Understanding By Design Unit Template
(Revised & adapted)
Title of Unit / Report of Information / Grade Level / 4th GradeSubject / Writing / Time Frame / 4/22/13 – Pre-assessment & Immersion
4/29/13 – 5/31/13 – Instructional Periods
6/10/13 – 6/14/13 – Culminating Project Publishing Week
Developed By / Cynthia Rotella, Agnes Balla, Cybi Ip & The 4th Grade Teachers
Stage 1 - Identify Desired Results
Narrative about this Unit of Study: (including the Big Idea)
Big Idea: Writing Informational Texts is tool to share knowledge!
Information can help us acquire knowledge, which is of two kinds: we know a subject ourselves, or we know where we can access the resources to learn more about it. The latter helps us to continually grow as a reader. Writing, whether it is for notes or for a report on what you have read, helps you retain or share the information according to various purposes. Information by itself is raw; we have to refine it in our writing so that it is understood by the audience. Information is useful if it is valid and relevant to the topic and to the audience. Found and written properly, information can be a tool with unlimited power.
Learning Outcomes – Identified Primary Standards
What relevant goals will this unit address?
CCLS Writing Standards:
W 4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented.
W 4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W 4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.
Ongoing Throughout the year –
W 4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
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...
· the purpose of informational texts
· Topics are clearly introduced to guide the readers
· Information is organized using headings and paragraphs
· relevant facts and details must be taken from multiple sources
· ideas are linked with transitional words and phrases
· appropriate academic vocabulary gives the most specific information
· an appropriate conclusion helps the readers synthesize the information that they read
· the elements of the writing process are essential in order to write effectively
· research and citing evidences give more credibility to the writing / · How do writers make their intention/purpose known?
· How do writers organize and structure their ideas to report information?
· How do writers utilize different types of informational text, for example, science vs. social studies to gather information to best supports their ideas?
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...
· A report may include several aspects of the same topic
· A report has an introductory section, followed by more information in categories or sections
· A report requires research (web based, text based, visual etc.) and organization
· Short report utilizes information from one or more texts
· How to use a writer’s notebook as a tool for collecting ideas, organizing ideas, planning, sketching or drafting / Students will be able to…
· Make note of important or new information while reading informational
· Research both print and graphics information
· Collect and organize important details from the content of an informational text using graphic organizers (webs, charts, T-charts etc.)
· an effective lead paragraph and conclusion
· Present information in categories
· Write with one focus on a topic, including several aspects
· Use descriptive and content specific vocabulary
· Use quotes and information from reliable sources (such as written texts, speeches, or interviews)
· Include facts, statistics, examples, visual information etc.
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
Students will be provided with a pre-filled graphic organizer on an informational topic. They will write a report of information. This will be considered as the pre-assessment for the unit.
Rubric for Assessment:
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?
Unit 4 Writing Rubric
4 / 3 / 2 / 1Development -
Understands purpose (4WS2) / The writing –
· addresses all aspects of the writing task with a focused and detailed response
· skillfully develops the topic using facts, definitions, concrete details, quotations, or other information and examples that are relevant and sufficient / The writing –
· addresses the writing task with a focused response
· develops the topic using facts, definitions, concrete details, quotations, or other information and examples that are relevant and sufficient / The writing –
· addresses the writing task with an inconsistent focus
· inconsistently develops the topic using facts, definitions, concrete details, quotations, or other information and examples that are relevant and sufficient / The writing –
· attempts to address the writing task but lacks focus
· develops the topic using facts, definitions, concrete details, quotations, or other information and examples that are irrelevant and/or insufficient
Organization -
Topic is clearly introduced (4WS2)
Information organized using headings and paragraphs (4WS2)
Provides an appropriate conclusion (4WS2) / The writing –
· introduces the topic clearly and with a hook
· groups related information in paragraphs and sections in a manner that supports the writing task
· effectively links ideas within categories of information using words and/or phrases and headings
· provides an effective concluding statement or section related to the information or explanation presented / The writing –
· introduces the topic clearly
· groups related information in paragraphs and sections
· links ideas within categories of information using words and/or phrases and headings
· provides a concluding statement or section related to the information or explanation presented / The writing –
· introduces the topic
· has a progression of ideas that may lack cohesion (i.e., list-like, rambling, or repetitive)
· inconsistently links ideas within categories of information using words and/or phrases and headings
· provides a sense of closure / The writing –
· identifies the topic
· has little or no evidence of purposeful organization
Research -
Uses relevant facts and details from multiple sources (4WS2)
Able to research and cite evidence (4WS9) / The writing –
· makes effective use of available resources
· effectively uses relevant and sufficient text support from the resources with accuracy
· uses credible sources* / The writing –
· makes adequate use of available resources
· uses relevant and sufficient text support from the resources with accuracy
· uses credible sources* / The writing –
· makes limited use of available resources
· inconsistently uses relevant and sufficient text support from the resources with accuracy
· inconsistently uses credible sources* / The writing –
· makes inadequate use of available resources
· fails to use relevant and sufficient text support from the resources with accuracy
· attempts to use credible sources*
Language -
Links ideas with transitional words and phrases (4WS2)
Uses appropriate academic vocabulary (4WS2) / · skillfully employs language and tone appropriate to audience and purpose
· has sentences that are skillfully constructed with appropriate variety in length and structure / · employs language and tone appropriate to audience and purpose
· has sentences that are generally complete with sufficient variety in length and structure / · inconsistently employs language and tone appropriate to audience and purpose
· has some sentence formation errors and/or a lack of sentence variety / · employs language and tone that are inappropriate to audience and purpose
· has frequent and severe sentence formation errors and/or a lack of sentence variety
Mechanics and conventions (4WS4) / The writing –
· demonstrates a well-developed command of standard English conventions
· May have minor errors in punctuation, spelling and capitalization
· Needs little or no editing / The writing –
· demonstrates a command of standard English conventions; errors do not interfere with understanding
· May have some errors in punctuation, spelling and capitalization
· Needs some editing / The writing –
· demonstrates a limited and/or inconsistent command of standard English conventions; errors may interfere with understanding
· Has frequent errors in punctuation, spelling and capitalization
· Begins to impede readability / The writing –
· demonstrates a weak command of standard English conventions; errors interfere with understanding
**See below for lessons developed by Tony Stead
Objective(s)Related to knowledge, skills or both? / Listed Aim or Learning Intention of Each Lesson. / Assessment / Resources
**See attached lesson plans by Tony Stead for more details (session-by-session planner)**
Week 1:
Focus: Writing. Immersion, Pre Assessment and Drafting / · Using students’ work samples to model how to look for features in our work
· Determining important categories for research purposes, model note taking strategy and placing information under the appropriate category / · Pre-assessment
· Ongoing monitoring sheets / · T-chart
· Note taking graphic organizer
· A text to take notes
· Mentor text
Week 2:
Focus: Note-taking and Drafting / · Demonstrate how to use the note to help drafting a paragraph with a heading
· Demonstrate line skipping for future revision
· Demonstrate putting key words in bold for creating a glossary
· Demonstrate revision process by looking at missing and repeated information, details, words / · Ongoing monitoring sheets / · Students notes
Week 3:
Focus: Drafting, Revision and Editing / · Demonstrate how to select appropriate academic vocabulary to revise
· Demonstrate how to use transitional words for revision
· Model how to write a clear and concise introduction by using a hook, amazing facts, high-level question
· Model how to write a logical conclusion by summing up the main ideas from the body and referring back to the introduction
· Model how to edit by looking for specific items: capitalization, punctuation, spelling, indentation / · Ongoing monitoring sheets
· Teacher one-on-one conference / · Alpha box for academic vocabulary
· Transitional word list (Temporal Words)
· Mentor text to model introduction
· Mentor text to model conclusion
· Writing process poster
Week 4:
Focus: Revision, Publishing & Post Assessment / · Demonstrate how to use the feature T-chart to check and evaluate our writing
· Demonstrate how to select a suitable format for the writing and consider design, layout, penmanship, and neatness
· Demonstrate how to include relevant and appropriate illustrations, captions and labels to support the writing / · Ongoing monitoring sheets
· Teacher one-on-one conference
· Culminating project / · Publishing supplies
· T-chart
· Published writing pieces
Universal Design for Learning
REPRESENTATION
The ‘what’ of teaching & learning.. / ACTION & EXPRESSION
The ‘how’ of teaching & learning… / ENGAGEMENT
The ‘why’ of teaching and learning…
Writing Checklist / Teacher modeling/Shared Writing / Monitoring checklist
Evaluation / Small groups/peer critique / Peer feedback for revising and editing
Graphic organizers / Independent Writing / Publish As You Go
Writing samples / One-on-one conferencing
Writing Checklist / Teacher modeling/Shared Writing / Monitoring checklist
From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk)
Week: 1. Focus. Writing. Immersion, Pre Assessment and Drafting
Class Focus
Giving students instructions on the pre assessment
Student Activities
Pre Assessment. On demand students write an informational piece on a topic they have prior knowledge on.
Fill out the ongoing monitoring sheet. / Mini Lesson
Using a student’s work sample, model how you look for features and fill out the T-Chart (“Which features I have” and “Which features I don’t have”)
Student Activities.
Give back students their pre assessments and have them look for which features they have/have not included.
Have them fill in a T Chart. / Mini Lesson
Determining important categories. Show students how you note take and place your notes under one category within the Social Studies topic (You can give the students a choice of 3 categories and elicit from them which category is best).
Student Activities
Students gather information and note take placing their information under different categories.
Graphic Organizer / Mini Lesson
Show students again how you note take and place your notes under key a second category within the Social Studies topic.
Student Activities
Students continue to gather information and note take placing their information under different categories.
Graphic Organizer / Mini Lesson:
Show students again how you note take and place your notes under a third category within the Social Studies topic.
Student Activities
Students continue to gather information and note take placing their information under different categories.
Graphic Organizer
Resources / Resources / Resources / Resources / Resources
Unit Number 2. Focus. Informational Writing
Focus. Note-taking and Drafting Week 2: Name
Session 6 / Session 7 / Session 8 / Session 9 / Session 10Mini Lesson
Demonstrate how you take the notes from session 3 and draft a paragraph under a heading. Show how you skip lines for future revisions. *You can put the key words in bold to create a glossary if you’d like.
Student Activities
Students begin to draft their notes into a paragraph under a heading. / Mini Lesson
Demonstrate how you take the notes from session 4 and draft a paragraph under a heading. Show how you skip lines for future revisions. *You can put the key words in bold to create a glossary if you’d like.
Student Activities
Students begin to draft their notes into a paragraph under a heading. / Mini Lesson
Demonstrate how you take the notes from session 5 and draft a paragraph under a heading. Show how you skip lines for future revisions. *You can put the key words in bold to create a glossary if you’d like.
Student Activities
Students begin to draft their notes into a paragraph under a heading. / Mini Lesson
Demonstrate how you take notes from a 4th category and turn them into a paragraph under a heading. *You can put the key words in bold to create a glossary if you’d like.
Students Activities
Student will take notes from a 4th category and turn them into a paragraph under a heading. / Mini Lesson:
Demonstrate how you revise your paragraphs to see if it makes sense. Are there words missing? Does it sound right? Is there information that is repeated?
Student Activities
Students will read back their drafts and make revisions. Read out loud with partner to check and make further revisions.
Resources / Resources / Resources / Resources / Resources
Unit Number 2 . Focus Informational Writing Week: 3