Microsoft Word - UBD Design Template 2.doc

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					 Understanding By Design

Two-page Design Template

         Jay McTighe
      Education Consultant
Title: Word/Letter Relationships Subject/Course: Language Arts/OT/Speech Group

Topic: Written Language            Grade(s)1st & 2nd Grade Special Education

                        STAGE 1 – DESIRED RESULTS
Content Standards:
Students will write clearly and legibly allowing adequate spacing between letters, words, and sentences.
Students will spell grade-level-appropriate, high frequency words correctly in all work.
Students will write in a complete sentence.
Students will write clearly and effectively to share information and knowledge, to influence and
persuade, to create and entertain.
Understanding(s) Students will understand that….
Content Standard(s) letters can both spell the same word.
  Upper and lower case
     The words learned can not only be read from a book but can also be written to create their own
      story. Letters make up words.
     Some words have a small word inside of it.
     By changing the first letter of a word, many new words can be created.
Essential Question(s)
     Why are words important?
     How and where can we use the words that we learn?
     Why is it important to spell words correctly?
     How do we spell the words that we want to write?

Students will know that…
   Letters make up words - Words can form sentences
   Sentences can form stories - Capital letters and lower case letters can both be
     written to make up the same words- Students will gain the knowledge of how to
     spell the words correctly
     Informal/Formal Assessment
     Students will demonstrate correct letter formation and legibility
      Work Samples
     Group Discussions
     Comprehension Questions
     Writing Samples
     Rationale: By changing this lesson into the UbD format, the focus is much
      Reading Assessments
    clearer and concise.This model helps to organize the objectives taught and
  Observations of the students.
  Using the UbD model also helps to facilitate sophisticated thinking.
Other Evidence:
   Teacher feedback
      Classroom Observations
    Students will make a book of theirbe legible.
         Students’ written work will written words.
    Students will journal using their newly learned words.

     Play-doh or soft clay
                    STAGE 3 – LEARNING PLAN
Learning Activities:
Students will rotate to work stations using a variety of modalities at each work station to practice writing
the words .Writing Work Stations
    Chalkboard ( vertical surface)
    Pipe cleaners
    Wikki- stix
    Shaving Cream
    Cut out words from a newspaper or magazine to form stories or sentences.
    Play-doh
    Soft clay
   Cooperative learning will be performed by students as they will work together to cut out letters and
   words that they are learning. Once this task is completed, the students will use the Smart Board to
   write the sentence with the words that they have created onto the board. After the entire class has
   worked cooperatively on this lesson, along with the use of the Smart Board to write and/type the
   words or sentences, notes will then be compiled to make a booklet for each student to use as a reading

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