Authentic Education Curriculum Framer by O5Y1x1


									Sample MS FRAMER Unit, with Commentary

This document provides a running commentary on a unit downloaded from the MISS. Curriculum
Framer, the software containing units of study developed for the Mississippi Curriculum Guide
Project. Excerpts from the unit are on the left; our commentary on each element is on the right.

Unit Overview                                                                              Note that the days are rough estimates.
                                                                                           In fact, extra days for adjustments are
Title: Let Me See the Pieces                                                               built in.
Subject/Grade/Course: LA/5
                                                                                           The degree of difficulty is calculated by
Total Days in Unit: 30 Days                                                                the designer; it considers 4 different
Degree of Difficulty: Medium                                                               factors: pre-requisite knowledge and
                                                                                           skill demanded, the pace, the rigor, and
                                                                                           how little scaffolding is provided

This unit focuses on a variety of both literary and informative texts as students
discover the structures that authors use to deliver their message or information.
Through literary texts, students will analyze story structures. They will also tune into
the language and strategies that authors use in informational and literary text as the
author organizes his writing in a way that bests suits his purpose. Students will use
these same strategies in their own process writing. Note: This unit includes 50-90
minutes of instruction for each day. If language arts periods are longer, teachers         The Summary provides not only an overview
                                                                                           of the unit but its intellectual rationale. This
might allow time for independent or group reading, mini-lessons in grammar and             not only helps the user know whether or not
vocabulary, or coaching of groups of students in key skills and concepts. For              to try the unit, but can help guide local
independent or group reading, help students to choose non-fiction texts that are           revision of the unit by ensuring attention to
interesting to them, to complement the big ideas developed in this unit. If language       the same purpose.
arts periods are shorter, consider either condensing the longer events or allowing
                                                                                           Note that the summary suggests possible
them to unfold over additional class periods.                                              modifications – no unit is meant to be used
                                                                                           ‘as is’ without thinking through local needs,
                                                                                           issues, possibilities, ability levels, prior

Page 1 of 11
Sample MS FRAMER Unit, with Commentary

                                                                                                           Stage 1 specifies the specific desired
                                                                                                           results of the unit. Note the names of
                                                                                                           the STAGE 1 elements, below STAGE
Stage 1: Desired Results                                                                                   1: Desired Results
State Standards | Understandings | Essential Questions | Knowledge & Skills |
Misunderstandings                                                                                          Note that the MS Competencies are
                                                                                                           not only named in full, but the degree
Competencies                                                                                               of attention give to the Competency is
Mississippi Competencies and Objectives addressed and assessed:                                            provided by the word major or minor
                                                                                                           in bold parentheses, after each
 ... 2. The student will apply strategies and skills to comprehend, respond to,                            Competency.
interpret, or evaluate a variety of texts of increasing of length, difficulty, and
complexity.                                                                                                A ‘major’ emphasis means that the
                                                                                                           Competency is addressed in all 3
a. The student will apply knowledge of text features, parts of a book, text structures, and genres to      Stages - in the assessments as well as
understand, interpret, or analyze text. (DOK 2) (major)                                                    in multiple events/lessons in the
                                                                                                           learning plan of Stage 3.
b. The student will analyze text to understand, infer, draw conclusions, or synthesize information.
(DOK 2) (major)
                                                                                                           A ‘minor’ emphasis means that the
d. The student will respond to or interpret increasingly complex literary text, literary nonfiction, and
                                                                                                           unit touches on this Competency, but
informational text to compare and contrast information, citing text-based evidence. (DOK 3) (major)        not in depth. Perhaps only 1 or 2
                                                                                                           Proficiencies are addressed, and most
                                                                                                           likely not assessed in a major way in
 3. The student will express, communicate, evaluate, or exchange ideas                                     the unit.
a. The student will use and reflect on an appropriate composing process (e.g., planning, drafting,
revising, editing, publishing) to express, communicate, evaluate, or exchange ideas with a focus on        This coding should be mimicked
text of increasing complexity and length. [Note: Editing will be tested as a part of competency four.]     locally – it prevents self-deception
(DOK 3) (major)                                                                                            about whether the Competencies have
                                                                                                           been adequately addressed locally.
d. The student will compose informational text clearly expressing a main idea with supporting details,
including but not limited to the following: texts containing chronological order; procedural; cause and
effect; comparison and contrast; order of importance; problem/solution. (DOK 3) (major)...

Page 2 of 11
Sample MS FRAMER Unit, with Commentary

                                                                                                          Note that Course/Program level
                                                                                                          Understandings have been identified. Any
                                                                                                          Course-level Understandings recur across
Understandings                                                                                            other units in this Grade Level. Program-level
By the end of this unit, what understandings will students have reached?                                  understandings recur across courses and
                                                                                                          grade levels.
Course and Program Level
I Texts provide clues to help the reader understand them.
                                                                                                          Note that the understandings are only
II Different types of text have predictable elements. By identifying and focusing on these elements, we
                                                                                                          summarized. To know what the designer
can begin to understand the text.
                                                                                                          means by, say, “Texts provide clues” one
III Text can be organized in several different ways.
                                                                                                          would have to study the unit to know what
Unit Level                                                                                                kinds of clues, and how those clues are
IV Description makes writing interesting. My writing can be more descriptive by using synonyms and        learned, reflected on, and assessed. (The unit
antonyms of words I already know.                                                                         writer might have provided a bit more
V Comparing how texts are organized helps readers understand text structures.                             summary detail here about kinds of clues,
VI Transitional words and cues help readers determine how text is organized and what it ultimately        organizations of text, etc.)

                                                                                                            Note that Course / Program level Essential
Essential Questions                                                                                         Questions have been identified. Any Course-
What Essential Questions guide inquiry in this unit?                                                        level EQs recur across other units in this
                                                                                                            Grade Level. Program-level EQs recur across
Course and Program Level                                                                                    courses and grade levels. Students need to
I                                                                                                           understand that these Qs are therefore the
 How has the author helped me to understand the text?                                                       core of the course.
 How can I pull everything together to understand the text?
                                                                                                            The EQs, by themselves, do not guarantee
                                                                                                            that they will be used to foster inquiry and
 How can I tell this is a story? How can I distinguish stories from other kinds of text?
                                                                                                            student generalization (which a true EQ is
                                                                                                            about). A weak teacher could ask these
Unit Level                                                                                                  questions – then quickly answer them and
IV                                                                                                          expect her students to merely recall what she
 How did the author help me understand his purpose for writing?                                             told them. No question is inherently essential
V                                                                                                           – it can always be undone by the actions of
 How did the author use transitional words and cues? How can I?                                             the teacher. To determine whether this
VI                                                                                                          question is treated properly, we need to look
 How do authors make their writing interesting? How can I?                                                  at STAGE 3: are students expected to explore
                                                                                                            and come up with answers to these
Page 3 of 11
Sample MS FRAMER Unit, with Commentary

Stage 1, continued

What Knowledge Questions will students be able to answer?                                             Note that Knowledge goals have been
                                                                                                      framed as factual questions. This helps
I                                                                                                     limit the long laundry lists in typical
 How can I find the meanings of new words? What is the best way to find the meaning of this word?     curriculum documents and lesson plans.
II                                                                                                    It also signals likely quiz questions in
 What are text structures?                                                                            STAGE 2, if quizzes are going to be given.
 What are transitional words and which ones are used for each text structure?
 What are story structures?
 What is the writing process?

                                                                                                      Note that Skill goals involve fairly
Skills                                                                                                discrete or small-scale abilities. The
What Skills will students master or improve as a result of this unit?                                 designer should NOT confuse “skill”
                                                                                                      goals with “transfer” goals (the latter
I Use interesting and unique words within writing.
II Identify and use transitional words and cues in text.
                                                                                                      being more complex and large-scale –
III Determine text structures of various pieces of text.                                              like the difference between the drill and
IV Use various text structures in short pieces of writing.                                            the game).
V Identify and analyze story structures within various genres including, but not limited to, plays,
poems, and short stories.
VI Use the writing process to express ideas.

Page 4 of 11
Sample MS FRAMER Unit, with Commentary

                                                                                                              The unit writer has highlighted here the
                                                                                                              most likely student misconceptions,
                                                                                                              confusions, and/or performance deficits
                                                                                                              likely to be confronted when teaching the
Where are students likely to misunderstand important ideas? Where are they most likely to struggle in
applying knowledge and skill?
                                                                                                              The learning plan should address these,
Misunderstanding: Every text is unique, with no commonalities of structure. Alternatively (and this is        and the assessment should in part be
sometimes a consequence of drill-based teaching), students can identify text structures on a short quiz       designed to see if these have been
but do not integrate their understanding of those structure into their own set of reading strategies.         avoided or overcome. As a result, we
Hence, it becomes a piece of inert knowledge rather than an active understanding.                             would expect to see formative
                                                                                                              assessments in STAGE 3, and some
Ambiguity: When identifying text structures, often there seems to be more than one text structure that        commentary about how to adjust
could apply. Students should be able to justify their choice. Also, point out to students that often larger   learning in light of persistent difficulties.
pieces of text - beyond a paragraph or so - can include more than one text structure.

For the literary structures: When students are completing the graphic organizers for each type of text,       Over time, unit users should be adding to
they may not immediately be able to fill in every single box for some of the poems; they may need to          the Misunderstanding box and the
make inferences if enough evidence is given to support their thoughts. For the purposes of this               Lesson Feedback box, based on their
exercise, narrative-types poems might be a better choice to make, so the teacher is guaranteed that           experience in using the unit.
the students will find story elements in the poetry, as well as in plays and stories.

Interdisciplinary Competencies
MS competencies and objectives addressed and assessed:

For presentations of original pieces of writing, have students practice projecting their voices and
delivering their presentations.
Have students illustrate their writing to support particular text structures, making the illustrations
appropriate to the writer's purpose.
                                                                                                              Interdisciplinary connections,
science                                                                                                       where appropriate have been
Teachers can use actual grade-level texts from science and other content areas to "prove" that text           noted. Unit users should add
structures are real and useful....                                                                            others as more connections are
                                                                                                              found or tried.

Page 5 of 11
Sample MS FRAMER Unit, with Commentary

                                                                                                             STAGE 2 is where the summative
                                                                                                             assessment information for the unit is
                                                                                                             placed. The unit highlights complex
                                                                                                             performance tasks because
Stage 2: Evidence                                                                                            understanding requires a complex task
Tasks | Other Evidence                                                                                       as evidence of meaning-making and/or
Performance Tasks                                                                                            transfer. In other words, every task in
Through which complex tasks will students reveal their ability to transfer their learning to a new           the Framer units is either a Webb DoK 3
situation?                                                                                                   or 4. (Lower-level assessments are
                                                                                                             placed in OTHER EVIDENCE, below)

... Task #2                                                                                                  Note: we have excerpted Stage 2 and Stage 3 from
Title: Story to Play                                                                                         this Framer unit for ease of reference about each
Summary: A local theater company has read your short story. They love it! They have asked you to             Stage. That’s why Task #1 is missing from this
change its format from a story to a play, so that their actors can perform it. You might want to simplify    excerpt.
your story in order to keep it brief. Before you submit your play to the theater company, they would like
you to run through a public reading of your play, using your classmates as actors and audience, then
make revisions based on your classmates' suggestions.

Look For: - Accurate and consistent use of text structure/features                                      Note a key feature of the Framer is that
- Effective organization, including a clear beginning, middle and end                                   each assessment (and Lesson, in Stage
- Appropriate incorporation of story elements                                                           3) identifies by number the Stage 1
Differentiation: minor                                                                                  element(s) addressed.
Competencies: 1b 1d 1f 2d 3a
Understandings: I IV II III                                                                             Rubrics are not found directly in the
Essential Questions: I III VI
                                                                                                        Framer. Given the sometimes graphically
Knowledge: I IV V
Skills: I IV V VI                                                                                       complex nature of rubrics, they are
                                                                                                        typically in WORD or PDF and must be
Rubrics                                                                                                 downloaded.
Rubric, Perf. Task 2
                                                                                                        In the Framer, when searching for a unit,
                                                                                                        once you choose a unit, the first screen
                                                                                                        you see asks you if you want to see the
                                                                                                        whole unit onscreen or download it to
STAGE 2, continued.                                                                                     your computer.

Page 6 of 11
Sample MS FRAMER Unit, with Commentary

Other Evidence                                                                                               OTHER EVIDENCE is where
Which other evidence can be used to reveal students ability to transfer their learning to a new              more traditional assessments are
situation?                                                                                                   summarized – quizzes,
                                                                                                             homework assignments, chapter
Evidence #1                                                                                                  tests, etc. Another kind of
Title: Writing in Text Structures                                                                            ‘evidence’ that can be found here
Summary:                                                                                                     involve formal observations and
Using paragraph frames for different text structures in informative text, have students write brief pieces
                                                                                                             oral protocols, when working
of informational text using appropriate text structures. (See attached for paragraph frames.) Students
should also identify the text structure used within each piece they write and explain how they know it
                                                                                                             with small children or pre-
was that structure.                                                                                          literate students.

Look For:
- Recognition of informational text structures
- Appropriate use of text structures to create informational text

Competencies: 2a
Understandings: I V II VI III
Essential Questions: IV I V II
Knowledge: II III
Skills: II III IV

Page 7 of 11
Sample MS FRAMER Unit, with Commentary

                                                                                      STAGE 3 is where the lessons
Stage 3: Learning Plan                                                                are outlined, in chronological
Calendar | Lessons & Events                                                           order, in a calendar (or, if you
                                                                                      click the Lessons & Events link,
                                                                                      in a list of lessons on another
Day 1            Day 2            Day 3           Day 4           Day 5
                                                                                      Clicking on the name of the
Structures of    Structures of    Structures of   Structures of   Creating an         Lesson or the Event number in
Information      Information      Information     Information     Informational       the Calendar takes you to the
                 Creating an                                      Text                detail on each.
E1               Text             E4              E5                                  We refer in the Framer to a
                                                                  E6                  Lesson as a topical whole that
                                                                                      may be made up of multiple
                 E2 E3
                                                                                      ‘events’ of different activities.
Day 6            Day 7            Day 8           Day 9           Day 10              Thus, ‘events’ make up a ‘lesson’;
                                                                                      lessons make up a ‘unit’; units
Creating an      Creating an      Structuring     Creating an     Supplementary       make up a ‘course’; courses
Informational    Informational    Information     Informational   Teaching and        make up a ‘Program’.
Text             Text                             Text            Learning
                 Structuring                      Creating an
                 Information      E10             Informational
E7                                                Text            E13

                 E8 E9
                                                  E11 E12
Day 11           Day 12           Day 13          Day 14          Day 15

Structuring      Structuring      Structuring     Structuring     Our Informational
Information      Information      Information     Information     Texts
                 Creating an
E14              Text             E17             E18             E19

                 E15 E16

Page 8 of 11
Sample MS FRAMER Unit, with Commentary

                                                                                                                    A LESSON is usually a summary of
Lesson 1 Structures of Information                                                                                  the events that make it up. Note
Days in lesson: 4                                                                                                   that the Purpose is specified. This
Begins on day 1 of the unit                                                                                         is vital for ensuring that any
                                                                                                                    change in the specific Events none
Purpose: In this lesson, students examine a wide variety of informational texts to identify text features, text     the less does justice to the Lesson
structures, and techniques common to informational writing. The goals in this lesson are to improve comprehension   Purpose – otherwise the unit will
through effective pre-reading, and developing skills that students will apply in their own informational writing.   become misaligned.
Events in this Lesson:
 What's the goal?                                                                                                   Again, note that the suggested
 A 40 minute activity                                                                                               times for the Events are
 Text Structures                                                                                                    approximate and should only be
 A 50 minute activity                                                                                               used to estimate how much time
 Online Text Features, Day 1 of 2                                                                                   the unit needs
 A 50 minute activity
 Online Text Features, Day 2 of 2
 A 50 minute activity

                                                                                                                       An EVENT spells out in detail
Event                                                                                                                  how the lessons should be
What's the goal?                                                                                                       implemented.
Event Aim: Make Meaning
                                                                                                                       Detail varies from unit to unit.
Review with students authors' possible purposes for writing (e.g., to inform, to persuade, to entertain, to
                                                                                                                       Users are encouraged to add
evoke emotion, to express emotion). Have students brainstorm how they can determine the author's                       further detail and/or options to
purpose. What clues do they look for?                                                                                  each EVENT in the User
                                                                                                                       Feedback part of the Framer..
Read aloud a short piece of informational text appropriate to the grade level and interests of the students.
Use a "think aloud" to model your comprehension that this is an informative text.                                      Note that Events are coded in
                                                                                                                       terms of their aim, using are 3
                                                                                                                       terms ACQUIRE, MAKE
                                                                                                                       MEANING, TRANSFER. This
                                                                                                                       helps the teacher avoid excessive
                                                                                                                       low-level ‘coverage’ and makes
                                                                                                                       them worry about alignment
                                                                                                                       with STAGE 1 goals.
Page 9 of 11
Sample MS FRAMER Unit, with Commentary

Pre-assessment: Distribute a copy of another short piece of informational text appropriate to grade/reading
level and interest of the students, differentiating as appropriate. Tell students that their job is to decide
whether its goal is to entertain or to inform and to mark places where they find their answers.

When students finish reading, give them a few minutes to complete their notes. Then ask them to share              An initial EVENT is often a pre-
their annotations with a partner who read the same text. Once partners have finished sharing, discuss the          assessment or some sort of
texts as a whole class, with students who read different texts explaining first the topic of that text. Was the
                                                                                                                   meaning-making activity to
text informational, entertaining, or both? What was it in the text that helped them answer that question?
                                                                                                                   provide an ‘anticipatory set’ for
Teacher Notes: Choose texts that are engaging to students, so that they are motivated to read for                  the lesson
comprehension and not simply to identify the type of text.
                                                                                                                   Some Events are more detailed
For simplicity and effective class discussion, it would be best to offer a maximum of two texts,                   than others. The expectation in
differentiating on the basis of reading level.                                                                     this unit is that teachers are
                                                                                                                   familiar with basic instructional
IMPORTANT NOTE: Many events in this unit range from 40 to 60 minutes, though the time allotted for                 strategies for developing student
language arts and reading is generally 90 minutes each day. This structure allows for at least 40 minutes          literacy. Teachers needing a
of time each day for individual, paired, and small-group reading, as recommended in the Mississippi
                                                                                                                   mini-lesson on the strategies
Curriculum Framework.
                                                                                                                   mentioned are encouraged to
During the first half of this unit, students should be assisted in selecting nonfiction texts that address their   look at earlier grade level units
interests and offer the right level of challenge to their reading skills. During the second half of the unit,      and to professional development
students may either read a novel or read several shorter fictional texts, including short stories, poems,          modules that will be built in the
and/or plays.                                                                                                      near future.

Teachers should use students' reading time to assess the effectiveness of students' reading strategies,
their level of comprehension, and their interest in reading, coaching and adjusting as necessary.

Minutes Devoted to this Event: 40

Page 10 of 11
Sample MS FRAMER Unit, with Commentary

Stage 3, continued
                                                                                                                 In every unit time has been
Event                                                                                                            built in for adjustment, by the
Extra Day 1                                                                                                      specifying of ‘free’ unplanned
Event Aim: Make Meaning Transfer Acquire                                                                         days, such as these two. The
Summary:                                                                                                         optimal use of the time is
This day is left open intentionally. Depending upon the pace and quality of student learning, teachers           determined by doing the
might use it to:                                                                                                 formative assessments
- help students who need more time to catch up                                                                   identified in prior Events
- extend or repeat activities that were especially effective and engaging
- allow extra time for guided or independent reading
- explore a topic studied in greater detail
- offer mini-lessons on key areas of vocabulary and grammar
- introduce additional writing activities designed to build writing skills and understanding.

Minutes Devoted to this Activity: 60
Extra Day 2
Event Aim: Make Meaning Transfer Acquire
This day is left open intentionally. Depending upon the pace and quality of student learning, teachers
might use it to:
- help students who need more time to catch up
- extend or repeat activities that were especially effective and engaging
- allow extra time for guided or independent reading
- explore a topic studied in greater detail
- offer mini-lessons on key areas of vocabulary and grammar
- introduce additional writing activities designed to build writing skills and understanding. This day is left
open intentionally. Depending upon the pace and quality of student learning, teachers might use it to: -
help students who need more time to catch up - extend or repeat activities that were especially effective
and engaging - allow extra time for guided or independent reading - explore a topic studied in greater
detail - offer mini-lessons on key areas of vocabulary and grammar - introduce additional writing activities
designed to build writing skills and understanding.

Minutes Devoted to this Activity: 60

Page 11 of 11

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