Part 2 FormName: Tamblyn Green

Present in Current Plan / Needs to be Expanded / Role of Teacher, Media Specialist, Technology Specialist
W / Ensure that students understand WHERE the unit is headed, and WHY. / The description, goals, and objectives explain where the unit is headed. The objectives explain that students will produce a paper in small groups.
Students are going to create a newspaper that explains how what they have learned in other content areas and helps them become good citizens. / The resources and materials did not compliment the assignment.
The instructions should have been broader to Students will use primary sources to gather evidence
“Provide each group with a list of reading materials to use when working on their project.”
They never explain how the papers will make an impact. There could have been multiple overarching essential questions here. To warn and educate others about the dangers of neglecting their world.
The teacher should give instructions on deliverable, perhaps at the beginning, distribute calendar of reading assignments, writing assignments, and other due dates. / This is primarily the responsibility of the teacher; however the media and technology specialist would assist in the preparation.
The media specialist would provide or encourage use of various primary and secondary sources.
H / HOOK students in the beginning and HOLD their attention throughout. / Allowing student choice for topics will assist in holding their attention. However, there was nothing striking about the assignment in the manner it was presented. / Expand on how the global issues could potentially impact their lives will hook their attention.
The teacher may want to generate interest by showing videos of how society is impacted if we choose to do nothing. / The Hook will be presented by the teacher.
The TS would be essential in finding the emedia that will engage the learners and still be relevant to the content.
E / EQUIP students with necessary experiences, tools, knowledge, and know-how to meet performance goals. / There are resources and materials explicitly give in the lesson. The link to the "Task List for Positive Futures Fair”
The handbook on sustainability Sustainability Education Handbook / The teacher’s introduction of humane and environmentally sustainable schools of thought.
Students will have a writing lab activity to ensure they understand formal writing.


Teachertube Video 1
Samples of the deliverable (good vs. bad) could be shown to assist students in reaching the goal.
Students should bring in newspaper articles which illustrate a need for global citizenship or being a global citizen. / The teacher should introduce the lesson.
The TS and MS will assist in locating appropriate resources and tools for differentiation and engagement.
R / Provide students with numerous opportunities to RETHINK big ideas, REFLECT on progress, and REVISE their work. / All the performance tasks presented in the lesson require the students to act once. There is a reflective evaluation; however that is near the fair's end. It allows self reflection on how. The students do get to review and reflect reading materials and how they relate to a humane future. There is no revision of the work (timeline, paper, etc.). The oral presentation at the end allows review.
Students will be creating their own timeline and task list before planning the fair. This will require dialogue and reflection. / Student should be given samples of poorly written articles and well written articles. This will allow them to look critically at their work. Following the same logic, a sample timeline should have been show. Unless it is assumed that the students have prior knowledge planning fairs. / The teacher should act as a facilitator for this task. The TS and MS could potentially supply resources for reference.
E / Build in opportunities for students to EVALUATE progress and self-assess. / There are opportunities for students to evaluate their projects, groups and a personal reflection. This allows the teacher to assess what they have learned about themselves. There is also a
short feedback form. The teacher should be able to determine if the student's knowledge on the topic increased. / There could be progress in the evaluation if the prior knowledge of the student was known.
They could also be asked then be asked to rewrite the article, timeline, or other task based upon a “Revise”. Students will be asked to evaluate their own work in the “R” stage. / The teacher will create the assessments for evaluation.
T / Be TAILORED to reflect individual talents, interests, styles, and needs. / There seems to be very little, if any differentiation in this lesson. Nothing was tailored in my opinion. It did not lend itself to individual student needs, interests, or styles. / Facilitate a class discussion or debate to determine what prior knowledge students have. The teacher could use a (What would you do if…) prompt.
Students can then be groupedbased on readiness, similar interests/findings, styles, etc.
Have students research other similar fairs. / This is stage 2 of UbD and the teacher would assess the readiness of the students in order to tailor the lesson.
O / Be Organized to optimize deep understanding as opposed to superficial coverage. / This assignment should have been layered for better progress monitoring and understanding. / The teacher, MS, and TS can collaboration to create a product/performance with clear goals, resources, and criteria for evaluation.