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Understanding By Design Backwards Design Process (Developed by Grant Wiggins and Jay McTighe, 2002) Stage 1 Desired Results

Standards: ELACC1W3: Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. ELACC1RL9: Compare and contrast the adventures and experiences of characters in stories ELACC1RL3: Describe characters, settings, and major events in a story, using key details. Understanding (s)/goals Essential Question(s): Students will understand that: What are the pigeons characteristics? Characters in a book have attributes that What are the ducklings characteristics? are evident from one book to the What does Mo Willems need to consider next in a series. when writing another pigeon/duckAuthors must be able to describe characling book? ters and create personalities for them that develop the character for the reader. Student objectives (outcomes): Students will be able to: discuss, compare and contrast different texts in a series. design an original piece of writing related to a series that theyve been introduced to. Stage 2 Assessment Evidence Performance Task(s): Other Evidence: Students will design and create an origi- Teacher observation during questioning. nal piece of writing as another book Group graphic organizer on character in the Pigeon/Duckling series by Mo traits. Willems. They will use what they have learned about the characters to guide their writing. Stage 3 Learning Plan

Learning Activities: Read Dont Let the Pigeon Drive the Bus by Mo Willems. Discuss character traits of the Pigeon with students. Create wordsplash on smartboard with students listing the character traits. Show students the YouTube video: http://www.youtube.com/watch? v=fdU6FF7Nxf8&feature=related. This is a video of the reading of the book The Pigeon Finds a Hot Dog by Mo Willems. Discuss character traits of the Pigeon and the Duckling. Create Word Splash of character traits of the Duckling and add to previous Word Splash of the Pigeons character traits if needed. Use class laptops to let students (in groups) explore http://www.glogster.com/book-

mama/pigeon/g-6n66a7ktusqq405e5skn0a0 and http://www.youtube.com/watch?v=nURTUmLSYd8. Discuss with students what they observed and their thoughts about the glogster and video. Let students do a book walk. All of the pigeon books by Mo Willems are out on tables. In groups, students have a chance to walk around and browse the books. (Create groups of students and group books into centers have the groups move from one center to the next after a certain period of time) As a class, go back to the word splashes and discuss the character traits of the Pigeon and Duckling. Add as needed. Then, discuss the different scenarios from the books. Create a new word splash of ideas for a new pigeon/duckling book. Explain to students that they will create their own story about the pigeon and/or duckling.
Students create a short piece of writing with a picture about the pigeon and/or duckling. It should be an original idea that builds on the character traits discussed earlier in the unit.