UbD Template 2.0
Stage 1 Desired Results
ESTABLISHED GOALS
Students will:
- write a descriptive story
- generate a list of descriptive words
- determine what is a descriptive sentence
Transfer
Students will be able to independently use their learning to…
Create a descriptive story about being ten centimetres tall.
Meaning
UNDERSTANDINGS
Students will understand that…
Descriptive language produces a mental “picture” when writing a story.
ESSENTIAL QUESTIONS
How do you generate a mental “picture” when you read?
Acquisition
UNDERSTANDINGS
Students will understand that…
Descriptive language produces a mental “picture” when writing a story.
ESSENTIAL QUESTIONS
How do you generate a mental “picture” when you read?
Stage 2 - Evidence
Evaluative Criteria
Assessment Evidence
PERFORMANCE TASK(S):
: generate a list of descriptive words
: choose descriptive vs non descriptive examples
: brainstorm ideas to write about – ie: what things look like, how little person gets around etc…
: end product produced using, powerpoint, paper copy, Write On Line, or Story Jumper
: other students draw a picture of the part of another students story that gave them a powerful image.
Did the story give the reader a mental picture?
Draw a picture about something that gave a powerful image from another student’s story
OTHER EVIDENCE:
: formative -brainstorming with partner, teacher feedback/guidance while brainstorming, generating words, and production of story.
: summative – after hearing other students’ stories indicate one or more parts that gave a vivid mental image.
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
Intoduction: We are going to write a story about if you were ten centimetres tall. We will be looking at finding and using really good descriptive words in our stories. We will also be making decisions as to what are really descriptive sentences and what are not really good descriptive sentences.
Show the following list of good vs not good descriptive sentences:
1) a)The dog ran. B) The little brown Yorkie scampered down the path.
2) a) The girl went down the road. B) The five year old, red curly haired girl skipped down the bumpy road.
3) a) The man rode a bike. B) The grey haired old man tottered as he rode his rusty bike.
What made the ones you picked descriptive? Why?
Discuss the words that made the sentences descriptive. Start a list of words. Have students add and/or find more descriptive words to add to their list by using a thesaurus, either on the web or book based. Share with a partner and compare and add to their lists.
We are going to watch a short clip of “The Littles” . Pay close attention to the kinds of descriptive words you could use to describe things in the clip.
After the clip add more words to their word list, and share with a partner.
Now we are going to think about the types of situations we might write about. In groups of three, come up with different situations that could make a good story.
Share ideas with the rest of the class and tell why you picked the situations you picked.
Practise : Pick a few ideas that you and your group came up with, or some you heard from another group, and using the descriptive word list you generated, begin to write your story using your choice of; paper, powerpoint, Write Online, or Story Jumper.
Wrap-up : Share stories with the class using Elmo. Have students draw a picture about a part of another student’s story that gave a vivid image.
I believe that this lesson is far, far better than the one I did before. I have included much of Blooms Taxonomy from the “remember/recall” to the “create” levels. I also believe that I have incorporated “Kolb’s” learning styles with regard to using concrete experiences, reflective observation, abstract conceptualization, and a bit of active experimentation. I think that this revamped lesson encompasses assimilation, and convergence. I don’t think I touched on constructivism though. I do think that I did touch on some connectivist ideals.
Prescribe Learning Outcomes:
create a variety of imaginative writing and representations following patterns modelled from literature, featuring
– ideas developed through interesting sensory detail
– experimentation with word choice by using new, unusual words and varied descriptive and sensory language
use a variety of strategies before writing and representing, including
– setting a purpose
– identifying an audience
– generating, selecting, developing, and organizing ideas from personal interest, prompts, models of good literature, and/or graphics
Stage 1 Desired Results
ESTABLISHED GOALS
Students will:
- write a descriptive story
- generate a list of descriptive words
- determine what is a descriptive sentence
Transfer
Students will be able to independently use their learning to…
Create a descriptive story about being ten centimetres tall.
Meaning
UNDERSTANDINGS
Students will understand that…
Descriptive language produces a mental “picture” when writing a story.
ESSENTIAL QUESTIONS
How do you generate a mental “picture” when you read?
Acquisition
UNDERSTANDINGS
Students will understand that…
Descriptive language produces a mental “picture” when writing a story.
ESSENTIAL QUESTIONS
How do you generate a mental “picture” when you read?
Stage 2 - Evidence
Evaluative Criteria
Assessment Evidence
PERFORMANCE TASK(S):
: generate a list of descriptive words
: choose descriptive vs non descriptive examples
: brainstorm ideas to write about – ie: what things look like, how little person gets around etc…
: end product produced using, powerpoint, paper copy, Write On Line, or Story Jumper
: other students draw a picture of the part of another students story that gave them a powerful image.
Did the story give the reader a mental picture?
Draw a picture about something that gave a powerful image from another student’s story
OTHER EVIDENCE:
: formative -brainstorming with partner, teacher feedback/guidance while brainstorming, generating words, and production of story.
: summative – after hearing other students’ stories indicate one or more parts that gave a vivid mental image.
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
Intoduction: We are going to write a story about if you were ten centimetres tall. We will be looking at finding and using really good descriptive words in our stories. We will also be making decisions as to what are really descriptive sentences and what are not really good descriptive sentences.
Show the following list of good vs not good descriptive sentences:
1) a)The dog ran. B) The little brown Yorkie scampered down the path.
2) a) The girl went down the road. B) The five year old, red curly haired girl skipped down the bumpy road.
3) a) The man rode a bike. B) The grey haired old man tottered as he rode his rusty bike.
What made the ones you picked descriptive? Why?
Discuss the words that made the sentences descriptive. Start a list of words. Have students add and/or find more descriptive words to add to their list by using a thesaurus, either on the web or book based. Share with a partner and compare and add to their lists.
We are going to watch a short clip of “The Littles” . Pay close attention to the kinds of descriptive words you could use to describe things in the clip.
After the clip add more words to their word list, and share with a partner.
Now we are going to think about the types of situations we might write about. In groups of three, come up with different situations that could make a good story.
Share ideas with the rest of the class and tell why you picked the situations you picked.
Practise : Pick a few ideas that you and your group came up with, or some you heard from another group, and using the descriptive word list you generated, begin to write your story using your choice of; paper, powerpoint, Write Online, or Story Jumper.
Wrap-up : Share stories with the class using Elmo. Have students draw a picture about a part of another student’s story that gave a vivid image.
I believe that this lesson is far, far better than the one I did before. I have included much of Blooms Taxonomy from the “remember/recall” to the “create” levels. I also believe that I have incorporated “Kolb’s” learning styles with regard to using concrete experiences, reflective observation, abstract conceptualization, and a bit of active experimentation. I think that this revamped lesson encompasses assimilation, and convergence. I don’t think I touched on constructivism though. I do think that I did touch on some connectivist ideals.
Prescribe Learning Outcomes:
create a variety of imaginative writing and representations following patterns modelled from literature, featuring
– ideas developed through interesting sensory detail
– experimentation with word choice by using new, unusual words and varied descriptive and sensory language
use a variety of strategies before writing and representing, including
– setting a purpose
– identifying an audience
– generating, selecting, developing, and organizing ideas from personal interest, prompts, models of good literature, and/or graphics