rts

Sta

ndar

d 1.

2a: C

ompa

re h

ow

artis

ts u

se n

arra

tive

conv

entio

ns in

se

lect

ed a

rtwor

ks.

Sta

ndar

d 1.

2b: C

reat

e na

rra-

tive

artw

orks

from

obs

erva

tion,

m

emor

y, a

nd im

agin

atio

n th

at

show

set

ting,

cha

ract

ers,

act

ion,

an

d di

fferin

g po

ints

of v

iew

.S

tand

ard

2.3b

: Pla

n pe

rson

al

artw

orks

that

inte

rpre

t the

uni

que

styl

es a

nd fo

rms

of d

iffer

ent

artis

ts.

Sta

ndar

d 3.

2a: C

omm

unic

ate

idea

s an

d co

ncep

ts b

y m

anip

ulat

-in

g el

emen

ts o

f art

and

prin

cipl

es

of d

esig

n to

ach

ieve

spe

cifi c

vis

ual

effe

cts.

Sta

ndar

d 4.

2c: S

elec

t, ap

ply,

and

co

mm

unic

ate

crite

ria fo

r mak

-in

g ae

sthe

tic ju

dgm

ents

abo

ut

pers

onal

ly c

reat

ed a

rtwor

ks a

nd

the

artw

orks

of o

ther

s.

Tran

sfer

Stu

dent

s w

ill be

abl

e to

inde

pend

ently

use

thei

r lea

rnin

g to

. . .

• C

reat

e or

igin

al n

arra

tives

bas

ed o

n va

rious

them

es a

nd m

edia

.•

Use

the

artis

tic p

roce

ss in

the

crea

tion

of o

rigin

al n

arra

tive

wor

ks.

• S

elec

t and

effe

ctiv

ely

appl

y di

ffere

nt m

edia

and

con

vent

ions

to th

e na

rrat

ive.

• A

naly

ze a

nd c

ritiq

ue w

orks

of a

rt (in

clud

ing

thei

r ow

n) a

gain

st c

riter

ia.

Mea

ning

UN

DER

STA

ND

ING

SS

tude

nts

will

unde

rsta

nd th

at . .

.

• Id

eas

for a

rtwor

ks m

ay c

ome

from

obs

erva

tions

, im

agin

atio

n,

pers

onal

exp

erie

nces

, and

oth

er a

rtist

s.•

Arti

sts

use

narr

ativ

e co

nven

tions

sim

ilar t

o or

al a

nd w

ritte

n st

oryt

ellin

g to

tell

stor

ies.

• A

rtist

s se

lect

, org

aniz

e, a

nd m

anip

ulat

e ar

t ele

men

ts a

nd

prin

cipl

es o

f des

ign

to c

reat

e sp

ecifi

c ef

fect

s an

d co

mm

unic

ate

mea

ning

.•

Dec

isio

ns a

bout

art

and

artm

akin

g ca

n be

bas

ed o

n es

tab-

lishe

d an

d pe

rson

ally

dev

elop

ed c

riter

ia.

ESS

ENTI

AL

QU

ESTI

ON

SS

tude

nts

will

keep

con

side

ring

. . .

• W

here

do

artis

ts g

et th

eir i

deas

?•

How

do

artis

ts te

ll st

orie

s w

ith im

ages

?•

How

can

mea

ning

be

com

mun

icat

ed in

artw

orks

?•

Wha

t do

artis

ts c

onsi

der w

hen

mak

ing

deci

sion

s ab

out t

heir

wor

k?

Acq

uisi

tion

Stu

dent

s w

ill kn

ow . .

.

• B

ackg

roun

d in

form

atio

n on

Jac

ob L

awre

nce,

Rom

are

Bea

rden

, and

Fai

th R

ingg

old.

• K

ey v

ocab

ular

y an

d pr

oces

ses

rela

ted

to v

isua

l nar

rativ

e, n

ar-

rativ

e co

nven

tions

, art

med

ia, a

nd te

chni

ques

.•

Sta

ges

of p

lann

ing

and

fi nal

izin

g co

mpo

sitio

ns.

Stu

dent

s w

ill be

ski

lled

at . .

.

• C

ompa

ring,

ana

lyzi

ng, a

nd d

iscu

ssin

g ar

twor

ks.

• G

ener

atin

g id

eas

thro

ugh

brai

nsto

rmin

g an

d sk

etch

ing.

• P

lann

ing,

sel

ectin

g, a

nd o

rgan

izin

g a

varie

ty o

f mat

eria

ls a

nd

imag

es in

a c

ompo

sitio

n.

Sou

rce:

Goa

ls ©

199

7–20

10 M

aryl

and

Sta

te D

epar

tmen

t of E

duca

tion.

All

right

s re

serv

ed.



Sta

ge 2

—E

vide

nce

Cod

eE

valu

ativ

e C

rite

ria

M T M A

• Ef

fect

ive

use

of n

arra

-tiv

e co

nven

tions

(cha

r-ac

ters

, act

ion,

set

ting)

, ar

t ele

men

ts, a

nd d

esig

n pr

inci

ples

to c

omm

uni-

cate

a s

tory

• Ef

fect

ive

use

of

sele

cted

med

ia•

Cra

ftsm

ansh

ip•

Insi

ghtfu

l, co

mpl

ete,

an

d w

ell-w

ritte

n an

alys

is

Thou

ghtfu

l, cl

ear,

thor

ough

Acc

urat

e, d

isci

plin

ed,

care

ful

PER

FOR

MA

NC

E TA

SK

(S):

Stu

dent

s w

ill sh

ow th

at th

ey re

ally

und

erst

and

by e

vide

nce

of . .

.•

Ana

lysi

s an

d de

velo

pmen

t of p

erso

nal n

arra

tive.

• A

naly

sis

com

parin

g ar

twor

ks b

y Ja

cob

Law

renc

e, R

omar

e B

eard

en, a

nd F

aith

Rin

ggol

d to

iden

tify

char

acte

ristic

s of

thei

r sty

le

and

way

s th

ey u

se n

arra

tive

conv

entio

ns to

com

mun

icat

e vi

sual

sto

ries.

Stu

dent

s w

ill us

e in

form

atio

n le

arne

d fro

m th

e an

alys

is to

gen

erat

e id

eas

for a

per

sona

l nar

rativ

e by

pla

nnin

g a

serie

s of

ske

tche

s,

sele

ctin

g on

e id

ea to

enl

arge

and

fi na

lize

in a

med

ium

(col

lage

, mix

ed m

edia

, and

/or p

aint

) infl

uen

ced

by th

eir s

tudy

. Stu

dent

s w

ill pr

epar

e th

e fi n

al w

ork

for e

xhib

ition

.

OTH

ER E

VID

ENC

E:

Stu

dent

s w

ill sh

ow th

ey h

ave

achi

eved

Sta

ge 1

goa

ls b

y . . .

• S

tude

nt s

elf-

refl e

ctio

ns d

efen

ding

dec

isio

ns m

ade

in c

reat

ing,

sel

ectin

g m

edia

, and

com

plet

ing

narr

ativ

e co

mpo

sitio

ns.

• Te

ache

r obs

erva

tions

of t

he a

rtist

ic p

roce

ss o

f pla

nnin

g, u

se o

f mat

eria

ls, w

ork

habi

ts, a

nd s

afet

y pr

oced

ures

.

Fig

ure

B.1

2

Vis

ual A

rts U

nit (continued)



Sta

ge 3

—Le

arni

ng P

lan

Cod

e

P

re-a

sses

smen

t

Stu

dent

suc

cess

at t

rans

fer,

mea

ning

, and

acq

uisi

tion

depe

nds

upon

. . .

Lear

ning

to

look

, thi

nk, a

nd w

ork

like

an a

rtis

t•

Stu

dent

s w

ill be

intro

duce

d to

var

ious

artw

orks

. The

y w

ill be

ask

ed to

det

erm

ine

whi

ch o

ne b

est “

tells

” a

stor

y an

d to

iden

tify

wha

t in

the

wor

k co

ntrib

utes

to s

tory

tellin

g. (M

eani

ng)

• Te

ache

r gui

des

stud

ents

in a

naly

zing

a s

elec

ted

artw

ork

to id

entif

y th

e na

rrat

ive

conv

entio

ns (i

.e.,

subj

ect/

ch

arac

ters

, set

ting,

tim

e fra

me,

act

ion,

text

, seq

uenc

e) u

sed

to c

omm

unic

ate

the

stor

y. (A

cqui

sitio

n)•

Stu

dent

s w

ork

in p

airs

or t

rios

to re

ad a

bout

Jac

ob L

awre

nce,

Rom

are

Bea

rden

, and

Fai

th R

ingg

old

and

othe

r na

rrat

ive

wor

ks b

y th

e ar

tists

. The

y w

ill an

alyz

e an

d co

mpa

re th

e ar

tists

’ wor

ks to

iden

tify

sim

ilarit

ies

and

diffe

r-en

ces

in th

emes

or s

ubje

ct m

atte

r, us

e of

nar

rativ

e co

nven

tions

and

sto

ryte

lling

tech

niqu

es, a

nd u

niqu

e ch

arac

ter-

istic

s of

thei

r sty

le. B

ased

upo

n th

eir g

roup

ana

lysi

s an

d di

scus

sion

s, s

tude

nts

will

wor

k fro

m a

writ

ing

prom

pt to

dr

aft a

sum

mar

y of

thei

r ana

lysi

s. (M

eani

ng a

nd T

rans

fer)

• S

tude

nts

will

shar

e dr

afts

, the

n lo

ok a

t a te

ache

r-m

ade

narr

ativ

e sa

mpl

e an

d di

scus

s th

e su

bjec

t mat

ter,

way

s th

at th

e sa

mpl

e in

corp

orat

ed n

arra

tive

conv

entio

ns d

iscu

ssed

in th

e pr

evio

us c

lass

, sty

listic

ele

men

ts, a

nd c

om-

posi

tiona

l qua

litie

s. (A

cqui

sitio

n an

d M

eani

ng)

• S

tude

nts

will

be g

iven

the

perfo

rman

ce ta

sk a

ctiv

ity a

nd c

riter

ia fo

r cre

atin

g a

pers

onal

nar

rativ

e. T

hey

will

disc

uss

them

es a

nd s

ubje

cts

that

hav

e si

gnifi

canc

e to

them

and

pla

n th

ree

sket

ches

for a

per

sona

l nar

rativ

e th

at

inco

rpor

ates

sty

listic

ele

men

ts a

nd/o

r med

ia c

hoic

es o

bser

ved

in th

eir a

naly

sis

of L

awre

nce,

Bea

rden

, and

Rin

g-go

ld’s

wor

ks. S

tude

nts

will

criti

que

thei

r ske

tche

s to

det

erm

ine

whi

ch o

ne m

ost e

ffect

ivel

y te

lls a

per

sona

l sto

ry.

(Mea

ning

)•

Stu

dent

s se

lect

, refi

ne,

and

enl

arge

one

idea

from

thei

r ske

tche

s th

at fu

lfi lls

crit

eria

est

ablis

hed

by th

e cl

ass,

te

ache

r, an

d pe

rson

al in

tere

sts.

Stu

dent

s w

ork

in p

airs

to re

view

enl

arge

d sk

etch

es a

nd g

ive

feed

back

rega

rdin

g ef

fect

ive

narr

ativ

e te

chni

ques

and

vis

ual i

mpa

ct th

roug

h ch

oice

of a

rt el

emen

ts a

nd d

esig

n pr

inci

ples

. The

teac

her

dem

onst

rate

s w

ays

to a

dd p

aint

, tex

ture

, and

oth

er c

olla

ge c

ompo

nent

s an

d m

ater

ials

to th

e co

mpo

sitio

n. S

tu-

dent

s ex

perim

ent w

ith c

olla

ge a

nd m

ixed

med

ia te

chni

ques

by

pain

ting

and

colla

ging

mat

eria

ls to

par

ts o

f the

ir sk

etch

es b

efor

e ap

plyi

ng th

em to

the

fi nal

com

posi

tion.

Stu

dent

s w

ill co

mpl

ete

a jo

urna

l ent

ry to

refl e

ct o

n th

e pr

oces

s an

d pr

ogre

ss o

f the

ir w

ork.

(Tra

nsfe

r and

Mea

ning

)•

Stu

dent

s co

ntin

ue e

xper

imen

ting

with

med

ia. T

each

er p

rovi

des

ongo

ing

feed

back

whi

le s

tude

nts

wor

k an

d m

ake

refi n

emen

ts to

the

fi nal

com

posi

tion.

Stu

dent

s sh

are

wor

ks in

pro

gres

s, d

iscu

ss p

roce

sses

and

tech

niqu

es,

and

cons

ult w

ith p

eers

to d

eter

min

e w

hat a

reas

stil

l nee

d w

ork,

mod

ifi ca

tion,

or c

hang

es. S

tude

nts

com

plet

e a

jour

nal e

ntry

to re

fl ect

on

the

proc

ess

and

prog

ress

of t

heir

wor

k at

the

end

of e

ach

stud

io s

essi

on. S

tude

nts

fi nal

-iz

e th

eir c

ompo

sitio

ns a

nd p

repa

re th

eir w

ork

for e

xhib

ition

. (Tr

ansf

er a

nd M

eani

ng)

Pro

gres

s M

onito

ring

Fig

ure

B.1

2

Vis

ual A

rts U

nit (continued)



Fig

ure

B.1

3

He

alth a

nd

PE

Unit

Sta

ge 1

—D

esir

ed R

esul

ts

Est

ablis

hed

Goa

ls

Mai

ne L

earn

ing

Res

ults

H/P

E M

otor

Ski

lls 1

, 2, 8

Per

form

ance

Indi

cato

rs:

1. D

emon

stra

te th

e co

rrect

use

of

ski

lls in

sim

plifi

ed v

ersi

ons

of a

va

riety

of p

hysi

cal a

ctiv

ities

.

2. Id

entif

y th

e cr

itica

l ele

men

ts o

f m

ore

adva

nced

mov

emen

t ski

lls.

8. U

se fe

edba

ck fr

om o

ther

s to

im

prov

e a

skill

by fo

cusi

ng o

n cr

iti-

cal e

lem

ents

of t

he s

kill.

Tran

sfer

Stu

dent

s w

ill be

abl

e to

inde

pend

ently

use

thei

r lea

rnin

g to

. . .

• M

axim

ize

forc

e pr

oduc

tion

and

accu

racy

in a

ll ph

ysic

al a

ctiv

ites

invo

lvin

g st

rikin

g (e

.g.,

tenn

is),

thro

win

g (b

aseb

all),

and

kic

king

(e

.g.,

socc

er).

• Ef

fect

ivel

y se

ek a

nd u

se fe

edba

ck to

impr

ove

thei

r per

form

ance

, in

any

ende

avor

.

Mea

ning

UN

DER

STA

ND

ING

SS

tude

nts

will

unde

rsta

nd th

at . .

.

• A

mus

cle

that

con

tract

s th

roug

h its

full

rang

e of

mot

ion

will

gene

rate

gre

ater

forc

e.•

The

entir

e bo

dy n

eeds

to b

e in

volv

ed in

mov

emen

ts re

quiri

ng

a gr

eat d

eal o

f for

ce.

• Fo

llow

-thr

ough

pro

vide

s gr

eate

r mom

entu

m o

n im

pact

on

rele

ase

and

help

s to

impr

ove

accu

racy

.•

Feed

back

is in

form

atio

n du

ring

or a

fter t

he m

ovem

ent.

• S

elf-

dire

cted

lear

ners

ana

lyze

per

form

ance

and

mak

e ad

just

-m

ents

on

the

basi

s of

feed

back

to im

prov

e th

eir p

erfo

rman

ce.

ESS

ENTI

AL

QU

ESTI

ON

SS

tude

nts

will

keep

con

side

ring

. . .

• H

ow c

an I

hit w

ith g

reat

est p

ower

with

out l

osin

g co

ntro

l?•

How

can

I im

prov

e m

y pe

rform

ance

(gol

f gam

e)?

Acq

uisi

tion

Stu

dent

s w

ill kn

ow . .

.

• M

echa

nics

for t

he g

rip, s

tanc

e, a

nd s

win

g.•

How

clu

b nu

mbe

r rel

ates

to fl

ight

pat

tern

s.•

Fact

ors

affe

ctin

g fo

rce

prod

uctio

n an

d co

ntro

l.•

Rul

es o

f the

gam

e.

Stu

dent

s w

ill be

ski

lled

at . .

.

• Ex

ecut

ing

the

golf

swin

g so

that

the

ball

take

s fl i

ght a

nd tr

av-

els

in a

rela

tivel

y st

raig

ht p

athw

ay.

• M

akin

g ad

just

men

ts to

thei

r mov

emen

t in

orde

r to

impr

ove

perfo

rman

ce b

ased

on

diffe

rent

type

s of

feed

back

.•

Offe

ring

spec

ifi c

and

corre

ctiv

e fe

edba

ck to

a p

artn

er.

Sou

rce:

Goa

ls ©

200

9 D

epar

tmen

t of E

duca

tion,

Sta

te o

f Mai

ne. A

ll rig

hts

rese

rved

.



Sta

ge 2

—E

vide

nce

Cod

eE

valu

ativ

e C

rite

ria

• D

ista

nce

• A

ccur

acy

• A

ccur

acy

• Ef

fect

ive

adju

stm

ent

• Ef

fect

ive

adju

stm

ent

• C

ontin

uous

Im

prov

emen

t

• S

kille

d pe

rform

ance

• Ef

fect

ive

adju

stm

ent

• C

ontin

uous

im

prov

emen

t

PER

FOR

MA

NC

E TA

SK

(S):

Stu

dent

s w

ill sh

ow th

ey re

ally

und

erst

and

by e

vide

nce

of . .

.•

Driv

ing

the

ball:

Ass

esse

s st

uden

ts’ a

bilit

y to

use

a fu

ll sw

ing

in o

rder

to s

trike

a b

all s

o th

at it

take

s fl i

ght a

nd tr

avel

s in

a re

lativ

ely

stra

ight

pat

hway

.

• P

uttin

g ac

cura

cy: A

sses

ses

stud

ents

’ put

ting

skills

in d

iffer

ent s

ituat

ions

(e.g

., di

stan

ce fr

om h

ole,

var

ied

slop

es) w

hile

dem

on-

stra

ting

the

abilit

y to

mak

e ad

just

men

ts to

mov

emen

ts to

impr

ove

accu

racy

bas

ed o

n fe

edba

ck.

• R

eadi

ng th

e ba

ll: A

sses

ses

stud

ents

’ abi

lity

to m

ake

shot

s an

d pu

tts fr

om d

iffer

ent d

ista

nces

and

cou

rse

cond

ition

s w

hile

dem

on-

stra

ting

the

abilit

y to

mak

e ad

just

men

ts to

impr

ove

accu

racy

bas

ed o

n fe

edba

ck.

• P

layi

ng th

e ga

me:

Con

tinue

d sk

ill im

prov

emen

t and

enj

oym

ent o

f the

gam

e ov

er ti

me

will

prov

ide

the

mos

t aut

hent

ic a

sses

smen

t fo

r thi

s un

it.

OTH

ER E

VID

ENC

E:

Stu

dent

s w

ill sh

ow th

ey h

ave

achi

eved

Sta

ge 1

goa

ls b

y . . .

• P

ar 3

gol

f: S

tude

nts

take

a s

tand

ardi

zed

golf

test

dur

ing

whi

ch th

eir v

ario

us s

kill

perfo

rman

ces

are

vide

otap

ed fo

r rev

iew

and

as

sess

men

t. S

tude

nts

wat

ch th

e vi

deo

of th

eir p

erfo

rman

ce a

nd m

ark

skill

area

s w

here

they

see

them

selv

es p

erfo

rmin

g co

nsis

-te

ntly

wel

l and

thos

e th

at th

ey n

eed

to w

ork.

• O

ngoi

ng s

kill

and

know

ledg

e as

sess

men

ts: g

olf s

kills

sel

f-as

sess

men

t at t

he b

egin

ning

of t

he u

nit t

hat h

elps

them

ana

lyze

thei

r sk

ill le

vels

. Stu

dent

s co

mpl

ete

a sk

ill-tra

ckin

g as

sign

men

t thr

ough

out t

he u

nit,

mov

ing

from

sim

ple

to m

ore

com

plex

task

s. T

asks

ar

e m

atch

ed w

ith s

tand

ards

for c

ompl

etio

n so

that

stu

dent

s kn

ow w

hen

to m

ove

to th

e ne

xt ta

sk. Q

uest

ions

als

o he

lp th

em to

as

sess

thei

r kno

wle

dge

of ru

les

of th

e ga

me,

clu

b ch

oice

s, a

nd m

ore.

Fig

ure

B.1

3

He

alth a

nd

PE

Unit (continued)



Sta

ge 3

—Le

arni

ng P

lan

Cod

e

Pre

-ass

essm

ent

Stu

dent

suc

cess

at t

rans

fer,

mea

ning

, and

acq

uisi

tion

depe

nds

upon

. . .

Expl

orin

g th

e EQ

s:

Que

stio

ns: W

hat t

ypes

of f

eedb

ack

can

you

use

to im

prov

e yo

ur s

kill?

How

can

feed

back

be

used

to in

crea

se

accu

racy

and

effi

cien

cy?

Form

par

tner

ship

s an

d in

trodu

ce “

golf”

with

hul

a ho

ops

and

diffe

rent

fun

targ

ets.

Par

tner

s pr

actic

e, g

ivin

g on

e pi

ece

of p

ositi

ve s

peci

fi c fe

edba

ck a

nd o

ne p

iece

of i

nstru

ctio

nal f

eedb

ack.

Afte

r a b

it, in

trodu

ce h

ow w

e ca

n ge

t fe

edba

ck fr

om th

e re

sult

of m

ovem

ent a

nd m

ake

cons

ciou

s ch

ange

s in

mov

emen

t to

incr

ease

acc

urac

y. D

iscu

ss

gene

ral fi

ndi

ngs.

(Mea

ning

and

Tra

nsfe

r)

Sw

ing

mec

hani

cs q

uest

ions

: How

can

you

hit

the

ball

the

grea

test

dis

tanc

e w

ithou

t los

ing

cont

rol?

Wha

t rol

e do

es ti

min

g an

d sp

eed

of m

ovem

ent p

lay

in s

triki

ng w

ith a

gol

f clu

b, s

o th

at th

e ba

ll w

ill ta

ke fl

ight

and

trav

el in

th

e de

sire

d di

rect

ion?

Rev

iew

the

prop

er m

echa

nics

for g

rip a

nd s

tanc

e. In

trodu

ce fu

ll sw

ing

mec

hani

cs a

nd s

kill

cues

. Hav

e pa

rtner

pra

ctic

e w

ithou

t hitt

ing

the

ball.

Hav

e th

em tr

y to

bru

sh th

e gr

ass.

The

n, p

ract

ice

with

whi

ffl e

balls

and

sho

rt-fl i

ght b

alls

, tak

ing

turn

s gi

ving

and

rece

ivin

g fe

edba

ck in

par

tner

s. In

trodu

ce in

divi

dual

ski

ll sh

eets

, an

d ha

ve s

tude

nts

begi

n se

lf-ss

essm

ents

and

ski

ll cu

e ta

rget

ing.

(Tra

nsfe

r)

Que

stio

ns: H

ow c

an y

ou a

djus

t you

r gol

f sw

ing

to in

crea

se a

ccur

acy

whe

n hi

tting

to d

iffer

ent d

ista

nces

? H

ow

is c

lub

num

ber r

elat

ed to

how

the

ball

trave

ls in

the

air?

Stu

dent

s ro

tate

aro

und

the

fi eld

usi

ng a

n as

sortm

ent o

f iro

ns, g

olf b

alls

, var

ious

targ

ets

at d

iffer

ent d

ista

nces

. The

y ex

perim

ent w

ith c

hoos

ing

diffe

rent

clu

bs a

nd p

ract

ice

mak

ing

adju

stm

ents

to th

eir s

win

g w

hen

deal

ing

with

diff

eren

t dis

tanc

es a

nd c

lubs

. Par

tner

s gi

ve a

nd re

ceiv

e fe

edba

ck, a

nd c

ompl

ete

skill

shee

ts. (

Mea

ning

and

Acq

uisi

tion)

Que

stio

ns: W

hat a

re th

e co

rrect

mec

hani

cs fo

r a g

ood

putt?

How

is p

uttin

g di

ffere

nt fr

om s

win

ging

an

iron?

Giv

e st

uden

ts p

utte

rs a

nd b

alls

and

ass

ign

them

to a

wor

ksta

tion

whe

re th

ey e

xper

imen

t with

tryi

ng to

com

e up

with

th

e m

ost e

ffi ci

ent w

ay to

put

t the

bal

l int

o th

e cu

p fro

m d

iffer

ent d

ista

nces

. Hav

e th

em w

rite

or s

peak

thei

r ove

rall

fi ndi

ngs.

(Mea

ning

and

Tra

nsfe

r)

Pro

gres

s M

onito

ring

Fig

ure

B.1

3

He

alth a

nd

PE

Unit (continued)



Sta

ge 3

—Le

arni

ng P

lan

(con

tinu

ed)

Cod

e

Pre

-ass

essm

ent

Stu

dent

suc

cess

at t

rans

fer,

mea

ning

, and

acq

uisi

tion

depe

nds

upon

. . .

Acq

uirin

g S

kills

:

• G

olf g

rip a

nd s

tanc

e: In

stru

ct s

tude

nts

on th

e go

lf gr

ip. P

artn

ers

take

turn

s de

mon

stra

ting

each

of t

he th

ree

grip

s, o

fferin

g an

d re

ceiv

ing

feed

back

unt

il ea

ch h

as id

entifi

ed

the

grip

that

they

are

mos

t com

forta

ble

with

. Int

ro-

duce

the

stan

ce u

sing

mec

hani

cs a

nd s

kill

cues

out

lined

in th

e no

tes

and

have

par

tner

s pr

actic

e w

hile

giv

ing

each

ot

her f

eedb

ack.

• S

tude

nts

cont

inue

to p

ract

ice

with

feed

back

and

mod

elin

g by

teac

her w

hen

need

ed. C

ompl

ete

the

driv

ing-

the-

ball

task

. Kee

p pr

actic

ing

and

com

plet

e se

lf-as

sess

men

t usi

ng th

e sk

ill sh

eets

.

• M

odel

pro

per s

tanc

e an

d w

ith s

tude

nt in

put c

ome

up w

ith a

ll of

the

impo

rtant

ski

ll cu

es to

focu

s on

whe

n w

ork-

ing

on e

ffect

ive

putti

ng. I

n pa

irs, s

tude

nts

take

turn

s pu

tting

, sta

rting

ver

y cl

ose

to th

e cu

p. If

they

mak

e it,

they

ge

t to

mov

e th

eir m

arke

r bac

k on

e st

ep. T

hey

cont

inue

taki

ng tu

rns.

If th

ey m

iss,

on

thei

r nex

t tur

n th

ey m

ust

atte

mpt

that

sam

e di

stan

ce a

gain

. Kee

p pr

actic

ing,

and

com

plet

e th

e se

lf-as

sess

men

t usi

ng th

e sk

ill sh

eets

.

• R

evie

w b

asic

sta

nce

and

swin

g; th

en, d

emon

stra

te b

acks

win

g an

d fo

llow

-thr

ough

and

the

conc

epts

beh

ind

cont

rollin

g an

d pr

oduc

ing

forc

e. S

tude

nts

prac

tice

driv

ing

the

ball;

par

tner

s pr

ovid

e fe

edba

ck. C

ompl

ete

the

read

ing-

the-

ball-

task

, and

sel

f-as

sess

usi

ng th

e sk

ill sh

eets

.

Pro

gres

s M

onito

ring

Fig

ure

B.1

3

He

alth a

nd

PE

Unit (continued)



Fig

ure

B.1

4

His

tory

Unit

Sta

ge 1

—D

esir

ed R

esul

ts

Est

ablis

hed

Goa

ls

Virg

inia

Soc

ial S

tudi

es S

tand

ards

Virg

inia

His

tory

a) id

entif

y an

d in

terp

ret a

rtifa

cts

and

prim

ary

and

seco

ndar

y so

urce

doc

umen

ts to

und

erst

and

even

ts in

his

tory

.

f) se

quen

ce e

vent

s in

Virg

inia

hi

stor

y.

g) in

terp

ret i

deas

and

eve

nts

from

di

ffere

nt h

isto

rical

per

spec

tives

.

Virg

inia

Vis

ual A

rts S

tand

ards

4.20

The

stu

dent

will

iden

tify

and

inve

stig

ate

way

s th

at w

orks

of a

rt fro

m p

opul

ar c

ultu

re re

fl ect

the

past

and

infl u

ence

the

pres

ent.

7.23

The

stu

dent

will

anal

yze,

in

terp

ret,

and

judg

e w

orks

of a

rt ba

sed

on b

iogr

aphi

cal,

hist

oric

al,

or c

onte

xtua

l inf

orm

atio

n.

Tran

sfer

Stu

dent

s w

ill be

abl

e to

inde

pend

ently

use

thei

r lea

rnin

g to

. . .

• R

ecog

nize

that

his

tory

invo

lves

inte

rpre

tatio

n of

pas

t eve

nts

and

that

his

toric

al in

terp

reta

tions

typi

cally

refl e

ct a

sin

gula

r per

pec-

tive,

an

inco

mpl

ete

acco

unt,

or d

elib

erat

e bi

as.

• C

ritic

ally

eva

luat

e hi

stor

ical

acc

ount

s.

Mea

ning

UN

DER

STA

ND

ING

SS

tude

nts

will

unde

rsta

nd th

at . .

.

• H

isto

ry c

onsi

sts

of “

his”

sto

ry a

nd “

her”

sto

ry.

• Th

ere

are

ofte

n di

ffere

nt p

ersp

ectiv

es o

n w

hat h

appe

ned

in

the

past

.•

One

’s e

xper

ienc

es in

fl uen

ce o

ne’s

vie

w o

f his

tory

. Rac

e an

d ge

nder

infl u

ence

his

toric

al in

terp

reta

tion.

• P

hoto

grap

hs c

an re

veal

but

als

o m

isle

ad.

• C

ritic

al re

adin

g an

d vi

ewin

g is

nec

essa

ry to

reco

gniz

ein

com

plet

e or

bia

sed

acco

unts

of t

he p

ast.

ESS

ENTI

AL

QU

ESTI

ON

SS

tude

nts

will

keep

con

side

ring

. . .

• W

hose

“st

ory”

is it

?•

How

do

we

know

wha

t rea

lly h

appe

ned

in th

e pa

st?

• W

hat r

oles

do

race

and

gen

der p

lay

in c

reat

ing

and

inte

rpre

t-in

g hi

stor

y?•

Wha

t can

a p

hoto

grap

h te

ll us

abo

ut a

soc

iety

?•

How

sho

uld

we

“rea

d” a

n hi

stor

ical

acc

ount

, arti

fact

, or p

ho-

togr

aph?

Can

we

trust

it?

Acq

uisi

tion

Stu

dent

s w

ill kn

ow . .

.

• Th

e ba

sic

hist

ory

of e

arly

20t

h ce

ntur

y Vi

rgin

ia, i

nclu

ding

º Dec

line

of a

gric

ultu

ral s

ocie

ty.

º Gro

wth

of i

ndus

trial

izat

ion.

º Mov

e fro

m ru

ral t

o ur

ban

soci

ety.

º Im

pact

of s

egre

gatio

n (e

.g.,

Jim

Cro

w la

ws)

.º I

mpa

ct o

f des

egre

gatio

n.

Stu

dent

s w

ill be

ski

lled

at . .

.

• D

escr

ibin

g an

d se

quen

cing

his

toric

al e

vent

s.•

Com

parin

g pr

imar

y an

d se

cond

ary

sour

ces.

• In

terp

retin

g id

eas

from

diff

eren

t per

spec

tives

.•

Crit

ical

ly e

xam

inin

g hi

stor

ical

pho

togr

aphs

.•

Con

duct

ing

four

-par

t art

criti

cism

pro

cess

.

Sou

rce:

Goa

ls fo

r His

tory

© 2

008

Boa

rd o

f Edu

catio

n, C

omm

onw

ealth

of V

irgin

ia. A

ll rig

hts

rese

rved

. Goa

ls fo

r Vis

ual A

rts ©

200

6 B

oard

of E

duca

tion,

Com

mon

wea

lth o

f Virg

inia

. A

ll rig

hts

rese

rved

.



Sta

ge 2

—E

vide

nce

Cod

eE

valu

ativ

e C

rite

ria

Ana

lysi

s

Syn

thes

is

App

licat

ion

Kno

wle

dge,

co

mpr

ehen

sion

Eval

uatio

n

• H

isto

rical

acc

urac

y•

Thor

ough

exp

lana

tion

of th

e si

gnifi

canc

e of

the

sele

cted

eve

nts

and

the

pers

pect

ive

or p

oint

of

view

of t

he p

hoto

grap

hs

• W

ell-c

rafte

d di

spla

y

• H

isto

rical

acc

urac

y•

Effe

ctiv

e cr

itica

l an

alys

is•

Effe

ctiv

e an

alys

is o

f pe

rspe

ctiv

e•

Cle

ar a

nd a

ppro

pria

te

refl e

ctio

ns

PER

FOR

MA

NC

E TA

SK

(S):

Stu

dent

s w

ill sh

ow th

at th

ey re

ally

und

erst

and

by e

vide

nce

of . .

.

The

Virg

inia

His

toric

al S

ocie

ty h

as in

vite

d yo

u to

pre

pare

an

exhi

bit t

o in

form

the

publ

ic a

bout

sig

nifi c

ant t

rans

ition

s th

at

occu

rred

in e

arly

20t

h ce

ntur

y Vi

rgin

ia s

ocie

ty a

nd s

how

var

ious

poi

nts

of v

iew

thro

ugh

whi

ch th

is h

isto

ry c

an b

e se

en. T

he

exhi

bit w

ill be

pre

sent

ed u

sing

his

toric

al p

hoto

grap

hs w

ith c

omm

enta

ries.

Your

task

is to

cho

ose

two

sign

ifi ca

nt e

vent

s or

tran

sitio

n pe

riods

from

ear

ly 2

0th

cent

ury

Virg

inia

. Sel

ect s

ever

al p

hoto

-gr

aphs

that

repr

esen

t eac

h ev

ent f

rom

two

or m

ore

pers

pect

ives

. Pre

pare

a c

omm

enta

ry fo

r eac

h se

lect

ed p

hoto

grap

h in

whi

ch y

ou e

xpla

in (1

) the

sig

nifi c

ance

of t

he e

vent

sho

wn

(how

it re

veal

s an

impo

rtant

tran

sitio

n oc

curr

ing

in e

arly

20t

h ce

ntur

y Vi

rgin

ia);

and

(2) t

he p

ersp

ectiv

e or

poi

nt o

f vie

w o

f the

pho

togr

aph.

• S

tude

nts

have

acc

ess

to a

rchi

ves

of h

isto

rical

pho

tos

at th

e fo

llow

ing

web

site

s:ht

tp://

ww

w.li

b.vi

rgin

ia.e

du/s

pecc

ol/c

olle

ctio

ns/jd

avis

http

://ca

ss.e

tsu.

edu/

AR

CH

IVES

/pho

toap

p.ht

mht

tp://

ww

w.v

cdh.

virg

inia

.edu

/afa

m/r

acea

ndpl

ace/

inde

x.ht

ml

OTH

ER E

VID

ENC

E:

Stu

dent

s w

ill sh

ow th

ey h

ave

achi

eved

Sta

ge 1

goa

ls b

y . . .

• P

assi

ng q

uizz

es o

n hi

stor

ical

fact

s an

d se

quen

ce o

f eve

nts.

• “R

eadi

ng”

art a

nd c

ompl

etin

g fo

ur-p

art c

ritic

ism

wor

kshe

ets.

• Fi

lling

out a

his

toric

al a

naly

sis

shee

t (pe

rspe

ctiv

es).

• W

ritin

g a

serie

s of

jour

nal e

ntrie

s—re

fl ect

ions

on

even

ts a

nd ti

me

perio

ds fr

om d

iffer

ent p

ersp

ectiv

es (r

ace,

gen

der,

econ

omic

sta

tus)

.

Fig

ure

B.1

4

His

tory

Unit (continued)



Sta

ge 3

—Le

arni

ng P

lan

Cod

e

Pre

-ass

essm

ent

Stu

dent

suc

cess

at t

rans

fer,

mea

ning

, and

acq

uisi

tion

depe

nds

upon

. . .

Inte

rpre

t ph

otos

: (M

eani

ng)

• D

istri

bute

lette

r fro

m h

isto

rical

soc

iety

and

rubr

ic. P

rese

nt p

hoto

col

lect

ion.

Pre

sent

stu

dent

s w

ith a

n en

gagi

ng

phot

o of

peo

ple

in e

arly

20t

h-ce

ntur

y Vi

rgin

ia, d

epic

ting

a ce

rtain

eve

nt o

r tim

e of

soc

ial t

rans

ition

(e.g

., se

gre-

gate

d re

stau

rant

/whi

te p

atro

ns).

Ask

stu

dent

s to

cre

ate

a ca

ptio

n fo

r a m

agaz

ine

of th

e tim

e. S

tude

nts

shar

e th

eir

capt

ions

.

• Le

ad a

Soc

ratic

sem

inar

on

a ph

oto.

In m

iddl

e of

sem

inar

, pre

sent

ano

ther

pho

to s

how

ing

sam

e “e

vent

” w

ith

diffe

rent

per

spec

tive

(seg

rega

ted

rest

aura

nt w

ith A

frica

n A

mer

ican

pat

rons

). C

ontin

ue s

emin

ar, n

ow c

ompa

ring

two

phot

os.

• In

trodu

ce a

repr

esen

tativ

e ph

oto

and

one

with

ano

ther

poi

nt o

f vie

w. L

ead

stud

ents

in fo

ur-p

art a

rt cr

itici

sm

proc

ess

(des

crib

e, in

terp

ret,

anal

yze,

eva

luat

e), w

hich

will

get t

hem

into

the

hist

ory

depi

cted

, the

hum

an s

ubje

ct,

and

wha

t the

pho

togr

aphe

r wan

ted

us to

see

.

• C

ompl

ete

hist

oric

al a

naly

sis

shee

t (lo

okin

g at

sta

keho

lder

s’ p

ersp

ectiv

es a

nd o

utco

mes

of e

vent

).

• C

ompa

re a

nd c

ontra

st p

hoto

with

text

info

rmat

ion

(Ven

n di

agra

m, p

rimar

y/se

cond

ary

sour

ces)

. Con

tinue

thes

e co

mpa

rison

s w

ith s

ever

al p

hoto

s.

• S

elf-

eval

uatio

n. E

xhib

it di

spla

y (“g

alle

ry w

alk”

). A

naly

sis

of p

eers

’ sel

ectio

ns.

• D

aily

jour

nal e

ntrie

s. P

rom

pt: R

efl e

ct o

n th

e ev

ent,

cons

ider

ing

diffe

rent

per

spec

tives

and

per

sona

l con

nect

ion.

S

hare

in s

mal

l gro

ups.

Acq

uire

kno

wle

dge

abou

t an

d fo

r th

e un

it. P

ost a

nd d

iscu

ss e

ssen

tial q

uest

ions

and

und

erst

andi

ngs.

Intro

duce

Per

form

ance

Tas

k 1:

Tak

e a

Wal

k in

Som

eone

Els

e’s

Sho

es. D

iscu

ss ru

bric

. Cla

ss ti

me

to c

ompl

ete.

Pre

sent

and

dis

cuss

exe

mpl

ar fo

r Tas

k 2.

Dis

cuss

rubr

ic. T

ime

to b

egin

task

.

Faci

litat

e S

Q3R

of t

extb

ook

sect

ion

(or o

ther

reso

urce

) for

info

rmat

ion

rega

rdin

g to

pic.

Pro

gres

s M

onito

ring

Fig

ure

B.1

4

His

tory

Unit (continued)



Fig

ure

B.1

5

Tim

e U

nit

Sta

ge 1

—D

esir

ed R

esul

ts

Est

ablis

hed

Goa

ls

Virg

inia

Mat

hem

atic

s

Sta

ndar

ds 1

.11

The

stud

ent w

ill te

ll tim

e to

the

half

hour

, usi

ng a

n an

alog

or d

igita

l cl

ock.

Tran

sfer

Stu

dent

s w

ill be

abl

e to

inde

pend

ently

use

thei

r lea

rnin

g to

. . .

• U

se k

now

ledg

e of

tim

e to

mak

e pl

ans

and

sche

dule

act

iviti

es.

Mea

ning

UN

DER

STA

ND

ING

SS

tude

nts

will

unde

rsta

nd th

at . .

.

• M

easu

ring

the

pass

age

of ti

me

help

s us

bet

ter p

lan

and

orga

nize

act

iviti

es.

• H

uman

s m

easu

re ti

me

in a

var

iety

of w

ays.

•

Diff

eren

t situ

atio

ns c

all f

or d

iffer

ent d

egre

es o

f tim

e pr

ecis

ion.

ESS

ENTI

AL

QU

ESTI

ON

SS

tude

nts

will

keep

con

side

ring

. . .

• H

ow w

ould

life

be

diffe

rent

if w

e co

uldn

’t te

ll tim

e?•

How

do

we

know

wha

t tim

e it

is?

• H

ow d

o pe

ople

mea

sure

tim

e?•

How

pre

cise

do

we

need

to b

e (in

a g

iven

situ

atio

n)?

Acq

uisi

tion

Stu

dent

s w

ill kn

ow . .

.

• Ti

me-

rela

ted

voca

bula

ry te

rms:

hou

rs, m

inut

es, s

econ

ds, l

ate,

ea

rly.

• D

iffer

ent d

evic

es th

at p

eopl

e us

e to

mea

sure

tim

e: c

lock

, w

atch

, sun

dial

.

Stu

dent

s w

ill be

ski

lled

at . .

.

• Te

lling

time.

• C

omm

unic

atin

g th

e tim

e.

Sou

rce:

Goa

l © 2

000

Boa

rd o

f Edu

catio

n, C

omm

onw

ealth

of V

irgin

ia. A

ll rig

hts

rese

rved

.



Fig

ure

B.1

5

Tim

e U

nit (continued)

Sta

ge 2

—E

vide

nce

Cod

eE

valu

ativ

e C

rite

ria

• A

ccur

ate

time

plac

e-m

ent s

how

n on

eac

h cl

ock

• Ex

plan

atio

n cl

early

sh

owin

g un

ders

tand

ing

of ti

me

fram

es

• A

ppro

pria

te u

se o

f tim

e-re

late

d vo

cabu

lary

PER

FOR

MA

NC

E TA

SK

(S):

Stu

dent

s w

ill sh

ow th

at th

ey re

ally

und

erst

and

by e

vide

nce

of . .

.Im

agin

e th

at y

ou a

re in

cha

rge

of th

e ca

fete

ria a

nd m

ust h

elp

the

cafe

teria

sta

ff kn

ow w

hen

to b

egin

pre

parin

g lu

nch

for t

he p

rimar

y lu

nch

shift

. You

kno

w th

at it

take

s 2

hour

s an

d 15

min

utes

to p

repa

re lu

nch.

To

help

the

staf

f be

read

y to

ser

ve lu

nch

on ti

me,

cre

-at

e tw

o an

alog

clo

cks

to h

ang

on th

e w

all i

n th

e ki

tche

n. O

ne c

lock

will

show

wha

t tim

e to

sta

rt pr

epar

ing

lunc

h. T

he o

ther

clo

ck

will

show

whe

n th

e ki

ds w

ill ar

rive

to e

at. W

hen

you

have

com

plet

ed th

e cl

ocks

, writ

e a

note

to e

xpla

in to

the

scho

ol p

rinci

pal w

hat

time

the

kitc

hen

staf

f will

begi

n pr

epar

ing

lunc

h in

ord

er to

hav

e it

read

y fo

r the

prim

ary

lunc

h sh

ift.

• S

tude

nts

who

are

not

pro

fi cie

nt a

t ind

epen

dent

writ

ing

can

do th

is o

rally

.

OTH

ER E

VID

ENC

E:S

tude

nts

will

show

they

hav

e ac

hiev

ed S

tage

1 g

oals

by .

. .•

Com

plet

ing

wor

kshe

ets

on th

e cl

ock.

• P

assi

ng a

qui

z on

tim

e-m

easu

ring

devi

ces.

• Te

ache

r obs

erva

tions

of s

tude

nts

at w

ork

thro

ugho

ut th

e un

it.•

Verb

al q

uest

ioni

ng o

n te

lling

time

(ong

oing

).

Sta

ge 3

—Le

arni

ng P

lan

Cod

e

Pre

-ass

essm

ent

Lear

ning

Eve

nts

Stu

dent

suc

cess

at t

rans

fer,

mea

ning

, and

acq

uisi

tion

depe

nds

upon

. . .

• B

egin

with

a K

-W-L

on

the

ques

tion:

“H

ow d

o w

e m

easu

re ti

me?

”•

Bui

ld o

n st

uden

t ans

wer

s by

sho

win

g va

rious

tim

e-m

easu

ring

devi

ces

(e.g

., su

ndia

l, w

atch

, gra

ndfa

ther

clo

ck,

egg

timer

).•

Pre

sent

and

dis

cuss

the

esse

ntia

l que

stio

n “W

hat m

ight

hap

pen

if w

e di

dn’t

have

a w

ay o

f tel

ling

time?

”•

Clo

ck re

pair—

Hav

e st

uden

ts p

rete

nd th

at th

ey n

eed

to fi

x a

brok

en c

lock

by

cutti

ng a

nd p

astin

g th

e nu

mbe

rs

onto

a p

aper

cut

out.

• TV

gui

de—

Hav

e st

uden

ts li

st th

e tim

es o

f the

ir fa

vorit

e TV

sho

ws

(for o

ne d

ay o

r one

wee

k) in

seq

uent

ial o

rder

. C

hart

how

muc

h tim

e w

ould

be

need

ed to

wat

ch th

e se

lect

ed s

how

s.•

Hav

e st

uden

ts w

ork

in c

oope

rativ

e gr

oups

to p

lan

the

amou

nt o

f tim

e it

wou

ld ta

ke fo

r var

ious

act

iviti

es (e

.g.,

wal

k to

the

cafe

teria

, wat

ch a

mov

ie, e

at b

reak

fast

).•

Pre

sent

a ti

me-

plan

ning

task

sim

ilar t

o th

e cu

lmin

atin

g pe

rform

ance

task

. Gui

de s

tude

nts

in c

ompl

etin

g th

e ta

sk.

Pro

gres

s M

onito

ring



Frequently Asked Questions

1. Why did you change the UbD Template?

Just as computer software programs are regularly updated to incorporate new ideas and adjustments based on user feedback, the new template refl ects the most current thinking on UbD, based on our own observations and the constant feedback we get from users throughout the world. In particular, we have seen the need to highlight transfer goals and the coding of Stages 2 and 3 because too often well-intentioned designers were not focusing their units on long-term transfer goals. Unit assessments did not always align with the stated goals of Stage 1.

2. Do you have to follow the UbD Template order (top to bottom) when you design?

No. Backward design does not demand a rigid sequence. The process of thinking through a design is inherently nonlinear, with various entry points, leading eventually to a logically organized product. Regardless of approach, designers should routinely check the emerging design against the UbD design standards to ensure that the process yields a desired high-quality unit.

3. Should you use the three-stage UbD Template for planning lessons as well as units?

We do not recommend isolated lesson planning separate from unit planning. We have chosen the unit as a focus for design because the key elements of UbD—understandings, essential questions, and transfer performances—are too complex and multifaceted to be satisfactorily addressed within a single lesson. For instance, essential questions should be revisited over time, not answered by the end of a single class period.

Nonetheless, the larger unit goals provide the context in which individual lessons are planned. Teachers often report that careful attention to Stages 1 and 2 sharpens their lesson planning, resulting in more purposeful teaching and improved learning.

4. Does everything we teach need to be taught for deep “understanding” and “transfer”? Aren’t there some facts you just need to memorize and some basic skills you can learn only by drill and practice?

Although certainly there are basics that must be mastered, it does not follow that rote learning is the only or best means of achieving these ends. Think of the way many students (maybe even you) learned math “facts” (e.g., cross-multiplying



fractions or using the quadratic formula) without understanding why the method works, why it matters, and when you would ever use it in the so-called real world. In other words, even though you “knew” the fact, you didn’t necessarily understand its meaning or its applicability.

Yes, some things need to be taught for automaticity: letter recognition, times tables, instant translation of phrases from English to French. But those elements are means to a larger end—transfer—and have to be taught as such. Decoding of letters and words is a skill, but it is not the goal of reading. The goal—comprehension of any text, on one’s own—must be stressed from the outset so that students don’t fi xate on a technique and lose sight of the purpose of the technique, which ultimately is only one tool among many for achieving the goal.

This point is refl ected further in Bloom’s Taxonomy, where “synthesis” equals creative and fl exible performance, not just the ability to recite someone else’s idea when prompted. That is why we need to distinguish rote or prompted skill from intellectual performance when framing our goals in Stage 1. Far too many teacher-designers lose sight of the desired performance goals by reducing them to lists of discrete facts and skills, and then teaching and testing each in isolation. The result is predictable: many of our students cannot perform with or adapt knowledge and skill to unfamiliar situations. They can only recall and plug in bits of learning into highly prompted, familiar-looking exercises. Student motivation, engagement, and, ultimately, achievement, are the casualties of rote learning without understanding. So are achievement results on standardized tests because the items that students most frequently miss are more likely to require transfer (e.g., questions about texts never before read and problems never before seen). As we contend and research confi rms, teaching for understanding and transfer is the best test-prep method.


Module C: Start ing Points

Figure C.1

Starting Points in Unit Design

Where to Start Where Not to Start

A “big” state/provincial standard that encompasses content knowledge, skill, and higher-order thinking and application (e.g., “creative writing” or “regroup-ing and factoring to solve problems”)

A “narrow” standard, benchmark, or indicator that focuses on a discrete skill or content objective (e.g., “sonnets” or “the associative property”)

Important, enduring ideas that are worth under-standing (e.g., “Models enable us to test possible outcomes or effects”)

A favorite learning activity (e.g., making a model volcano with baking soda and vinegar)

Topics with essential questions that must be con-tinually revisited (e.g., Whose “history” is this? How precise do I have to be? How does culture shape art and vice versa?)

Questions with factual answers (e.g., What is the chemical symbol for iron? What is alliteration? How do you add fractions?)

Performance weaknesses revealed by assessments (e.g., students have diffi culty making inferences about the main idea or solving multistep/nonroutine math problems)

Basic knowledge or skill defi cits revealed by assess-ments (e.g., vocabulary, subtraction of two-digit numbers that involves borrowing)

Enduring ideas that are worth understanding—a universal theme, theory, or interpretive schema (e.g., “power corrupts”)

Key facts, defi nitions, or a short reading

A powerful process/strategy for using many impor-tant skills (e.g., conducting a scientifi c inquiry)

A single important process (e.g., using a microscope)

An inquiry into complex issues or problems (e.g., WebQuest on sustainable energy options)

A basic skill that requires only drill and practice (e.g., keyboarding)



Figure C.2

Common Problem Statements

Identify a statement, below, with which you agree. Based on your decision, frame your unit goals accord-ingly. Alternatively, add your own statement, or modify any sentence to suit you.

What You Often Observe in Student Performance and Behavior

1. Student performance on assessments is frustratingly weak, especially on questions/tasks that require in-depth understanding and transfer ability.

2. My students seem to have no sense of what really matters in my class; they seem to be unclear about year-long priorities and their primary responsibilities.

3. My students are very passive and reactive in their work. They have great diffi culty solving their own prob-lems, asking questions, thinking critically.

4. My students don’t understand that understanding is my goal. They think all they need to do is give the “right” answer (or fi nd it somewhere), they think learning is just recall, and they think that my job is to spoon-feed them—and they resist when I try to get them to justify answers or dig deeper.

Other:

What You Acknowledge Might Be True About Design Weaknesses

5. We tend to “cover” the content more superfi cially than we should (even though the classes might involve interesting discussions and experiences).

6. Our lessons have many “activities,” but they often lack an overarching learning goal that is clear to learn-ers. Lessons are sometimes just a lot of different and isolated experiences.

7. We ask students to do too many “drills” and not enough “playing the game” in our assessments. We have too few higher-order performance tasks in our assessments; our tests focus mainly on the fi rst two levels of Bloom's taxonomy: recall, recognition, and plugging in of previous learning.

Other:



Figure C.3

Various Template Entry Points

Stage 1—Desired Results

Stage 2—Evidence

Stage 3—Learning Plan• What big idea(s) and transfer goals are embedded in or implied in this standard/goal?

7.

Content

standards/

established

goals

• Ultimately, what do we want students to be able to do in the world beyond school?

1.

A

real-world,

transfer

goal

• What new insights/inferences are we hoping students will leave with, once the unit is over?

2.

An

important

aha!

• What are the big ideas we want students to explore via inquiry? What questions might frame the inquiry and discussion?

3.

A thought-

provoking

question

• What will students need to understand about this topic to perform well on a key assessment?

6.

A key test or

assessment

• What important experiences should students have in this unit? What thought-provoking activities would raise all the key issues?

4.

An

important

activity or

lesson

• Exactly why are we having students use this resource/read this text?

5.

Key

resource(s)

or text





ESTABLISHED GOALS

Transfer

Meaning

UNDERSTANDINGSESSENTIAL QUESTIONS

Acquisition

Stage 2—Evidence

CodeEvaluative

Criteria

PERFORMANCE TASK(S):

OTHER EVIDENCE:

Stage 3—Learning Plan

Code

Learning Events Pre-assessment

ProgressMonitoring

Figure C.4

Entry Point—Content Standards

Standard(s):

• What transfer goals are embed-ded in this standard? What are the key verbs? What should students eventually be able to do on their own to show that they meet the standard?

• What important questions are raised by this content?

• What essential questions will guide inquiry into it?

• What discrete evidence of learning is stated or implied in the standard (and its indicators)?

• What learning experiences will help uncover the big ideas in the standard?

• What instruction is needed to equip students to meet this standard?

• What specifi c real-world transfer tasks should students be

able to do well if they have met this

standard?

• What will students come to understand

if they really learn this content well?




ESTABLISHED GOALS

Transfer

Meaning


Acquisition

Stage 2—Evidence

CodeEvaluative

Criteria


OTHER EVIDENCE:


Code


ProgressMonitoring

Figure C.5

Entry Point—Important Topic

Topic:

• What should students be able to do with the content, if they understand?

• What important questions are raised by this topic?

• What questions will guide inquiry into the important ideas?

• What evidence will show that students have learned this content?

• What activities and instruction will really engage students in this topic and help them better grasp the essence and the value of it?

• What kinds of real-world performances

test understanding of this content?

• What content standard(s) justify or relate to this topic?

• What is the big idea (the “moral of the story”) that we want stu-dents to understand about this topic?




ESTABLISHED GOALS

Transfer

Meaning


Acquisition

Stage 2—Evidence

CodeEvaluative

Criteria


OTHER EVIDENCE:


Code


ProgressMonitoring

Figure C.6

Entry Point—Important Skill

Skill/Process:

• What understanding(s) will enable students to use the skill wisely?• What are the strategic under-standings needed for effective use?

• What important questions are raised when attempting to use/improve this skill?• What essential questions will guide thoughtful use?

• What evidence will show that students have mastered this skill?

• What instruction and learning activities will most effectively help to develop, refi ne, and make automatic this skill?• What kinds of complex and interest-ing challenges can make the skill’s value more apparent and meaningful?

• What complex, real-world perfor-

mances does this skill and others

like it enable?

• What content standard(s) call for,

or imply, mastery of this skill?

• What is the purpose or value

of this skill?• What important

transfer ability does the skill help make

possible?




ESTABLISHED GOALS

Transfer

Meaning


Acquisition

Stage 2—Evidence

CodeEvaluative

Criteria


OTHER EVIDENCE:


Code


ProgressMonitoring

Figure C.7

Entry Point—A Key Text

Text/Resource:

• What important transfer abilities will be developed or reinforced from reading this text or using this resource?

• What important question(s) are raised by this text/resource?• What provoca-tive question(s) will guide the reading of this text/use of this resource?

• What evidence will show what students have learned from the text or resource?

• What learning activities will make the ideas in the text concrete, real, thought provoking?• What instruction is needed to equip students to understand the text or use the resource?• What background knowledge is needed to better understand the text/resource?

• What evidence will show that students

really understand this text/resource?

• What big ideas are at the heart of this

text/resource?

• To what content standards does this

text relate? What goal justifi es reading

this book or using this resource?




ESTABLISHED GOALS

Transfer

Meaning


Acquisition

Stage 2—Evidence

CodeEvaluative

Criteria


OTHER EVIDENCE:


Code


ProgressMonitoring

Figure C.8

Entry Point—A Favorite Activity

Activity/Unit:

• Why are we doing these activities? What are the intended learnings that we hope will result from doing and refl ecting upon the activity?• What important transfer abilities are made possible by the activity?

• What important questions will be raised by doing these activities?• What essential questions will focus and guide learning from the activity?

• What other evidence will show what students have learned from this activity/unit?

• What background knowledge is needed to appreciate the point of the activities?• What instruction and learnings will help students effectively learn from the activities/unit?• What follow-up activities will help students refl ect carefully on the meaning(s) of the activity?

• What kinds of complex, real-world

performances would show that students

really understand the point of the activity and can apply the

learnings from the activity?

• What content standard does this

activity address?

• What big idea(s) will the activities

help students come to understand?




ESTABLISHED GOALS

Transfer

Meaning


Acquisition

Stage 2—Evidence

CodeEvaluative

Criteria


OTHER EVIDENCE:


Code


ProgressMonitoring

Figure C.9

Entry Point—A Key Test

Test:

• What transfer abilities are directly or indirectly assessed by this test?• What key uses of knowledge and skills are the items meant to test?

• What important questions can be answered by the knowledge and skill being tested?• What important questions will guide learning the tested content?

• What other evidence will show that students have learned the tested content?

• What engaging activities and instruc-tion will help students effectively learn the tested knowledge and skills?• What projects or other meaningful learning challenges require the tested content?

• What kinds of real-world situations demand the tested

knowledge and skill?• What complex

performance would assess this knowl-

edge and skill?

• What are the highest-level content

standard(s) tested?

• What big ideas underlie the tested

facts and skills?• What will

students need to understand in order

to perform well?



Figure C.10

Using the Textbook Wisely

Purpose: To clarify the role of the textbook.

Directions: Consider the following questions. Your answers represent decisions that need to be made about how best to use and supplement the textbook in your unit, given your goals.


If the desired result is for learners to . . .

Which textbook assessments should be used?

Which textbook pages should be . . .

Emphasized?

Skimmed?

Skipped?

Resequenced?




1. Do you have to follow this or the other UbD Template in order (top to bottom) when you design?

No. Backward design does not demand a rigid sequence of thinking. The process is inherently nonlinear, with various entry points, leading to an organized product—a point we discussed in Module B when we introduced the template. The fi nal design is presented in a logical format, via a template. Although the fi nal product refl ects the three-stage logic, the designing process typically unfolds in an iterative and unpredictable way, with the end result in mind.

Think of the difference between cooks experimenting in the kitchen and their fi nal product after lots of experimenting—a new recipe. They may be inspired to start in various ways: with a fresh seasonal ingredient, a specifi c audience for whom to cook, or the desire to test out new preparation techniques. Much trial and error is likely, as they try various combinations of ingredients, spices, pairings, temperatures, and timings. But they present the fi nal product to others in an effi cient step-by-step form. Similarly, although the UbD Template provides a format for sharing the fi nal design “recipe,” it does not specify the sequence of the design process. (And, of course, designs as well as recipes will often be further revised following feedback from peer review and use with students.)

We have observed that certain variables, such as subject area, topic, and a teacher’s style, seem to infl uence the design sequence. Regardless of approach, designers should complete the template and routinely check the emerging design against the UbD design standards to ensure that the process yields the desired high-quality result.

2. What if we have rigid pacing guides based exclusively on a textbook? How can UbD be done well or help me?

Although the situation you describe would seem to make UbD impossible in your context, it is not only possible but desirable to fi t your textbook and pacing guide into a framework of UbD lessons. Almost all such pacing guides merely highlight the key knowledge and skill to be covered, and a “pace” for covering it. This ignores the vital question: how will students be helped to learn and use this knowledge and skill? Even with such guides, there still remains the vital task of framing all that discrete content via big ideas and transfer goals if students are going to be able to make sense of that content and use it effectively—and thus do well on tests related to the content. Consider the pacing guide for what it is—a reminder of the knowledge and skill that need to be learned. However, ensuring that students learn with understanding requires more than just marching through textbook pages.



That’s what the UbD planning process does: it asks you to state your long-term goals and the priority understandings and transfer goals, and thereby package the learning of content to make it most understandable, engaging, and useful.


Module D: Developing an Init ial Unit Sketch

Figure D.1

Simple Stages for Nutrition Unit

Unit Topic: Nutrition Subject(s): Health/PE Grade(s): 5 Time Frame: 4 weeks


This unit introduces basic concepts of nutrition. Students will learn about various types of foods and their nutritional values, the USDA Food Pyramid guidelines for a “balanced” diet, and various health problems that can result from poor nutrition. They will also learn how to read food labels for nutritional information.

Stage 2—Evidence

Students will be assessed through quizzes and a fi nal test to assess their knowledge of nutrition, specifi c nutrition vocabulary, the food groups, and the Food Pyramid guidelines.


Major learning activities include the following:• Learn and memorize nutrition vocabulary.• Read “Nutrition” chapter from the health textbook.• Learn about the USDA Food Pyramid and the food groups.• Watch video “Nutrition and You.”• Create a class cookbook.• Listen to a guest speaker (nutritionist).• Learn to read food labels for nutrition information.• Plan healthy menu for class party.• Take fi nal unit test.



Figure D.2

Simple Stages Template

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


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?


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




Figure D.3

“If . . ., Then” Worksheet





Drive in heavy traffi c with aggres-sive and inattentive drivers without accident or anger.

Handle real as well as simulated driving conditions in which defen-sive driving is required by traffi c and behavior of other drivers.

Help novices become skilled in handling the automobile; help them learn and practice defen-sive driving in a variety of situa-tions; help them learn to defuse anger using humor and different thought patterns, etc.



Figure D.4

What’s the Point of My Unit?

Purpose: To clarify the long-term purpose of your unit topic; to provide students with reasons for learning the content.

Directions: Consider the following questions. Your answers will help you help students understand the pur-pose of the unit and why they should put forth effort to learn.

What is the point?

What about this topic is really important in

adult life? In the real world, why does this matter?

What is most memorable about this

subject? What initially got me interested in this

topic?

What are the best reasons for having

students spend time learning this?

What important things could students not

do later if they didn’t learn this now?

What justifi es

teaching this? How would I

defend its inclusion to my supervisor

or the school board?

How will I answer

students’ questions—“Why are we learning this? What’s the

point?”




1. This three-stage approach makes sense. So, why do you call it “backward” design?

We use the term backward in two ways. First, plan with the end in mind by initially clarifying the learning you seek—that is, the desired change or ability in the student, the learning results (Stage 1). Then, think about the evidence needed to show that students have achieved those desired learnings (Stage 2). Finally, plan the means to the end—the teaching and learning activities and resources required to help them achieve the goals (Stage 3). We have found that backward design, whether applied by individual teachers or district curriculum committees, helps to avoid the twin sins of activity-oriented and coverage-oriented curriculum planning.

Second, our use of the term refers to the fact that this approach is “backward” in relation to the way many educators plan. For years we have observed that curriculum planning often translates into listing activities (Stage 3), with only a general sense of intended results and little, if any, attention to assessment evidence (Stage 2). Many teachers have commented that the UbD planning template makes sense but feels awkward, because it requires a break from comfortable planning habits.

Backward design is not a new concept. In 1948 Ralph Tyler articulated a similar approach to curriculum planning. “Task analysis” presumes the same logic. More recently, “outcome-based” and “mastery” education advocates, such as Benjamin Bloom (1956) and Robert Gagné (1977), recommended that curriculum be designed down from desired outcomes. In the best-selling book The Seven Habits of Highly Effective People, Stephen Covey (1989) conveys a similar fi nding—effective people plan “with the end in mind.”

On the other hand, it’s not just backward design from any goal. A key element of Understanding by Design is that the goals have to be complex and understanding-focused; we design backward from understanding-related performance as opposed to discrete knowledge and skill objectives and exercises. It’s like the difference between the drill and the game in sports. Many teachers design backward from the drill instead of the game. (We say more about this in later modules.)

This approach may be backward from familiar planning habits and may be hard at fi rst. Nonetheless, there is a method to our madness, and the three-stage template is organized to help guide your thinking in this way. With practice, you will fi nd that backward design becomes a natural way of thinking, and both your teaching and student learning will benefi t from it.



Figure E.1

Examples of Four Goal Types

Topic: The American Revolution (Declaration of Independence)• Know the names of the writers of the Declaration of Independence. K• Use your research skill to learn about one of the signers of the Declaration. S• Analyze the Declaration in terms of the historical context and its “audience” and “purpose” and develop a thesis about this document. M• Apply your analysis to role-play a signer of the Declaration in a simulated town meeting where you explain your decision to your townspeople and are prepared to respond to criticism of your stance. T

Topic: Beginning Spanish• Know the most common phrases related to asking directions. K• Use your emerging skill with the present tense (and your knowledge of common phrases) to translate simple teacher prompts that begin Donde está . . . ? S• A student argues “One past tense is enough, and it’s too hard to learn two! Why bother?” Write a letter, make a podcast, or create a YouTube video on why different past tenses are needed for precise communication in Spanish. M• Role-play: In a simulation of being in a crowded train station with little time, you must ask about various trains that have departed and will soon depart. Some speakers will speak more quickly and idiomatically than others. T

Topic: Linear relationships in algebra• Know the meaning of “slope” and that y = mx + b. K• Graph various linear pairs. S• Explain, in general terms, how linear relationships help you fi nd the price point but are not likely to help you predict sales. M• Use linear equations and real data from experiments to help you determine the price point for selling store-bought donuts and homemade coffee at athletic events in order to make a profi t for a fund-raiser. T



Figure E.2

Distinguishing Understandings from Factual Knowledge

Understandings Factual Knowledge

• Refl ect “big ideas” in the form of powerful generalizations.• Are transferrable across situations, places, and times.• Must be “earned” (i.e., constructed in the mind of the learner) through processes of inquiry, inferenc-ing, and rethinking.• Are most appropriately assessed through perfor-mance tasks requiring one or more facets of under-standing (e.g., application and explanation).

• Consists of facts (e.g., 4 x 4 = 16) and basic concepts (e.g., sky).• Facts do not transfer. Basic concepts have limited transfer capacity (e.g., the concept of dog applies to different breeds).• Can be learned in a rote fashion (i.e., without understanding).• Can be assessed using objective test/quiz items having a “right” or “wrong” answer.

Other Points to Remember• An understanding is an inference, not a fact. It is a helpful insight derived from inquiry. Key understandings in intellectual fi elds (e.g., in physics: Objects remain in motion at a constant velocity if no force acts on them) often violate common sense and conventional wisdom. They are thus often prone to misunderstanding by students. Therefore, they cannot simply be “covered”; they must be “uncovered” (e.g., by exploring essential questions, wrestling with challenging problems, debating a complex issue).• Such understandings endure in that they enable us to make vital and informative connections in our learn-ing—as students and as adults. For example, the idea that “might does not make right” applies to both play-ground disputes and international diplomacy.• Although facts and basic concepts can be learned in rote fashion, research shows that an understanding-based approach can yield more substantive, long-term, and fl exible learning of the basics. Understandings function by helping to link and connect otherwise discrete facts and skills.



Figure E.3

Successful Meaning-Making

Students show that they understand when they

Students have not yet made meaning if they

• See a pattern in the data (e.g., in the data, text, historical events) on their own.• Explain in their own words or own way (e.g., visual representation).

• Can only restate what they were told the pattern was.• Don’t know how to look for a pattern or confi rm for themselves that this is the pattern.

• State what the story means or provide a summary in their own words.• Realize that you have to read between the lines to make inferences about character, motives, feelings.

• Only read literally, and retell the plot, setting, char-acters, and so on.• Can only state facts from the story or repeat what others say the story means.• Are puzzled by inferences others make.

• Connect facts about people and events in a his-torical narrative to observations and generalizations they have made about such experiences.• Make generalizations about a historical period in their own words.

• Can only repeat a conclusion offered by the teacher or textbook, or only cite facts.• Do not make (or see the need to make) any con-nections to their own experiences or judgments about people and history.• Cannot accurately summarize or generalize about a historical period.

• Realize that the speaker of another language has made a joke or spoken sarcastically.

• Translate word-by-word and do not draw infer-ences about the speaker’s intent.



Figure E.4

Examples of Transfer Goals

Long-Term Transfer Goals Why (and When) These Are Transfer Goals

Writing—Effectively write in various genres for vari-ous audiences, in order to• Explain (narrative).• Entertain (creative).• Persuade (persuasive).• Help perform a task (technical).• Challenge or change things (satirical).

The goal is to prepare students to use their writing repertoire for real-life demands with any combina-tion of purpose, audience, and genre. The students transfer their prior learning when they write without explicit reminders and graphic organizers.

Mathematics—Recognize and solve never-before-seen mathematical problems in which it is not clear what exactly the problem is asking and what the appropriate approach for solving the problem is. These novel-looking problems involve either theo-retical or real-world challenges.

Students have to judge what any problem is really asking, which mathematics might best apply, and the optimum solution path—all without being told how to proceed step-by-step. Transfer requires mathematical reasoning and strategy, not merely plugging in numbers in a familiar-looking exercise, via a memorized algorithm.

Health and Physical Education—Make healthful choices and decisions regarding diet, exercise, stress management, alcohol, drug use.

The long-term aim is to equip students with the knowledge, skills, and motivation to live a healthful life without nagging from parents and teachers.

Science—Evaluate scientifi c claims (e.g., X brand of paper towels absorbs the most liquid of all the leading brands), and analyze current issues involv-ing science or technology (e.g., ethanol is the most cost-effective alternative fuel source).

Students understand scientifi c methods (e.g., need for validation) and habits of mind (e.g., healthy skepticism) to make informed decisions about science-related issues that they will encounter.

Reading—Read and respond to various types of text (literature, nonfi ction, technical) through• Global understanding (the “gist”).• Interpretation (between the lines).• Critical stance.• Personal connections.

The goal is to prepare students to read and com-prehend any text on their own.

History—Discuss the applicability of the history they have been learning to current and future events, and to other historical events and issues. What lessons, if any, should we learn from the past and apply to the present and other past events?

Students must consider the relevance of the past to the present, make judgments on their own, and apply them to specifi c issues.

Performing Arts—Create and perform an original work in a selected medium to express ideas and evoke mood/emotion.

The goal is to equip students for personal expres-sion through the arts and to make aesthetic judg-ments about the arts on their own.

World Languages—Communicate effectively in the target language, in various situations with different challenges to understanding (speed, accent, over phone, etc.).

The goal is independent and successful com-munication in real-world situations where teacher prompts and reminders about the use of discrete knowledge and skills are not available.



Figure E.5

Nutrition Unit Outline for Stage 1

Unit Topic: Nutrition

Subject(s): Health

Grade(s): 5–7

Time Frame: 3 weeks


Transfer—Students will be able to . . .• Evaluate their own eating patterns and make healthful nutritional choices.

Understandings—Students will understand that . . .• Eating a balanced diet promotes physical and mental health, and enhances one's appearance and energy level.• The USDA Food Pyramid defi nes healthy eating, but healthy eating varies for each individual depending upon age, lifestyle, culture, and available foods.• Choosing healthy foods isn’t always easy.

Essential Questions• What should we eat?• Are you a healthy eater, and how would you know?

Knowledge—Students will know . . .• The food groups.• The USDA Food Pyramid recommendations for a balanced diet.• Key nutrition vocabulary (e.g., protein, fat, calorie, carbohydrate, cholesterol).• Health problems caused by poor nutrition.

Skill—Students will be skilled at . . .• Reading food labels for nutritional information.• Planning a balanced meal.




Figure E.6

Summarize the Relationships Among Four Goal Types

Use this page to sketch your current understanding of the relationships among the four types of goals— transfer, meaning, knowledge, and skill. You might try to create a Venn diagram, a concept web, a drawing, an analogy, an equation—whatever will help you clarify the relationships.

Example: knowledge + skill < transfer; knowledge + big idea = meaning, like “connect the dots” puzzles.



Figure E.7

Coding Stage 1 Goals

List and code your Stage 1 goals according to the following key.

T = Genuine, long-term accomplishments that we want students to achieve autonomously (i.e., transfer goals)M = Important ideas that we want students to come to understand by drawing inferences; the meanings that

we want students to makeK = Knowledge of facts, defi nitions, and basic concepts that students will acquire (i.e., declarative knowledge

goals)S = Discrete skills that students will learn to do (i.e., procedural knowledge goals)

Code Stage 1 Goals



Figure E.8

Implications for Stages 2 and 3 of Four Goal Types

Directions: Sketch out a unit idea in the three stages of backward design based on the four desired results in Stage 1—transfer, make meaning, knowledge, and skill.





Transfer

Make Meaning of

Be Skilled At

Know



Figure E.9

Sample Implications for Stages 2 and 3 of Four Goal Types





TransferEffectively handle real-world traffi c and road conditions (e.g., on entering highways).

Enter highways at appropriate speeds and in a safe merge, from varied streets and road conditions.

Provide students with direct instruction, practice, and feed-back on highway merges—under real as well as simulated and virtual conditions.

Make Meaning ofWhat “defensive driving” requires in a highway entrance-ramp merge.

Observe, analyze, and discuss real and simulated highway merges in terms of their safety and appropriateness for thesituations.

Give students insights and practice in exploring the question “What is ‘defensive driving’ when entering a highway?” via discus-sion, analysis of video.

Be Skilled AtAccelerating on an entry ramp to match traffi c fl ow on the highway.

Accelerate and decelerate smoothly and safely when condi-tions demand it.

Provide instruction, practice, and feedback on how to accelerate while mindful of road conditions.

KnowThe speed limit on city streets, entry ramps, and highways.

Recall the laws about speed limits locally, and know what to do when speed limits are not posted.

Instruct students orally, in print, and via video about speed limit laws.



Figure E.10

Clarifying Transfer Goals

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 fl uently 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, refl ecting standards, should students be able to do on their own?

1–2 key transfer goals



Figure E.11

Considering Long-Term Transfer Goals

Purpose: To consider the questions• If learning content is the means, what is the desired end?• What should learners eventually be able to do with the content?

Directions: Respond to the following prompts for your unit topic.

Your Unit Topic:

I want students to learn [specify the content]

… so that, in the long run, they will be able, on their own, to use this content to [specify the long-term desired accomplishment].



Figure E.12

Clarifying Meaning Goals

Directions: Fill in the blanks to clarify the meaning goals for your unit. We’ve provided space for two goals; repeat for however many meaning-making goals you have.

Goal 1

It’s not enough for students to know—

They also have to be able to explain in their own words

And they have to be able to infer on their own, as much as possible

Goal 2

It’s not enough for students to know—

They also have to be able to explain in their own words

And they have to be able to infer on their own, as much as possible




1. Does everything we teach need to be taught for deep “understanding” and “transfer”? Aren’t there some facts and skills to master that you just need to memorize and learn by drill and practice?

Although there are certainly “basics” that students must master, it does not follow that rote learning is the only or best means of achieving these ends. It ends up being a question of how you defi ne master. Recall the old quip from a frustrated math teacher: “Yours is not to reason why, just invert and multiply.” Think of how often you learned a math “fact” (e.g., cross-multiplying fractions or using the quadratic formula) without understanding why it worked, why it mattered, and what important performance it permitted. In other words, even though you “knew” the fact, you didn’t understand its meaning or its applicability to performances in your world. And that inability had practical consequences: it often led to forgetfulness, misunderstanding, and thus an inability to apply the learning in later work. Of course, some things need to become automatic: times tables, the meaning of key terms, the conjugation of être and estar. But that is no excuse for piling fact upon fact, skill upon skill, out of context. The research is clear: too much out-of-context learning inhibits transfer.

2. Why should we use “big ideas” to frame unit design? Aren’t the standards suffi cient? Isn’t clear instruction in the knowledge and skills suffi cient?

No clearer statement of the importance of ideas for advancing one’s learning has been presented than Bruner’s account in The Process of Education, more than 50 years ago:

Grasping the structure of a subject is understanding it in a way that permits many other things to be related to it meaningfully. To learn structure, in short, is to learn how things are related. . . . [T]o take an example from mathematics, algebra is a way of arranging knowns and unknowns in equations so that the unknowns are made knowable. The three fundamentals involved . . . are commutation, distribution, and association. Once a student grasps the ideas embodied by these three fundamentals, he is in a position to recognize wherein “new” equations to be solved are not new at all. Whether the student knows the formal names of these operations is less important for transfer than whether he is able to use them [emphasis added]. (p. 7–8)

The authors of the widely cited summary of research on learning in How People Learn (Bransford, Brown, & Cocking, 2000) note the following:



When a subject is taught in multiple contexts, and includes examples that demonstrate wide application of what is being taught, people are more likely to abstract the relevant features of concepts and to develop a fl exible representation of knowledge. (p. 50)

One way to deal with lack of fl exibility is to ask learners to solve a spe-cifi c case and then provide them with an additional, similar case; the goal is to help them abstract general principles that lead to more fl ex-ible transfer. [Another] way is to generalize the case so that learners are asked to create a solution that applies not simply to a single problem, but to a whole class of related problems. (p. 50)

Effective comprehension and thinking require a coherent understand-ing of the organizing principles in any subject matter; understanding the essential features of the problems of various school subjects will lead to better reasoning and problem solving. (p. 227)



Figure F.1

Distinguishing Essential Questions from Knowledge Questions

Essential Questions Knowledge Questions

1. Are meant to be explored, argued, and continu-ally revisited (and refl ected upon).2. Have various plausible answers. Often the answers to these questions raise new questions.3. Should spark or provoke thought and stimu-late students to engage in sustained inquiry and extended thinking.4. Refl ect genuine questions that real people seri-ously ask, either in their work or in their lives—not a “teacherly” question asked only in schools.

1. Have a specifi c, straightforward, unproblematic answer.2. Are asked to prompt factual recall rather than to generate a sustained inquiry.3. Are more likely to be asked by a teacher or a textbook than by a curious student or person out in the world.4. Are more rhetorical than genuine.

Other Points to Remember• It is the purpose of the question that matters, not its phrasing. How the question is pursued (or not) in the activities and assessments determines if it is “essential.” In this regard, many essential questions begin with “open” stems (e.g., Why . . .? In what ways . . .? How might . . . ?), but this is not a requirement. Questions may be phrased as if they could be answered with a “yes/no” or a single answer, yet still meet the criteria of “essential” (e.g., Is biology destiny? What should we eat? Which modern president has the most disappointing legacy?). In other words, the format or phrasing of the question is not the sole determiner of its purpose.• Some essential questions are meant to be guiding; that is, they are initially open to many plausible interpreta-tions and answers, but they eventually end in an understanding. Many essential questions in the sciences fi t this description (e.g., What are things made of? Where does the water go? Why do things move the way they do?). Nonetheless, such questions can guide student inquiry, stimulate thinking, and encourage meaning-making by the learner.• Note the distinction between “hook” questions (e.g., Can what you eat help prevent zits?) intended to engage students’ interest in a new topic, and essential questions. We recommend placing hook questions in Stage 3 as part of the learning plan.



Figure F.2

Essential Questions for Skill-Related Goals

Subject Skill Strategy Essential Questions

Reading “Sound out” unfamiliar words.

Use context clues to fi gure out the word’s meaning.

• What’s the author trying to say? • How can I fi nd out what these words might mean?

Writing Follow the fi ve-para-graph essay structure.

Match your word choices with your pur-pose and audience.

• If that’s my purpose and audience, what fol-lows for my writing?

Mathematics Dividing fractions:Invert and multiply.

Problem solving:• Simplify equivalent expressions.• Work backward from end result.

• How can I turn unknowns into knowns? • What form must this end up in?

Visual Arts/Graphic Design

Use the color wheel to select complementary colors.

Use colors to reinforce the mood you want to evoke in the viewer.

• What am I trying to make the viewer feel? • How can I best evoke mood using color?

Carpentry Apply proper tech-niques when using a band saw.

Measure twice, cut once.

• How can I best save time, money, and energy?



Figure F.3

What Makes a Question “Essential”?

Part 1: Examine the following essential questions (1–6) and nonexamples (7–12) to determine the common characteristics of essential questions. List the common characteristics.

Essential Questions Not Essential Questions

1. How are “form” and “function” related in biology?2. How do effective writers hook and hold their readers?3. Who “wins” and who “loses” when technologies change?4. Should it be an axiom if it is not obvious?5. What distinguishes fl uent foreigners from native speakers?6. How would life be different if we couldn’t mea-sure time?

7. How many legs does a spider have? How does an elephant use its trunk?8. What is “foreshadowing”? Can you fi nd an example of foreshadowing in the story?9. What is the original meaning of the term technol-ogy (from its Greek root, techne)?10. By what axioms are we able to prove the Pythagorean theorem?11. What are some French colloquialisms?12. How many minutes are in an hour? How many hours are in a day?

Common characteristics of essential questions:

Part 2: Test your theory about essential questions by deciding which of the following questions (13–18) are essential, using your list of characteristics as criteria. Mark yes if it is an essential question or no if it’s not.

YES NO13. What is the relationship between popularity and greatness in literature? 14. When was the Magna Carta signed? 15. Crustaceans—what’s up with that? 16. Which U.S. president has the most disappointing legacy? 17. To what extent are common sense and science related? 18. What’s the pattern?

Part 3: Review the answer key and explanations; revise your description of essential questions.

Revised descriptions for common characteristics of essential questions:


13. Yes—Open-ended, thought provoking; supports inquiry, discussion, and debate.14. No—A fact question with a single “correct” answer.15. No—Somewhat open, but does not necessarily point toward any important ideas.16. Yes—Open-ended, thought provoking; supports inquiry, discussion, and debate with follow-up prompts (e.g., Why? What’s your reasoning? Support your choice).17. Yes—Open-ended, thought provoking; supports inquiry and discussion.18. Maybe—Not an essential question if it points to a correct answer (e.g., 1, 2, 4, 8, 14, ), but could be if the students are given complex data with no obvious pattern; in this case, students will need to use reasoning to make and test inferences.



Figure F.4

Framing Understandings

Part 1: Examine the following examples (1–5) and nonexamples (6–10) to determine the common characteris-tics of an effectively framed understanding. List these below.

Enduring Understandings Not Enduring Understandings

The student will understand that . . .1. In a free-market economy, price is a function of supply and demand.2. True friendship is revealed during diffi cult times, not happy times.3. Statistical analysis and data display often reveal patterns that may not be obvious.4. The most effi cient and effective stroke mechanics in swimming involve pushing the maximum amount of water directly backward.5. Heating of the Earth’s surface and atmosphere by the sun drives convection within the atmosphere and oceans, producing winds and ocean currents.

The student will understand . . .6. That the price of long-distance phone calls has declined during the past decade.7. True friendship.

8. Mean, median, and mode are measures of cen-tral tendency.9. That they should not cup their hands when swim-ming the freestyle.

10. Wind is a force of nature.

Common characteristics of enduring understandings:

Part 2: Use your list of characteristics as criteria to determine which of the following examples are effectively framed as enduring understandings. Mark yes if it is an enduring understanding or no if it’s not.

YES NO11. The concept of estivation. 12. The USDA Food Pyramid presents relative, not absolute, guidelines for a balanced diet. 13. Mathematical models simplify reality to enable useful solutions. 14. How to tell time. 15. The causes and effects of the Civil War. 16. That the Magna Carta was signed on June 15, 1215.

Part 3: Review the answer key and explanations; revise your description of enduring understandings.

11. No—States the concept to be learned, not the understanding about the concept that should be learned.12. Yes— The word ‘relative’ in this statement signals that there is not a single prescribed or pat formula for healthy eating, given individual and cultural differences.13. Yes— This is a transferable idea, applicable throughout school and life. And it is not obvious that insightful models greatly simplify reality at some potential cost, despite their power.14. No—Skill objective does not state understandings about telling time that need to be grasped.15. No—States the topic, not the unobvious understandings about the causes and effects to be achieved.16. No—States a fact, not an idea.

Refi ned common characteristics of enduring understandings:




Figure F.5

Nutrition Unit with Expanded Understandings and Essential Questions

Unit Topic: Nutrition

Subject(s): Health

Grade(s): 5–7

Time Frame: 3 weeks


UnderstandingsStudents will understand that . . .• Eating a balanced diet promotes physical and mental health, and enhances one's appearance and energy level. Poor nutrition leads to a variety of health problems. (Related misconception: If food is good for you, it must taste bad.)• Healthful eating requires an individual to act on available information about nutritious diets, even if it means breaking comfortable habits. (Related misconception: As long as I’m thin, it doesn’t matter what I eat.)• The USDA Food Pyramid defi nes healthy eating, but healthy eating varies for each individual depending upon age, lifestyle, culture, and available foods. (Related misconception: Everyone must follow the same prescription for good eating.)

Essential Questions• What is healthful eating?• Are you a healthful eater? How will you know?• How could a healthy diet for one person be unhealthy for another?• Why are there so many health problems caused by poor nutrition despite all of the available information about healthful eating?




Figure F.6

Brainstorming Big Ideas

Topic:

1 or 2 big ideas

What about this topic do I want students

to really understand?

What unifying theme or

idea helps learners make sense of all the diverse content and activities?

What about this topic is very important—yet diffi cult

to understand?

What are one or two most important issues or questions to explore in the topic?

What concepts do

students need in order to make

sense of the content?

Given all I will teach, what one idea should they come away having learned?

Your answers represent possible “big ideas” for the topic.



Figure F.7

Brainstorming Essential Questions

Directions: Use this worksheet to brainstorm possible essential questions based on the following criteria. Your ideas can be listed or webbed.

Tip: For now, just brainstorm possible essential questions. Later you can fi ne-tune the wording and edit for kid-friendliness.

Essential Questions • Are meant to be explored, argued, and continually revisited.• Have various plausible answers; often the “answers” raise new questions.• Should provoke thought and stimulate students to engage in sustained inquiry and extended thinking.• Refl ect genuine questions that real people seriously ask, either in their work or in their lives—not a “teacherly” question asked only in schools.

Topic:



Figure F.8

From Topics to Big Ideas

A big idea is a central and organizing notion. Given the topic of your unit, brainstorm possible big ideas using the categories shown below.

Topic:

Concepts Themes

Issues and Debates Problems and Challenges

Processes Theories

Paradoxes Assumptions and Perspectives




Figure F.9

Manifestations of Big Ideas

Topic:

Concepts

• Food groups• Overweight

Themes

• A balanced diet• You are what you eat

Issues and Debates

• Value of synthetic vitamins or genetically engineered crops• Safety and effectiveness of various diets• Legislation to promote healthy school food

Problems and Challenges

• Balancing taste with good nutrition• Lure of “fast food”

Processes

• Critical skills in fi nding unbiased information about nutrition

Theories

• Various diets that promise weight loss

Paradoxes

• Prevalence of nutrition-related health problems in the modern world, despite the information available about healthful eating

Assumptions and Perspectives

• USDA food pyramid defi nes healthful eating

Nutrition




Figure F.10

Finding the Big Ideas in Skills

Use this worksheet to brainstorm possible big ideas for your skill-focused unit. Consider concepts underlying the skill, the purpose/value of the skill, the strategy/tactics of effective skill performers, and the context where the skill is applied.

Underlying Concepts

Purpose, Value

Skill

Strategy, Tactics

Context




Figure F.11

Example of Essential Questions in Skill Areas

A common misunderstanding among many educators is that teaching for understanding of big ideas is not really central to the teaching of skill-focused areas, such as beginning literacy, physical education, and mathe-matics. On the contrary, everything we know about learning tells us that teaching for conceptual understanding is essential to more accurate and effi cient skill performance. Essential questions in skill areas may be consid-ered in terms of the following categories:

• Key concepts—What are the big ideas underlying effective skill performance?• Purpose, value—Why is the skill important?• Strategy, tactics—What strategies do skilled performers employ? How can skill performance become more effi cient and effective?• Context—When should you use the skill or strategy?

Underlying Concepts

• What makes an appropriate sample?

• How do you know that you comprehend what you are reading?

• How is torque applied in sports?

Purpose, Value

• Why would we want to sample instead of counting everything?

• Why should readers regularly monitor their comprehension?

• How does torque and follow-through affect power?

Skill

Examples from:mathematics

readingphysical education

Strategy, Tactics

• How can we select representative samples?

• What do good readers do when they don't understand the text?

• How can you hit with greatest power without losing control?

Context

• When is sampling sometimes better than counting?

• When should you use the various “fi x-up” reading strategies?

• When is follow-through important?




Figure F.12

Identifying Understandings

Topic:

What about the topic, specifi cally, do you want students to come to understand?

Why study ? So what?

What makes the study of “universal”?

If the unit on is a story, what’s the “moral of the story”?

What’s the big idea implied in the skill or process of ?

What larger concept, issue, or problem underlies ?

What couldn’t we do if we didn’t understand ?

How is used or applied in the larger world?

What is a real-world insight about ?

What is the value of studying ?

Having responded to the prompts, identify understandings relevant to your unit or topic.

Students will understand that . . . • .

Sample for Identifying Understandings

Topic:

What about the topic, specifi cally, do you want students to come to understand?

Why study ? So what?

What makes the study of “universal”?

If the unit on is a story, what’s the “moral of the story”?

What’s the big idea implied in the skill or process of ?

What larger concept, issue, or problem underlies ?

What couldn’t we do if we didn’t understand ?

How is used or applied in the larger world?

What is a real-world insight about ?

What is the value of studying ?

Having responded to the prompts, identify understandings relevant to your unit or topic.

Students will understand that• Carefully placed intervals of silence make music more dramatic.• Surprises within familiar melodies, harmonies, rhythms, and progressions are at the heart of creativity in music.

Music theory

music theorymusic theory




music theory




Figure F.13

From Skills to Ideas to Understandings

Directions: Review the following examples of big ideas and understandings related to skills. Then, brainstorm possible understandings related to skills for your unit.

Stated as a Skill Underlying Big IdeasSpecifi c Generalizations

to Be Understood

Swimming: mechanics of arm strokes (freestyle, backstroke, breaststroke, butterfl y, sidestroke)

• Effi cient• Maximum power• “Backward” push• Surface area

• The most effi cient and effective stroke mechanics push the maxi-mum amount of water directly backward.• A fl at (versus cupped) palm offers the maximum surface area.• A bent arm pull enables a swimmer to push water directly backward with greatest power.

Adding fractions • Part to whole• Relating “likes” to “likes”

• When “parts” are combined, they have to be framed in terms of the same “whole.”

Ideas for Your Unit




1. How many essential questions and understandings should a unit have?

The answer depends in large part on the scope and time frame of the unit. A two-week unit on a specifi c topic within one subject area would likely have fewer essential questions and understandings than a 12-week interdisciplinary unit. That said, we typically see between two and four essential questions in an “average” unit.

It does not follow that a unit with more targeted essential questions and understandings is better than a unit with fewer. In this regard, it is useful to invoke a variation of the Marine Corps recruiting motto: we are seeking only a few good inquiries and insights.

Keep in mind that a truly essential question is one that you will continually revisit throughout the unit, so you don’t want too many. Similarly with understandings—these should refl ect transferable big ideas, and you do not need lots of them; too many ideas will confuse the learner and undercut the moral of the story of your unit.

2. Why do you make me use the phrase “understand that . . .”? Why can’t I just fi nish the sentence “I want students to understand how . . .” or “I want students to understand the causes of. . .” It feels much more natural.

As we have noted and as the worksheets stress, it is not suffi cient to say that the unit goal is “Students will understand the water cycle.” That actually fails to state the specifi c understanding we seek; it really is just a way of restating the topic, not the desired learning. The designer must go one step further: identify the particular understandings students will take away from their studies of the water cycle. That is why we ask for targets to be framed as specifi c generalizations or propositions.

Yet framing understandings as propositions is necessary but insuffi cient. Simply because we state a proposition does not ensure that the stated understanding is specifi c or enduring. To say that we want students to understand the proposition that “life is unfair” is too vague to adequately serve the design of a unit linked to specifi c standards. Conversely, focusing a unit of study on the idea that “the semicolon lies between a period and a comma” is not a big enough idea.

Similarly, it is a misconception to equate “generalization” or “proposition” with “sentence.” It is certainly a complete sentence to say that “Students will understand the causes and effects of the Civil War,” but such a sentence is not a proposition. It doesn’t propose a specifi c claim or insight about the Civil War that is worth understanding. It merely takes the topic and puts it in sentence form.



3. When working with skills, shouldn’t we frame our understandings as “Stu dents will understand how to . . .”?

The common phrase used in standard setting, “Students will understand how to . . . ,” presents a potential source of confusion in framing understandings in UbD unit design.

Often the phrase is loosely used as a synonym for “learn how to . . .” when what is really being described is a straightforward, discrete skill (e.g., write in cursive, dribble a basketball). Learning a single technique or recipe is not the same as “understanding how to” do something. It is a common mistake, for example, to simplistically operationalize the standard “understand how to write persuasively” by teaching students how to write formulaic fi ve-paragraph essays. In such cases, the desired achievement is a skill, not an understanding, and should be listed in the Skill box on the UbD Template.

However, when “understand how to” refers to a skill or process that requires thoughtful attention to underlying concepts and principles and important strategic decisions, then we are dealing with understandings (as well as skills). For instance, “understand how to write persuasively” requires not only a set of skills but good judgment about their use across different contexts and audiences. Moreover, it calls for understanding about the concept of persuasion. In learning to write persuasively, in other words, the student should come to understand the big ideas that underlie all successful persuasion (e.g., in advertising and in politics). Thus, in addition to identifying both the particular skill elements, curriculum designers should state the desired understanding as a generalization—for example, “Students will understand that successful persuasion often involves nonrational appeal to audience emotions and values.” In such cases, we recommend placing skills in the Skill box and their companion understandings in the Understandings box.

4. Where do my nonessential but “important” questions go?

Having sharpened your understanding of essential questions and perhaps identifi ed some of your questions as not really “essential,” you might well now ask, “What do I do with the questions that are important to my teaching of content but not truly ‘essential’ in the UbD sense?” Such questions are important to the learning plan and can be placed in Stage 3. Some designers also place nonessential but important questions in the Knowledge box in Stage 1, in question form. This latter move is useful for reminding you that you wish to assess this knowledge in Stage 2 (not just ask the questions rhetorically or as a teaching technique in Stage 3).


Module G: Determining Evidence of Understanding and Developing Assessment Tasks

Figure G.1

Applying the Two-Question Validity Test

Purpose: To apply the two-question validity test to your assessments.

Directions: Test your unit assessments using the following question prompts.

Stage 1 Desired Results:

Stage 2 Evidence:

Very likely*

Somewhat likely

Very unlikely

1. How likely is it that a student could do well on the assessment by

• Making clever guesses, parroting back, or “plugging in” what was learned, perhaps with accurate recall but limited or no understanding?

• Making a good-faith effort, with lots of hard work and enthusiasm, but with limited understanding?

• Producing a lovely product or an engaging and articu-late performance, but with limited understanding?

2. How likely is it that a student could do poorly on the assessment by

• Failing to meet the requirements of this particular task while nonetheless revealing a good understanding of the ideas?

• Not being skilled at certain aspects of the task, but those skills are not central to the goal or involve outside learning or natural talent (e.g., require acting or computer ability unrelated to Stage 1 goals)?

*“Very likely” means that the assessment is not aligned with goal(s).




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Figure G.3

Generating Assessment Ideas Using the Facets

Stage 1 Stage 2


then you need evidence of the student’s ability to . . .

so the assessments need to require something like . . .

Understand that Explainwhy similar items might com-mand very different prices based on supply/demand.

• Provide an oral/written explana-tion of why prices of specifi c items vary (e.g., ski-lift tickets) as a function of supply and demand.

• Price is a function of supply and demand.

Interpretdata on prices (e.g., changes in prices for the same item over time).

• Develop a PowerPoint presen-tation to explain fl uctuations in prices over time (e.g., for gaso-line or housing).

Apply, bysetting the right prices for items to be sold.

• Conduct consumer research to establish prices for a school store or a fund-raiser.

And thoughtfully consider the question(s)• What determines how much something costs?• What’s a “good” price?

See from the points of view ofbuyers and sellers of the same commodity.

• Role-play a buyer-seller negoti-ation at a fl ea market, at a garage sale, or on eBay to illustrate dif-ferent perspectives on price.

Empathize withthe inventor of a new product, trying to set a price; a buyer who has been “taken.”

• Write a simulated journal entry as a (consumer, inventor, merchant, etc.) to reveal that person’s thoughts and feelings regarding transactions.

Overcome the naïve or biased idea thatcommodities have an inherent value or fi xed price.Refl ect onthe infl uence of “sale prices” on your buying habits.

• Describe a specifi c case in which you (or someone else) came to understand that com-modities do not have an inherent value or fi xed price.




Figure G.4

Six-Facet Question Starters

Explanation• What is the key idea in ?• What are examples of ?• What are the characteristics/parts of ?• How did this come about? Why is this so? • What caused ? What are the effects of ?• How might we prove/confi rm/justify ?• How is connected to ?• What might happen if ?• What are common misconceptions about ?

Interpretation• What is the meaning of ?• What are the implications of ?• What does reveal about ?• How is like (analogy/metaphor)?• How does relate to me/us?• So what? Why does it matter?

Application• How and when can we use this (knowledge/process)?• How is applied in the larger world? • How might help us to ?• How could we use to overcome ?

Perspective• What are different points of view about ?• How might this look from ’s perspective?• How is similar to/different from ?• What are other possible reactions to ?• What are the strengths and weaknesses of ?• What are the limits of ?• What is the evidence for ?• Is the evidence reliable? Suffi cient?

Empathy• What would it be like to walk in ’s shoes?• How might feel about ?• How might we reach an understanding about ?• What was trying to make us feel/see?

Self-Knowledge• How do I know ?• What are the limits of my knowledge about ?• What are my “blind spots” about ?• How can I best show ?• How are my views about shaped by (experiences, habits, prejudices, style)?• What are my strengths and weaknesses in ?




Figure G.5

Performance Verbs Related to the Six Facets of Understanding

Use one or more of the following performance verbs to generate ideas for performance tasks and learning events.

Explanation Interpretation Application Perspective EmpathySelf-Knowledge

demonstratederivedescribedesignexhibitexpressinduceinstructjustifymodelpredictproveshowsynthesizeteach

create analogiescritiquedocumentevaluateillustratejudgemake meaning ofmake sense ofprovide metaphorsread between the linesrepresenttell a story oftranslate

adaptbuildcreatedebugdecidedesignexhibitinventperformproduceproposesolvetestuse

analyzearguecomparecontrastcriticizeinfer

be likebe open tobelieveconsiderimaginerelaterole-play

be aware ofrealizerecognizerefl ectself-assess




Figure G.6

Brainstorming Tasks Using the Six Facets

GoalsSix Facets of

UnderstandingIdeas for Possible Assessment Tasks

Understand the relationship between a balanced diet and physical and mental health.

Explain Develop a brochure to help people understand what is meant by a “bal-anced” diet and health problems related to poor nutrition.

Understand the USDA Food Pyramid and how dietary requirements vary for individuals based on age, activity level, weight, and overall health.

Interpret Discuss: What does the popularity of “fast foods” say about modern life?

Analyze various diets to determine their nutritional values.

Apply Plan a menu for a class party consist-ing of healthy yet tasty snacks.

Plan meals that are balanced yet tasty. Shift perspective Conduct research to fi nd out if the Food Pyramid guidelines apply in other regions (e.g., Antarctica, Asia, the Middle East) and the effect of diverse diets on health.

Evaluate their own eating patterns and develop a plan for more healthful eating.

Show empathy Describe how it might feel to live with a dietary restriction due to a medical condition.

Demonstrate self-knowledge

Refl ect on your eating habits. To what extent are you a healthy eater? How might you become a healthier eater?




Figure G.7

Developing Assessment Ideas Using the Six Facets

Stage 1 Stage 2


then you need evidence of the students’ ability to . . .

so the assessments need to require performances like . . .

Transfer—

Understand that—

And thoughtfully consider the question(s)—

Explain—

Interpret—

Apply, by—

See from the points of view of—

Empathize with—

Overcome the naïve or biased idea that—

Refl ect on—




Figure G.8

What My Transfer Goals Imply for Tasks

Stage 1 Stage 2

If the TRANSFER GOAL is for learners to even-tually be able to, on their own, . . .

then the specifi c assessments should ask learners to . . .

Drive safely and effectively under varied road and weather conditions.

Short term: Drive during the daytime, with teacher, on side roads in good weather conditions; parallel park in parking lot with cones.Long term: Drive on the highway, with teacher, in varied traffi c and weather conditions; park in a city environment.



Figure G.9

Analyzing Textbooks and Instructional Resources


My Goals: Textbook Unit(s) Goals:

Stage 2—Evidence

My Assessment Ideas: Textbook Assessments:

Does this textbook or instructional resource . . .

What supplementary resources or unit redesign is needed?

Y = Yes, S = Somewhat, N = No

Stage 1• Align closely with your identifi ed goals? • Focus on in-depth understanding? • Focus on higher-order use of knowledge and skills? • Contain relevant essential questions?

Stage 2• Include valid and varied assessments aligned with your desired results? • Include performance tasks requiring transfer application? • Include appropriate evaluative criteria and/or rubric(s)?




1. What is the relationship between the six facets of understanding 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 defi ning it here, then they must either be situations 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 abstrac-tion in a practical way. (Bloom, 1956, p. 125)

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

2. What’s the relationship between the six facets of understanding 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 Offi cers (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 understanding recommended by



UbD and throughout this Guide. In other words, UbD can be used to develop unit assessments refl ective of DOK Levels 3 and 4.

3. Our state, national, and provincial tests use primarily 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 understanding are viewed as incompatible with high-stakes accountability tests. This perceived incompatibility is based on a fl awed 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 follow 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 fl aw 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 cholesterol) 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 defi nes healthfulness.

Now suppose we are terribly concerned about the fi nal 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 suffi cient 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 educators, fearful of results, focus on the measures (indicators), 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 about which unit or chapter the content is from, and the sequence of the test questions is random.

• The student is presented with an unfamiliar reading passage, writing prompt, or problem.

• Students must respond on their own. The test proctor cannot give hints or cues.

Indeed, the data from released state and national tests show conclusively that students have the most diffi culty 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, especially the released test items and their results, if they are available. What types of questions are most diffi cult? What are the general patterns of weakness? We think that you will fi nd that students have the most diffi culty with transfer-related tasks—for example, dealing with unique reading passages, word problems in mathematics, questions that are unusually framed, demanding writing prompts. Learners 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.

1See 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 diffi cult language arts problems require students to summarize or infer the meaning of passages in the text; the most diffi cult 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).



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Figure H.2

Action Verbs for A-M-T

Use these action verbs to help plan teaching and learning according to your A-M-T goals.

Goal Types Action Verbs

Acquisition

• Apprehend• Calculate• Defi ne• 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



Figure H.3

Coding Learning Events Using A-M-T

After reviewing the examples below, try coding your learning events in terms of their primary intent— Acquisition, Meaning, or Transfer of knowledge and skill.

Science—Physics• Students observe four demonstrations of physical events (pendulum, pellet shooter, car slowing down, sling) and are asked to explain them in terms of the question “Why does that move the way it does?” M• Students read the section in their physics textbook on the three laws of Newton and take a quiz on the content. A• Students generalize from laboratory data related to cars going down inclined planes at varied heights and angles. M• Students design a Rube Goldberg–type machine to illustrate principles of force, with specifi c reference to relevant Newtonian laws. T

English/Language Arts—Reading• Students memorize words from a vocabulary list of those words. A• Students make a web of the words’ relationships and concepts. M• Students group the words and consider, “What do these have in common?” M• Students critique and edit a paper in which the new words are misused. M• Students read a story containing the new words and explain their meaning in context. T• Students use the recently learned words in various speaking and writing situations. T

Mathematics—Linear Equations• Students study different graphs and data plots, and generalize about the patterns. M• Students learn the formula y = mx + b for linear equations. A• Students solve practice problems using the formula to calculate slope. A• Students compare linear and nonlinear relationships and explain the difference. M• Students examine various real-world relationships (e.g., relationship of height to age, distance to speed, CD sales over time) and determine which ones are linear. M• Students develop equations and graphic displays for representing relational data (with outliers and errors contained in the data). T



Figure H.4

A-M-T for a Unit on Measures of Central Tendency

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 fi rst part of the essential question: What is “fair”? What is “unfair”? M

2. Introduce a race problem: given the place of fi nish of all the runners in the four different grades from the high 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 fi nished. The overall list of fi nishers is deliber-ately designed to make declaring a winner diffi cult: 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 fi rst 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’ fi nal refl ections 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 the small-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 from each 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 purposes of 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 be used 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 refl ection on the essential question. M T



Figure H.5

Nutrition Unit, Stage 3: Coded Learning Events Using A-M-T

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 discuss 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 containing 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 be healthy? A M

8. Working in cooperative groups, students analyze a hypothetical family’s diet (deliberately unbalanced) and make recommendations for improved 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 living and 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 what changes 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 prac-tice 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 health-fulness of their eating. Have they 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 parent conferences. T

18. Conclude the unit with student self-evaluation regarding their personal eating habits. Each student devel-ops a personal action plan for his or her “healthful eating” goal. M T



Figure H.6

Learning for Understanding (A-M-T)

Use this worksheet to plan the learning events for your unit. Consider the following questions:• What discrete knowledge and skill must learners acquire? (Acquisition)• What understandings (big ideas, organizing principles, and strategies) should the learner internalize? (Meaning-making)• What long-term accomplishments do we want learners to be able to achieve on their own? (Transfer)

Unit Topic:

AcquisitionList the relevant

knowledge and skills.

MeaningList the key understandings(principles and strategies).

TransferList the desired transfer

applications.



Figure H.7

Using the Textbook Wisely



Which textbook assessments should be used?

And which textbook pages should be . . .

Understand that— Emphasized?

Skimmed?

Skipped?

Resequenced?

Be able to—

Know—

Be skilled at—




1. How does UbD relate to Bloom’s Taxonomy? Some of the points you are mak-ing are reminiscent of Bloom.

Bloom’s Taxonomy (1956) was a historically important attempt more than 50 years ago to clarify what key learning goals mean for assessment. So it still makes sense to use the taxonomy to help us think about the meaning and implications of educational goals. However, we think the taxonomy is only one source of such assistance, and any such schema is naturally open to debate. Our work is more closely aligned to the contemporary ideas and research on understanding articulated in How People Learn (Bransford, Brown, & Cocking, 2000). More to the point of UbD, we believe that understanding is fruitfully conceived as being composed of meaning-making and transfer, as common usage of the term suggests. We also think that no useful purpose is served in seeing the different meanings of understand in a hierarchy of cognitive complexity, as Bloom’s Taxonomy proposes, irrespective of the content and performance expectations. Sometimes “evaluation” can be easy and “analysis” very diffi cult, depending upon the context.

As a result, we have found that our schema of distinguishing acquisition, meaning-making, and transfer goals is simple enough to permit effi cient design, analysis, and adjustment of units while avoiding some of the fi ner-grained distinctions and hierarchy considerations in the taxonomy that are not necessary for teacher-designers.

2. Most state tests do not seem to focus on meaning-making and transfer. It looks to us like the test cares only about acquisition of skills and facts.

Looks can be deceiving! As we argue throughout the Guide to Creating High-Quality Units, all the challenging questions on state and national tests require meaning-making and transfer. Consider, for example, that every set of questions about a reading passage involves both meaning and transfer: students are asked to comprehend a reading passage that they have never seen before (transfer), and they have to make meaning of it (e.g., by inferring the main idea or author’s purpose). Similarly in mathematics: all the diffi cult questions involve new or unfamiliar looks at key skills and ideas. For example, geometry tests always include a problem related to the Pythagorean theorem—but neither the drawing nor the instructions make this overt or obvious; hence, it is a meaning-making and transfer problem. (You can see many examples of such test items in the books Understanding by Design and Schooling by Design; you can also see for yourself by going to the websites of states that release all or most of their tests, such as Massachusetts and Florida.)

About the Authors

Grant Wiggins is president of Authentic Education in Hopewell, New Jersey. He earned his EdD from Harvard University and his BA from St. John’s College in Annapolis. Grant and his colleagues consult with schools, districts, and state and national education departments on a variety of reform matters. He and his colleagues also organize conferences and workshops, and develop print and web resources on key school reform issues.

Grant is perhaps best known for being coauthor, with Jay McTighe, of Understanding by Design, the award-winning and highly successful pro-gram and set of materials on curriculum design used all over the world, and of Schooling by Design. He is also a coauthor for Pearson Publishing on more than a dozen textbook programs in which UbD is infused. His work has been sup-ported by the Pew Charitable Trusts, the Geraldine R. Dodge Foundation, and the National Science Foundation.

For 25 years, Grant has worked on infl uential reform initiatives around the world, including Ted Sizer’s Coalition of Essential Schools; the International Bac-calaureate Program; the Advanced Placement Program; state reform initiatives in New Jersey, New York, and Delaware; and national reforms in China, the Philip-pines, and Thailand.

Grant is widely known for his work in assessment reform. He is the author of Educative Assessment and Assessing Student Performance, both published by Jossey-Bass. He was a lead consultant on many state assessment reform initiatives, such as the portfolio project in Vermont and performance assessment consortia in New Jersey and North Carolina.

Several journals have published Grant’s articles, including Educational Leader-ship and Phi Delta Kappan. His work is grounded in 14 years of secondary school teaching and coaching. Grant taught English and electives in philosophy, coached varsity soccer and cross country, as well as junior varsity baseball and track and fi eld. He also plays in the Hazbins, a rock band. Grant may be contacted at grant@authentic education.org.

Jay McTighe brings a wealth of experience developed during a rich and varied career in education. He served as director of the Maryland Assessment Consortium, a state collaboration of school districts working together to develop and share formative perfor-mance assessments. Prior to this position, Jay was involved with school improvement projects at the Maryland State Department

of Education where he directed the development of the Instructional Framework, a multimedia database on teaching. Jay is well known for his work with thinking skills, having coordinated statewide efforts to develop instructional strategies, cur-riculum models, and assessment procedures for improving the quality of student thinking. In addition to his work at the state level, Jay has experience at the district level in Prince George’s County, Maryland, as a classroom teacher, resource spe-cialist, and program coordinator. He also directed a state residential enrichment program for gifted and talented students.

Jay is an accomplished author, having coauthored 10 books, including the best-selling Understanding by Design series with Grant Wiggins. He has written more than 30 articles and book chapters, and has published in leading journals, including Educational Leadership (ASCD) and The Developer (National Staff Devel-opment Council).

Jay has an extensive background in professional development and is a regular speaker at national, state, and district conferences and workshops. He has made presentations in 47 states within the United States, in 7 Canadian provinces, and 18 other countries on 5 continents.

Jay received his undergraduate degree from the College of William and Mary, earned his master’s degree from the University of Maryland, and completed post-graduate studies at the Johns Hopkins University. He was selected to participate in the Educational Policy Fellowship Program through the Institute for Educational Leadership in Washington, D.C., and served as a member of the National Assess-ment Forum, a coalition of education and civil rights organizations advocating reforms in national, state, and local assessment policies and practices. Contact information: Jay McTighe, 6581 River Run, Columbia, MD 21044-6066 USA. E-mail: [email protected].

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