Understanding By Design Unit Template

(Revised & adapted)

Title of Unit / Unit 1 Setting Up the Writing Workshop/Writing about the Star of the Day / Grade Level / Kindergarten
Subject / Writing / Time Frame / 9/7/17 – 10/27/17
Developed By
Stage 1 - Identify Desired Results
Narrative about this Unit of Study: (including the Big Idea)
In this unit of study students will learn what a writing workshop looks like through specific routines. Students will learn about each other through interviews. Students will learn to ask and answer questions about themselves and each other. Then, they will understand that writers can share their ideas through dictations, drawings, and writings. Students will be guided through the writing process and take one piece to publishing to share their writing with an audience.
Learning Outcomes – Identified Primary Standards
What relevant goals will this unit address?
Writing Standards
W.K.5With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
Language Standards- Conventions of Standard English
L.K.1a Print many upper- and lowercase letters
Understandings
What understandings about the big ideas implied in the PLOs are desired? / Essential Questions
What provocative questions will foster inquiry into the content?
Students will understand that...
·  Writers write for many purposes (to share experiences, to explain, to remember, etc.)
·  Writings go through a writing process (planning, drafting, revising, editing, and publishing) before they can be completed.
·  An idea can beshared with others through drawings, writings, and talk.
·  A good writing has colored pictures and written texts (markings, random letters, words, and/or labels). / Why do writers write?
How do writers strengthen their writing?
How do writers present their ideas?
What makes a good writing?
Knowledge:
What knowledge will student acquire as a result of this unit? / Skills
What skills will students acquire as a result of this unit?
Students will know...
·  Writers use many writing tools (pencils, markers, crayons, papers, etc.).
·  Pictures can be used to convey ideas.
·  Writings can express an idea about a topic.
·  Writers plan, draft, revise, edit, and publish their writing.
Content Vocabulary:
I, she, he, likes, is, who, what, where, when, how, idea, star of the day
Writing process (plan, draft, revise, edit, publish) / Students will be able to…
·  Choose and use appropriate writing tools independently.
·  Plan writingthrough visualizing and oral telling.
·  Draft writingbydrawing and labelingwith support.
·  Revise by adding details (pictures and written text).
·  Use sound/symbol relationships to write and represent ideas.
·  Use resources around the room(example; word wall, anchor charts, alphabet charts, etc...) to spell words.
Stage 2 – Assessment Evidence
Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills?
Brief Written Description of the Performance Task
Baseline Assessment:
As a class, teachers will brainstorm with the students ideas they can include in writing about themselves.
Studentsdraw/write about themselves (provideblank paperfor students).
Teachers will ask students to draw/write about themselves. “Today, you will write/draw to tell me about yourself.”
Performance Task:
(Culminating task)
Throughout the unit, each student will be interviewed through a series of questions (ex: What is your name? How old are you? What do you like/dislike? etc.). Then, they will use written texts and pictures to express their ideas to the questions about themselves. Teachers will chart and review the writing process (plan, draft, revise, edit, publish). Through the writing process, students will strengthen their writings to share their writings with others.
Post Assessment:
As a class, teachers will brainstorm with the students ideas they can include in writing about themselves.
Studentsdraw/write about themselves (provideblank paperfor students).
Teachers will ask students to draw/write about themselves. “Today, you will write/draw to tell me about yourself.”
Rubric for Assessment:
(see below)


RUBRIC: 2017-2018 Grade: K 1 2 3 4 5

Unit: 1 2 3 4 ELA: Reading Writing Speaking & Listening

Social Studies Science Mathematics

Performance task:
Students will write/draw about themselves after being interviewed a series of questions (ex: What is your name? Are you a boy or girl? What do you like? etc.).
Standard K.W.5With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
K.L.1a
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Print many upper – and lowercase letters
Skills and behaviors being taught / 4 Consistently above standard / 3 Consistent evidence of meeting standards / 2 Inconsistent evidence of meeting standard / 1 Little or very limited evidence
Organization / Draws, tells, and writes with multiple details to express an idea about the topic. / Draws, tells, and writes to express an idea about the topic. / Draws and tells to express an idea about the topic. / Does not draw, tell, and write to express an idea about the topic.
Development / A detailed and clear Idea/topic is provided through the writing/drawing/ dictation. / A clear idea/topic is provided through the writing/drawing/ dictation. / Idea/topic is provided through the writing/drawing/ dictation but is unclear. / Does not provide an idea/topic.
Conventions / -Writes using upper-case letters in the beginning of sentences.
-Writes all or almost all words using correct beginning sound and some correct ending sounds. / -Writes using upper and lower case letters.
-Writes most words using correct beginning sound. / -Writes using mostly upper-case letters.
-Writes some words with correct beginning sound. / -No writing or scribbles.
-Writing has no
directionality.
-Writes none or few words with correct beginning sound.

Conventions Guide: 4- 75%-100% 3- 50%-74% 2- 26%-49% 1- 0%-25%

Other Evidence
Through what other evidence – student work samples, observations, quizzes, tests, self-assessment or other means – will students demonstrate achievement of the desired results?
-student work samples
-teacher observations
-one to one conferences
-on-going tracking and monitoring checklist
Objective(s)
Related to knowledge, skills or both? / Listed Aim or Learning Intention of Each Lesson. / Assessment / Resources
Launching the Writing Workshop:
Setting up Rules and Routines / -Students will become familiar with the components of Writing Workshop.
·  Whole Group (Model/ Shared/Interactive Writing)
·  Small Group/Independent Writing
·  Share
-Students will be able develop, understand, and follow rules and routine for writing workshop (ex. where and how to get writing tools, how to clean up, how to take turn…)
Teaching Points:
·  Writers learn what the writing workshop is (mini-lesson, independent work, share).
·  Writers independently locate, use, and take care of supplies needed for writing workshop (writing paper, writing tools, folders).
·  Students learn what a writer looks like (sitting quietly and writing).
·  Writers hold a pencil correctly:
mommy and daddy sit in the front of the car (index and the thumb holding the pencil); all the kids sit in the back (the rest of the fingers are behind the pencil).
·  Writers learn what is expected for writing on individual papers for writing workshop.
·  Writers keep on working by adding more to their picture, words, or by starting a new piece. / Baseline Assessment
On-Going Tracking and Monitoring Checklist / “What does Writing Workshop look, sound, and feel like?” Anchor Chart
Example: Looks like…
Children writing at their table.
Children using the word wall and their alphabet charts.
Teacher conferencing with children.
Sounds like…
Quiet voices.
Writing tools moving on paper.
Bodies moving quietly.
Feels like…
It is calm.
It is happy, excited.
It is safe.
“How to Hold a Pencil” (Sing to the tune of “Where is Thumbkin?”):
Where is pointer? Where is pointer?
On the top. On the top.
Ready to write. Ready to write.
Start at the top. Start at the top.
Where is thumbkin? Where is thumbkin?
On the side. On the side.
Ready to help, ready to help
Your pencil glide, your pencil glide.
Gathering Ideas for Writing/Choosing an Idea / Teacher will create a chart or graphic organizer to brainstorm and record interview questions for writing with students
(Are you a boy or girl? What is your name? What do you like? What do you dislike? How old are you? etc.)
Students should write multiple pieces and take at least one piece to publication.
Teaching Points:
·  Writers brainstorm a class list of ideas/topics for their writings (ex: Are you a boy or girl? What do you like? etc.).
·  Writers get ideas for writing through an interviewing process.
·  Writers choose an idea to write about. / See writers…
·  beginning to see themselves as writers
·  looking at personal topic idea sheets
·  looking at classroom writing topic idea charts for ideas
Hear writers…
·  saying things like, “I’m going to write about…(gender, age, likes/dislikes, etc).”
·  sharing their ideas/topics for writing
·  telling about their ideas/topic using the who, what, where and why / A Class List of Topics for Writing (by recalling experiences and brainstorming)
Writing Process Reference Chart
Planning / Students plan orally through visualizing and think, pair, share.
Teaching Points:
·  Writers think, picture, and say what they want to write to themselves.
·  Writers can tell their ideas about a topic to a partner (turn and talk, knee to knee, eyes on me).
·  Writers draw about their ideas inside a box and write on the lines. / See writers…
·  focusing on one idea
·  including who, where, why and what in their pictures/written text
Drafting / Students will use drawings to record their ideas for writing.
Students will label pictures and write with support as needed.
Teaching Points:
·  Writers draw pictures to convey an idea about a topic.
·  Writers label their illustrations.
·  Writers can use teacher made or published mentor texts as models when they are trying to write.
·  Writers use “I” to talk about themselves.
·  Writers write from left to right.
·  Writers use a capital letter to begin the first word in a sentence.
·  Writers can use classroom resources to help them write (focus on one resource at a time).
·  Writers stretch and write the sounds they hear first.
·  Writers spell the sounds they hear and keep writing.
·  Writers try to help themselves when they need help.
·  Writers choose important details to include in their writing/drawing such as who, what, where, when, why, and how. / See writers…
·  reading/looking at teacher made or published mentor texts that match what they want to write
·  comparing their drafts to teacher made or published mentor texts
Hear writers…
·  sharing how they can use teacher made or published mentor texts to frame their own writing
·  interviewing each other about who they are
·  saying things like, “I want to use this in my story.” / “How to Help Yourself” chart:
·  Use the word wall or other resources in the room
·  Use an alphabet sound chart
·  Stretch out words
·  Ask a friend at your table
Revising / Students will add details to pictures and writing.
Teaching Points:
·  Writers add setting (background scenery) to their pictures.
·  Writers add colors and facial expressions to show the characters’ feelings (use TPR/role-play to act out reactions/feelings).
·  Writers share and respond to their writing with their peers.
·  Writers check for missing details in their pictures and written texts. / See writers…
·  using their fingers to point while reading their written texts
·  adding to their pictures and/or words after reading to a partner
·  rereading their pieces to discover where details would enhance the story
·  beginning to show details such as action and setting
·  revising to make sure their writings make sense
Hear writers…
·  reading their piece to a partner as they revise
·  telling their stories to check for sequence and missing details
·  helping a partner fill in missing details by asking, “Where were you?” or “What were you doing?”
·  reading their piece after adding details / Revising charts (strategies)
·  Rereading your writing to make sure that it makes sense.
·  Adding details into the pictures to show (who, where, when, what, why)
Editing / Students will reread their writing following words from left to right.
Teaching Points:
·  Writers reread and check to make sure all the words are on the paper.
·  Writers use capital letters at the beginning of sentences.
·  Writers leave spaces between words.
·  Writers add periods to the end of sentences.
·  Writers use an editing checklist to help make their writing readable. / See writers…
·  editing for spacing and sounds within words
Hear writers…
·  reading their piece as they edit / Editing Checklist:
I can…
write my own name on my paper.
use sounds I know to help me spell.
reread and touch each word.
make sure my pictures and words go together.
I have capitals in the beginnings/names and punctuation at the end of my sentences.
Publishing / Students will choose their favorite piece to publish.
Teaching Points:
·  Writers add colors to their illustrations.
·  Writers add a title.
·  Writers add a cover.
·  Writers share writing with peers. / See writers…
·  reading through their folders to choose a topic for their published piece
Hear writers…
·  sharing their published pieces in a celebration
Universal Design for Learning
REPRESENTATION
The ‘what’ of teaching & learning.. / ACTION & EXPRESSION
The ‘how’ of teaching & learning… / ENGAGEMENT
The ‘why’ of teaching and learning…
Charts (e.g. What makes a Good writing?, Vocabulary Chart, Writing Process..)
-Graphic Organizer
-Mentor Text and other Trade books
-Teacher created texts
-Smart Notebook
-iPads / -Modeled Writing
-Shared Writing
- Interactive Writing
Small Group Instruction
One to One Conferencing
-Interactive Smartboard lessons and activities
-StoryKit App on Ipads / -Written work
-Visual Representation: Drawing
-TPR/Role Playing
-Think, Pair, Share
-Oral Presentation
-Storytelling using Storykit (draw, talk, and text)