Newport Publilc Schools Adapted from Wiggins and McTighe
Understanding by Design
AASL Standards for the 21
Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-worldconnection for using this process in own life.
Use prior and background knowledge as context for new learning.
Develop and refine a range of questions to frame the search for new understanding.
Find, evaluate, and select appropriate sources to answer questions.
Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness forneeds, importance, and social and cultural context.
Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) inorder to make inferences and gather meaning.
Make sense of information gathered from diverse sources by identifying misconceptions, main andsupporting ideas, conflicting information, and point of view or bias.
Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
Collaborate with others to broaden and deepen understanding.
Display initiative and engagement by posing questions and investigating the answers beyond thecollection of superficial facts.
Demonstrate confidence and self-direction by making independent choices in the selection of resourcesand information.
Demonstrate creativity by using multiple resources and formats.
Maintain a critical stance by questioning the validity and accuracy of all information.
Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessaryto achieve success.
Display emotional resilience by persisting in information searching despite challenges.
Display persistence by continuing to pursue information to gain a broad perspective.
Respect copyright/ intellectual property rights of creators and producers.
Seek divergent perspectives during information gathering and assessment.
Follow ethical and legal guidelines in gathering and using information.
Contribute to the exchange of ideas within the learning community.
Use information technology responsibly.
Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary.
Use interaction with and feedback from teachers and peers to guide own inquiry process.
Monitor gathered information, and assess for gaps or weaknesses.
Seek appropriate help when it is needed.
Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis,evaluation, organization) to information and knowledge in order to construct new understandings, drawconclusions, and create new knowledge.
Organize knowledge so that it is useful.
Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-worldsituations, and further investigations.
Use technology and other information tools to analyze and organize information.
Collaborate with others to exchange ideas, develop new understandings, make decisions, and solveproblems
Use the writing process, media and visual literacy, and technology skills to create products that expressnew understandings.
Demonstrate flexibility in the use of resources by adapting information strategies to each specific resourceand by seeking additional resources when clear conclusions cannot be drawn.
What will students understand as a result of the unit? ... This UBD can be found in the AWTREY Stfdrive – Teachers – 7th Grade UBDs NETWORK SYSTEM.
Understanding by Design
Stage 1 - Desired Results Standard Elements Standards: ELA7W3 The student uses research and technology to support writing. The student Standard Elements a. Identifies topics, asks and evaluates questions, and develops ideas leading to inquiry, investigation, and research. b. Gives credit for both quoted and paraphrased information in a bibliography by using a consistent and sanctioned format and methodology for citations. c. Includes researched information in different types of products (e.g., compositions, multimedia presentations, graphic organizers, projects, etc.). d. Documents sources. e. Uses electronic media to locate relevant information. Enduring Understandings:
What will students understand as a result of the unit? “Students will understand that…”
Students will understand the impact of research in their lives. Students will know the steps of the process and be able to use them in all situations involving research.
Students will know…
What is the key knowledge needed to develop the desired understandings? What knowledge relates to the content standards on which the unit is focused?
How to gather reliable information from various reference materials. How to document sources using the MLA standard
What arguable, recurring, and thought-provoking questions will guide inquiry and point toward the big ideas of the unit?
How can a writer locate, gather, understand, and present research information? • Why research? • How can I use my own words? How do I select a topic?
Students will be able to…
What is the key skill needed to develop the desired understandings? What skill relates to the content standards on which the unit is focused? •
Pre-Writing o Develop a specific topic o Locate and evaluate reliable sources. o Understand how to use reference materials: encyclopedias, atlases, almanacs.
• • • •
format. How to distinguish differences between thesis and main idea. Organizational strategies. How to use a variety of note-taking skills. How to document and present research information.
o o o o o o o o o
Evaluating websites (gov, edu, org, com, net) Identify primary sources versus secondary sources. Develop source cards (create a bibliography) Gather information, format, and compose note cards. Distinguish types of notes (paraphrasing, summarizing, direct quotes). Create a thesis statement. Utilize note cards to develop outline. Use outline to organize information for presentation/paper. Present topics to audience.
Stage 2 – Assessment Evidence Performance Task(s):
Goal: Research and present expository information. Role: Curator of the Smithsonian Institute. Audience: Patrons of the museum. Situation: New artifacts have come into the museum and curator must research artifact to present to patrons. Product: 3D Model and Presentation/Paper Standard: School-wide writing rubric/Weighted Checklist
Other Evidence: • • • • • • • • •
DOL Vocabulary Compare/Contrast on research writing/biography writing Practicing thesis statements Note cards Source cards Outline Inspiration web One-page paper/summary
Stage 3 - Learning Plan Teacher/Student Resources: WAG: Writing & Grammar RP: Writing a Research Paper by Phylllis Goldenberg This UBD can be found in the AWTREY Stfdrive – Teachers – 7th Grade UBDs NETWORK SYSTEM This UBD Unit contains many HYPERLINKS for use in the classroom. If you are using the UBD on your computer, simply click the icon (ctl, click) and it will send you to the MICROSOFT document. We have also included a POWERPOINT link to use during the unit to present/review information.
Week One: •
• • • •
Introduce Unit with Essential Question and Vocabulary from Word Wall Review project requirements. Research Unit documents\Sorting NoteCards & Making an OUTLINE.doc * Read “Nolan Ryan” – Literature book and “Pandas” in WAG on pg. 224. Take notes on research processo WAG 223, 228, 230-240. Discuss TOPIC choosing. o RP 8, 10. Thesis Statement Creating a thesis from a topic o RP 53, 54 o WAG 232 Research Unit documents\How to Write a THESIS Statement.doc
What are source cards? Source types – book, encyclopedia, internet, reference o WAG 231 o R.P. 29, 30 o R.P. 34 –Practice Research Unit documents\Source card SAMPLES.doc
Documenting Sources (MLA) o RP 31-34 o WAG 761 Sample ways to document sources Research Unit documents\Bibliography Cheat Sheet.doc
*Evaluating Websites o WAG 750, WAG 245
o WAG 767 Research Unit documents\Evaluating Web Pages.doc
Week Two: • • •
Media Center Visit-source cards Note-taking-note cards-What are note cards? Types of notes o RP 42-45 o Paraphrase o Summarizing o Direct Quotes Format of Note cards- WAG 231, RP 40, 41 Research Unit documents\HOW TO write NOTE CARDS.doc Organize and sort note cards o RP 48-49 o WAG 232 Research Unit documents\Sorting NoteCards & Making an OUTLINE.doc Create outline (from note cards) o RP 37, 38, 59-62 o WAG 234-5 *Rough draft/blurb
Week 3: •
Computer Lab/Dell o Type outline “Inspiration” or o Graphic Organizer Draft/Plan model/board Sample Tri-board or Bi-Board planning sheets Research Unit documents\Triboard.doc Work on paper or board
Week 4: •
Bibliography-MLA- (teach, practice, draft) o WAG 761 o RP 95-97 o RP 31-36 Lesson on how to organize source cards (cut out overhead) in alphabetical order to create FINAL BIBLIOGRAPHY Research Unit documents\Bibliography Lesson.doc
Week 5: •
Oral Share Research checklist Research Unit documents\Research Project Grading Sheet2.doc Student SELF-REFLECTIONS Research Unit documents\Research Project Self.doc
• Formal assessment (test) Research Unit documents\Research Process Test.doc PowerPOINT for Research Unit Once you open the attached link, OPEN, then go to Stfdrive – Teachers – 7th Grade UBDs – research – Research 101 PPT file Research Unit documents\Research 101.ppt