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UbD CCSS PARCC Unit Planning
Transcript of UbD CCSS PARCC Unit Planning
Considering the Standards:
written synthesis task (LDC)
How do groups work for and against both society and the individual?
What strategies do effective communicators use to involve other people in the discussion?
Groups are used in society to organize people into manageable categories and being placed in these categories can have significant impacts on the individual — often an individual’s path in life is shaped as much by group affiliation as personal choice, and this fact may be exploited by those who are in power.
Effective communicators involve other people in discussions by making eye contact, asking questions, linking and building off of ideas and by showing interest in the ideas of others.
An essential question is interesting and
relevant to the students; addresses the heart
of the discipline; has emotive force, intellectual
bite, or edginess and connects to real world issues;
is open ended and complex enough to be argued from
multiple sides; is concise and clearly stated; is linked to
citable evidence; and may lead to new questions. – Jeff Wilhelm
An understanding should be written as
a full sentence and should reflect the specific
insights, inferences, or conclusions about the big idea
you want students to achieve. Should be an understanding
about an abstract concept that is hard-won by digging into the content. — Jay McTighe & Grant Wiggins
UbD-CCSS-PARCC: Unit Planning
LDC template tasks are fill-in-the-blank “shells” built from the Common Core standards, allowing for the insertion of texts to be read, writing to be produced, and content to be addressed, creating high-quality student assignments that develop reading, writing, and thinking skills.
...a problem cast in a situation new to the student and a task that will test the degree to which the student has learned to apply an abstraction in a practical way. — Jay McTighe (pg 94)
intrinsically meaningful and engaging, and incorporates research
works that are demanded by cultural, traditional or institutional considerations
works that have proven themselves to be highly effective & engaging
works that explore themes, issues or topics essential to the question at hand
21st Century Learner:
— Critical Thinking & Reasoning
— Information Literacy
should be in
Students will be skilled at...
What students will know refers to the factual knowledge that they will need to have to build understanding. This knowledge, unlike the understanding, is generally concrete and easily apprehended. – Jay McTighe & Grant Wiggins
What students will be skilled at refers to the discrete skills that they will be able to use and apply to larger concepts. It is important that students are able to see why the skill is important and what it will help them accomplish. – Jay McTighe & Grant Wiggins
Colorado Academic Standards
Common Core State Standards
Students are asked
to read complex
texts and compose an analytic essay.
Students are asked to write a story;
detail a scientific process; write a
historical account; or describe an account of events, scenes, or objects.
Students are asked to analyze a topic presented
through several texts, including an anchor text that
introduces the topic. Students will answer series of questions and write two analytic essays.
2-3 Short Literature & 1-2 Short Informational Texts
Art - Music - Multimedia
Standards are "unpacked" into the categories of knowledge and skill
The standards my be listed as individually:
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
or in combination:
Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration by drawing evidence from literary or informational texts to support analysis, reflection, and research. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Texts of roughly novel length that are used to anchor the unit. Should be at level of complexity that is challenging but accessible to the student. (Could take around two to three weeks of concentrated focus on a single text.)
Selections should include short texts of sufficient complexity for close reading that would allow students to draw ample evidence from the texts and present their analyses in writing as well as through speaking. The goal is to create coherence within the curriculum as a whole by choosing short texts that complement the extended text by focusing instruction on similar standards and skills across multiple genres, and by choosing informational texts that build the background knowledge needed to read and comprehend other texts students will study.
(Shorter texts could account for about three to four weeks of instruction).
"Alternative" texts should also be considered to augment the extended, short literature, and informational texts. These should be considered and chosen in a manner consistent with the short literature and informational texts.
The balance of student writing at this level is 70 percent analytical (35 percent argument and 35 percent to explain/inform) and 30 percent narrative, with a mix of on-demand and review-and-revision writing assignments. Building student competence and confidence with technology should be part of instruction.
Writing to Texts:
Routine writing, such as short constructed-responses to text-dependent questions, builds content knowledge and provides opportunities for reflection on a specific aspect of a text or texts. Routine written responses to such text - dependent questions allow students to build sophisticated understandings of vocabulary, text structure, and content and to develop needed proficiencies in analysis.
4-6 Analysis: written using evidence and on crafting works that display logical integration and coherence, can vary in length based on the questions asked and task performed, from answering brief questions to crafting multi-paragraph responses, allowing teachers to assess students’ ability to paraphrase, infer, and integrate the ideas they have gleaned from what they have read
provide opportunities to express personal ideas and experiences; craft stories and descriptions; and deepen understandings of literary concepts, structures, and genres through purposeful imitation. It also provides an additional opportunity for students to reflect on what they read through imaginative writing and to practice sequencing events and ideas through narrative descriptions.
Have students compose one extended project that uses research to address a significant topic, problem, or issue.
ELA Example: What makes something funny? After reading selections from Mark Twain and Dave Barry, write a review that compares their humor and argues which type of humor works for a contemporary audience and why. Be sure to support your position with evidence from the texts. (Argumentation/Comparison)
By leveraging the Backwards Design Model, the PARCC Content Module recommendations, and a deep familiarity with the standards, teachers will use a shared Google Doc to design a unit of instruction
that asks students to synthesize and make use of
multiple types of texts, written tasks, and
standards based skills and knowledge.
Public Google Doc Template
If students need to know and be able to do the above then the teacher must consider and design:
Students will know...
Facets of Understanding
Assessment Task & Tool
Explanation, Interpretation, Application, Perspective, Empathy, and Self-Knowledge