FrontPage

 

 http://literacytoolbelt.tripod.com/UBD%20&%20DI/UBD/UBD%20&%20DI.htm - UbD Interactive Template/Resources

 

http://www.grantwiggins.org/documents/UbDQuikvue1005.pdf - Understanding by Design

 

 

 http://www.authenticeducation.org/ae_bigideas/ - Grant Wiggins - UbD

 

http://www.state.nj.us/education/aps/njscp/MJKGrade6Reading.pdf  - NJ Language Arts Standards

 

http://www.sad6.k12.me.us/~cci/01B7263B-000F51DF.13/Grade7_Web_Page.pdf - Language Arts Standards

 

http://www.corestandards.org/the-standards/english-language-arts-standards - Core Curriculum Standards

 

http://www.greece.k12.ny.us/devel/Dist_Indices/departments.htm - Greece, New York - UbD Planning

 

http://www.chue.net/EssentialQuestions.html - Essential Questions Across the Curriculum

 

http://www.easthampton.k12.ma.us/district.cfm?subpage=825206 - Enduring Understandings & Essential Questions - Language Arts

 

http://www.roseburg.k12.or.us/fremont/ubd/workbook/ubd(107).pdf - Enduring Understandings - Concepts

 

http://www.roseburg.k12.or.us/fremont/ubd/workbook/ubd(93).pdf - Essential Questions - LA, various curriculum areas

 

http://www.greece.k12.ny.us/academics.cfm?subpage=923 - Essential Questions - All Themes - Greece, NY

 

 

http://www.roseburg.k12.or.us/fremont/ubd/workbook/ubd(131).pdf - Stage 1 Questions - Enduring Understandings & Essential Questions

 

http://www.easthampton.k12.ma.us/district.cfm?subpage=825206 - Enduring Understandings & Essential Questions - Language Arts - East Hampton

 

http://www.roseburg.k12.or.us/fremont/ubd/ubd-toc.htm - UbD - Extensive Information, Examples

 

http://w.internet4classrooms.com/links_grades_kindergarten_12/understanding_by_design.htm - Internet4Classrooms

 

 

 

 

http://literacytoolbelt.tripod.com/Units%20of%20Study/Units%20of%20Study%20by%20Grade%20Level.htm - Gr. 6 Curriculum Maps

 

http://www.questioning.org/Q7/toolkit.html - Questioning Tool Kit

 

 

 

 

 

The Big Ideas	9-12	Reading, Writing, Communicating
Enduring Understandings and Guiding Questions

 

Enduring Understandings describe the enduring concepts and important generalizations that students should be able to understand about a subject.  Guiding Questions direct what students study and investigate about a subject’s enduring concepts, important generalizations, and content items.

 

Enduring Understandings	Guiding Questions
Interdependence ·	·         What is effective communication? ·         How does communication influence interdependence in the world? ·         How have electronic communication systems influenced communication forms and standards of quality? ·         How does self-reflection contribute to effective writing? ·         How is the writer’s point of view expressed in written work? ·         How does literature and other media express life experiences? ·         What factors influence an individual’s ability to express a point of view?
·	·         How are forms of communication influenced by time, place, audience, and purpose? ·         How do historical events, movements, and significant people influence literature and other media? ·         How is literature of the present influenced by writers of the past? ·         How do historical events, movements, and significant people influence literature and other media?
·           ·         How does communicating through literature and other media influence attitudes (bias, stereotyping, advocacy) that impact society? ·         How can literature lead to understanding or conflict among cultures and groups? ·         How does literature preserve and transmit culture? ·         How does the ability to follow written directions impact the way people view each other?
Patterns and Techniques ·	·         How does using and understanding conventions empower individuals? ·         How might the meaning change in a piece of writing when one of the elements is altered?
·	·         How do authors/directors manipulate elements to achieve effect and purpose?
·           ·         How can communication tools/technologies influence interdependence in the world?

 

The Big Ideas	9-12	Reading, Writing, Communicating
Enduring Understandings and Guiding Questions

 

Enduring Understandings describe the enduring concepts and important generalizations that students should be able to understand about a subject.  Guiding Questions direct what students study and investigate about a subject’s enduring concepts, important generalizations, and content items.

 

Enduring Understandings, cont’d	Guiding Questions
·           ·         How can I craft my writing to fit my audience? ·         Why does critical judgment of literature/writing require knowledge of purpose and audience? ·         How do people select and adapt rhetorical strategies for a specific audience?
Processes ·	·         Why is writing process as important as product? ·         What is the writing process? ·         What is the reading process? ·         What is the research process? ·         What are strategies for finding information sources and searching for relevant information? ·         What makes a source of information credible and accurate? ·         How does technical writing/reading differ from other forms of writing/reading?
Purpose ·	·         Why is it essential to be able to see the parts that make a whole? ·         What is the value of determining cause and effect?
·           ·         What is the value of looking at different treatments of the same idea? ·         How does one viewpoint fit into the context of other viewpoints? ·         Why is it essential to be able to argue a position?
·           ·         Why are my stories important? ·         How does my viewpoint affect my interpretation? ·
	·         How can I write clearly so that the experiment may be repeated? ·         What is the value of my experiment? ·         How does my outcome fit into the context of my hypothesis?  (Error Analysis)

 

 

Definition: Enduring Understandings

 

Enduring understandings are statements summarizing important ideas and core processes that are central to a discipline and have lasting value beyond the classroom. They synthesize what students should understand—not just know or do—as a result of studying a particular content area. Moreover, they articulate what students should “revisit” over the course of their lifetimes in relationship to the content area.

 

Enduring understandings:

 

1. frame the big ideas that give meaning and lasting importance to such discrete curriculum elements as facts and skills
2. can transfer to other fields as well as adult life
3. “unpack” areas of the curriculum where students may struggle to gain understanding or demonstrate misunderstandings and misconceptions
4. provide a conceptual foundation for studying the content area and
5. are deliberately framed as declarative sentences that present major curriculum generalizations and recurrent ideas.

Example:

 

Reading/Literature

This is an Enduring Understanding

Reading is a process by which we construct meaning about the information being communicated by an author within a print or non-print medium.

 

This is an Essential Question

How is reading a process of constructing meaning from text?

 

http://pdonline.ascd.org/pd_online/ubd_backward/mctighe99chapter4.html - Samples - UbD

 

Sample General Enduring Understandings for Reading

 

Big Idea: Forming a Foundation for Reading

Students will understand that:

• Knowing how to apply phonetic principles, context clues, structural analysis, and spelling patterns can help them figure out unfamiliar words while reading.
• Fluent readers are able to read orally and silently with speed, accuracy, and proper phrasing and expression, with attention to text features (punctuation, italics, etc.).
• Developing breadth of vocabulary dramatically improves reading comprehension and involves applying knowledge of word meanings and word relationships. The larger the reader’s vocabulary, the easier it is to make sense of text. 
• Many words have multiple meanings. Knowledge of syntax/language structure, semantics/meaning, and context cues, and the use of resources can help in identifying the intended meaning of words and phrases as they are used in text. 

 

Big Idea: Developing an Initial Understanding of Text

Students will understand that: 

• Reading a wide range of print and non-print texts builds an understanding of texts, of themselves, and of different cultures.
• Different purposes to read include: reading to acquire new information and reading for personal fulfillment. The use of a variety of comprehension strategies greatly enhances understanding of text. Among these texts include fiction, non-fiction, classic and contemporary works.
• Different types of texts place different demands on the reader. Understanding text features, text structures, and characteristics associated with different text genres (including print and non-print) facilitates the reader’s ability to make meaning of the text

 

Big Idea: Interpreting Text

Students will understand that:

• Interpretations of text involve linking information across parts of a text and determining importance of the information presented.
• References from texts provide evidence to support conclusions drawn about the message, the information presented, or the author’s perspective.
• Authors make intentional choices that are designed to produce a desired effect on the reader. 

 

Big Idea: Reflecting and Responding to Text

Students will understand that:

• Making reader-text connections involves thinking beyond the text and applying the text to a variety of situations. Connections may be expressed as comparisons, analogies, inferences, or the synthesis of ideas.
• References from texts provide evidence of applying ideas and making connections between text and self, text and other texts, and texts and the real world.
• Reading a wide range of literature by different authors, and from many time periods, cultures, and genres, builds an understanding of the extent (e.g., philosophical, ethical, aesthetic) of human experience. 

 

Big Idea: Demonstrating a Critical Stance

Students will understand that:

• Reading is a process that includes: applying a variety of strategies to comprehend, interpreting and evaluate texts; showing evidence of responsible interpretations of texts and examining texts critically. 
• References from texts provide evidence to support judgments made about why and how the text was developed and considers the content, organization, and form.
• Determining the usefulness of text for a specific purpose, evaluating language and textual elements, and analyzing the author’s style are all ways to critically examine texts.
• All citizens need to critically consider messages provided through a variety of media in order to make informed decisions.

 

 

 

Sample General Enduring Understandings for Writing

 

Big Idea: Writing Content

Students will understand that:

• There are many reasons for students to write, including writing-to-learn, writing-to-demonstrate learning, and writing for authentic purposes and audiences.
• Different forms of writing are appropriate for different purposes and audiences and have different features (e.g., personal narrative, informational reports/articles, poetry, response to text). 
• To be effective, writing must be a sufficiently developed, coherent unit of thought to address the needs of the intended audience.
• Writing can be used to make meaning of one’s own experience, as well as of other information/ ideas.

 

 

Big Idea: Writing Structure

Students will understand that:

• ·        
• ·        
• Structural elements such as context, meaningful order of ideas, transitional elements, and conclusion all help make meaning clear for the reader.

 

Big Idea: Writing Conventions

Students will understand that:

• ·        
• ·        
• ·        
• ·        
• ·        

 

Big Idea: Writing Process 

Students will understand that:

• ·        
• ·        
• Writers work through the process at different rates. Often, the process is enhanced by conferencing with others.

 

 

 

 

 

 

 

Big Idea: Writing Structure

Students will understand that:

• ·        
• ·        
• Structural elements such as context, meaningful order of ideas, transitional elements, and conclusion all help make meaning clear for the reader.

 

Big Idea: Writing Conventions

Students will understand that:

• ·        
• ·        
• ·        
• ·        
• ·        

 

Big Idea: Writing Process 

Students will understand that:

• ·        
• ·        
• Writers work through the process at different rates. Often, the process is enhanced by conferencing with others.

 

 

Persuasive Writing UbD Unit

 

 

http://www.cobbk12.org/awtrey/PDF%20Files/grade%208%20Language%20Arts/ubd%20persuasive.pdf  - Persuasive Writing Unit 

 

 

Narrative Writing UbD Unit 

 

http://www.cobbk12.org/awtrey/PDF%20Files/Grade%206%20Language%20Arts/New%20UBD_Personal%20narrative%20UBD.pdf - UbD Narrative Writing Unit

 

http://www.cheney268.com/UbDUnits/ces/NarrativeWriting.htm - UbD Narrative Writing - 4

 

 

 

Expository Writing UbD Unit

 

http://www.cheney268.com/UbDUnits/ces/ExpositoryWriting.htm - UbD Expository Writing Unit 

 

 

 

 

 

Essential Questions in Language Arts

 

 

Language Arts

1. Why read?
2. What is the connection between reading and writing?
3. Do stories need a beginning, middle, and end?  Why?
4. What does the novel/story teach us about life? 

 

 

 

 

 

I have my essential question, now what?

Now you need to ask some basic questions in order to possible revise it.  These will also assist in generating lessons to lead students toward the answer.

 

1. What should the student have learned prior to the lesson?
2. What will the student need to know in order to answer the question?
3. What strategies will actively engage the student as they work toward the answer?
4. How will you know that the students are learning the information?
5. How will the students demonstrate their final answer to the question? 
 
 

 

I have my essential question, now what?

Now you need to ask some basic questions in order to possible revise it.  These will also assist in generating lessons to lead students toward the answer.

 

1. What should the student have learned prior to the lesson?
2. What will the student need to know in order to answer the question?
3. What strategies will actively engage the student as they work toward the answer?
4. How will you know that the students are learning the information?
5. How will the students demonstrate their final answer to the question? 

 

http://www.middleweb.com/ReadWrkshp/RWdownld/CurrCalendar6.pdf - Persuasive Curr. Map
 

 

Writing Curriculum Map

 

 

 

Wilmette Public Schools, District 39 Created 2006-1007

 

www.curriculummapper.com

1 of 4

 

Grade 6 Writing

(Master) 

Essential Questions Content Skills

 

Fall

 

 

 

Word Study

 

A. Spelling and Vocabulary

 

Grammar

 

B. Nouns:

 

- Common

 

- Proper

 

- Singular

 

- Plural

 

- Possessive

 

- Abstract

 

- Concrete

 

A.

 

Identify

analogies

A.

 

Identify

synonyms / antonyms

A.

 

Use

dictionaries and thesaurus

B.

 

Identify

types of nouns

B.

 

Analyze

nouns in writing

B.

 

Use

nouns effectively in writing

How does a good writer use the eight parts

 

of speech to write more clearly, powerfully,

 

and creatively?

 

Grammar

 

A. Verbs

 

- Verb tense

 

- Action verbs

 

- Linking verbs

 

- Helping verbs

 

- Main verbs

 

- Direct objects

 

- Predicate words

 

- Vivid verbs

 

A.

 

Identify

types of verbs

A.

 

Analyze

verbs in writing

A.

 

Use

verbs effectively in writing

A.

 

Use

vivid verbs in writing

A.

 

Use

correct verb tense

A.

 

Form

irregular verbs correctly

How does following the writing process

 

help a writer craft an effective piece of

 

writing?

 

How do writers vary their writing when

 

they write for different purposes and

 

different audiences?

 

Writing Process

 

A. The Writing Process

 

- Prewriting

 

- First draft

 

- Revising

 

- Editing

 

- Final draft

 

Forms of Writing

 

B. Expository essay

 

- Formal language

 

- Introductory paragraphs

 

- Concluding paragraphs

 

- Topic sentences

 

- Transitions and transitional sentences

 

- Sub-topics

 

- Supports

 

- Second-order details

 

- Why-how statements

 

A.

 

Generate

ideas

A.

 

Organize

ideas

A.

 

Write

first draft

A.

 

Revise

for organization and sentence structure

A.

 

Edit

for spelling and mechanics

A.

 

Write

final draft

B.

 

Use

formal language correctly

B.

 

Apply

structure of introduction and conclusion

B.

 

Apply

structure of body paragraphs: topic sentences,

transitional sentences and words, supports, second-order

 

details, why-how statements, and concluding sentences (wrapup)

 

B.

 

Write

a five paragraph essay with focus, cohesiveness, and

continuity

 

B.

 

Develop

a more mature style and writer's voice

 

How does correct spelling improve a piece

of writing?

How do a varied vocabulary and a

consideration of word choice improve a

piece of writing?

How does a good writer use the eight parts

of speech to write more clearly, powerfully,

and creatively?

 

 

 

Enduring Understanding Essential Questions

 

Appreciation

 

Reading expands understanding of the

world, its people and oneself.

 

·

Why do people read?

·

What do people read?

·

What are the benefits of reading?

·

How does reading affect your life?

Reading Strategies

 

Readers use strategies to construct

meaning.

 

·

How do readers prepare for reading?

·

What are readers thinking about as they read?

·

What can a reader do when they don’t understand?

·

What impact does fluency have on comprehension?

·

Why are strategies important?

Responses to Literature

 

Authors write with different purposes

in mind.

 

·

How does reading influence us?

·

Why do we need to evaluate what we read?

Readers develop a deeper

understanding through reflection of

text.

 

·

How do readers reflect and respond?

·

What connections do readers make?

·

How might being able to recognize literary features

help in appreciating literature?

 

Vocabulary

 

People communicate through words.

 

·

What is the purpose of communication?

·

Where do words or phrases come from?

·

How does word choice affect meaning?

Research

 

People rely on a variety of resources

to obtain information.

 

·

How is information organized?

·

Why is information organized in different ways?

New information may result in a new

idea or a change of stance.

 

·

Why do we ask questions?