UbD Stage 3

Bhavika A. Patel FRIT 7430: Instructional Design !tage 3" #n$erstan$ing %& Design Fall '0('

UbD Stage 3 Title of Unit

!entence !tructure

Grade Level

7th )ra$e

Standard: ELACC7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or s ea!ing" a. *+,lain the -unction o- ,hrases an$ clauses in general an$ their -unction in s,eci-ic sentences. %. .hoose a/ong si/,le" co/,oun$" co/,le+" an$ co/,oun$0co/,le+ sentences to signal $i--ering relationshi,s a/ong i$eas. Understandings: #acet 1: E$ lanation !tu$ents 1ill $e/onstrate kno1le$ge o- the ele/ents o- a ,hrase 2a collection o- 1or$s that 1orks together an$ $oes not contain %oth a su%3ect an$ a ver%4 versus the ele/ents oa clause 2a construction 1ith %oth a su%3ect an$ a ver% 1hich /a& or /a& not %e a sentence 0 an in$e,en$ent clause is a sentence" a $e,en$ent clause is not5 $e,en$ent clauses have su%or$inating con3unctions in the/ that /ake the/ inco/,lete4. #acet %: &nter retation !tu$ents 1ill look at the 1h& an$ ho1 o- gra//ar. 6h& is it necessar& to un$erstan$ the $i--erences %et1een ,hrases an$ clause7 8o1 $o sentence t&,es $i--er7 8o1 $o ,hrase" clauses" an$ sentence t&,es hel, /e7 #acet ': A lication 6riting0 stu$ents 1ill revise ,eer 1ork. The& 1ill correct run on sentences an$ look -or co/,oun$" co/,le+" an$ co/,oun$0 co/,le+ sentences. #acet (: )ers ective !tu$ents 1ill take original 1ork an$ revise 1ork an$ co/,are the t1o ,ieces. The& 1ill look at the co/,le+it& o- the revise$ versus the si/,licit& o- the original. #acet *: Em ath+ !tu$ents 1ill co/,lete an activit& acting as sentences. 9ne stu$ents 1ill re,resent a si/,le sentence" t1o stu$ents 1ill re,resent co/,oun$ 2sho1ing that the& are si/,le a,art an$ co/,oun$ together4" t1o 1ith ru%%er %an$s t&ing their 1rists together 1ill re,resent co/,le+ sentences 2s&/%oli:e that one is $e,en$ent on the other4" three 1ill re,resent co/,oun$0co/,le+. !tu$ents 1ill also ho1 a,,ro,riate sentence stri,s 1ith sentences ,re1ritten" that co/,le/ent the t&,e o- sentence the& re,resent. #acet ,: Self-.nowledge !tu$ents 1ill sel- assess their o1n 1riting. The& /ust 1rite an essa& an$ then use a 2,re1ritten4 ru%ric to gra$e their o1n 1ork. The& ru%ric 1ill -orce stu$ents to look -or s,eci-ic gra//ar ,ieces. !tu$ents 1ill also have to revise their o1n 1ork. /elated 0isconce tions: !tu$ents /isun$erstan$ the $i--erences %et1een ,hrase an$ clauses. !tu$ents assu/e that an$ auto/aticall& /eans the sentence is co/,oun$. !tu$ents assu/e that sentences 1ith co/,oun$ su%3ects are co/,oun$. !tu$ents o-ten think that run0on sentences are auto/aticall& co/,oun$0co/,le+ %ecause the& are long. Essential 1uestions

UbD Stage 3 2verarching 1uestions: 8o1 can kno1le$ge o- gra//ar an$ conventions i/,rove 1riting7 8o1 can var&ing sentence t&,es enhance 1riting7 To ical 1uestions: 6hat are the ele/ents o- a ,hrase7 6hat are the ele/ents o- a clause7 8o1 is an in$e,en$ent clause $i--erent -ro/ a $e,en$ent clause7 6hat is the $i--erence %et1een a ,hrase an$ clause7 6hat are the -our t&,es o- sentence structure7 8o1 is a si/,le sentence $i--erent -ro/ a co/,oun$ sentence7 8o1 $o co/,oun$ an$ co/,le+ sentences $i--er7 6hat are the si/ilarities in a co/,le+ an$ co/,oun$0co/,le+ sentence7 8o1 are the& $i--erent7

Stage ': )lan Learning E$ eriences

3ee! 1 1" !tu$ents 1ill take a ,retest evaluate an& ,rior kno1le$ge a%out ,hrases" clauses" an$ various sentence t&,es. This 1ill also ,rovi$e stu$ents 1ith a vie1 o- 1hat this unit hol$s. 3" %" Begin 1ith an entr& ;uestion 28o1 can I %eco/e a %etter 1riter74 to hook stu$ents into consi$ering in 1hat 1a&s the& can enhance their 1riting. !tu$ents 1ill also look at t1o t&,es o- 1riting 2one 1ith onl& si/,le sentences an$ one 1ith var&ing sentence t&,es4" this ,rovi$es stu$ents 1ith a visual o- 1here the& are at an$ 1here the& 1ant to %e. 4" '" <e& voca%ular& an$ ter/s are intro$uce$ as nee$e$ throughout the lesson. Teacher 1ill ,rovi$e in $e,th teaching o- ,hrases an$ clauses. !tu$ents 1ill %e a%le to ans1er the -ollo1ing essential ;uestions: 6hat are the ele/ents o- a ,hrase7 6hat are the ele/ents o- a clause7 !tu$ents 1ill vie1 a vi$eo cli, an$ take notes %ase$ on a teacher /a$e ,o1er ,oint. E" (" 4omewor!: !tu$ents 1ill co/,lete a ,ractice sheet over ,hrases an$ clauses. /" *" !tu$ents 1ill 1ork in$ivi$uall& on a 1orksheet evaluating each sentence=-rag/ent ,rovi$e$ is a ,hrase or a clause 2Logical56uantitative entr+ oint4. Teacher 1ill go over the 1orksheet an$ a$$ress an& concerns 1ith stu$ents. E" ," !tu$ents 1ill 1ork in ,airs $evelo,ing their o1n sentences %ase$ on their interests 1ith ,hrases an$ or clauses. The& 1ill then s1a, sentences 1ith their ,artner 1ho 1ill have to i$enti-& the ,hrase an$ or clause in each sentence. 2Logical5 6uantitative entr+ oint4. E5

UbD Stage 3 T" 7" !tu$ents 1ill take a ;ui: over ,hrase an$ clauses. This ;ui: has (0 /ulti,le choice ;uestions an$ > ;uestions 1here stu$ents 1ill have to re1rite incorrect sentences using a ,hrase or clause. The& 1ill also have to i$enti-& i- the sentence use$ a ,hrase or clause. E%" 7" !tu$ents 1ill %e ,rovi$e$ 1ith a co,& o- their last > ;uestions -ro/ their ;ui:. The& 1ill ,ost their ,arts aroun$ the roo/ to ,eer evaluations 2aesthetic entr+ oint4. 9nce their ,eers have evaluate$ their 1ork" the stu$ent 1ill return to their $esk an$ 1rite a re-lection on the activit&. The stu$ent 1ill also -i+ an& sentences that 1ere incorrect. !tu$ent 1ho/ have a $i--icult ti/e 1ith revision 1ith vie1 a 6e% '.0 over ,hrases an$ clauses. The& 1ill -ollo1 a link to ?uia.co/ 1here the& can ,la& revie1 ga/es over ,hrases an$ clauses 2$i--erentiation4 /5T" 3ee! % (. Begin class %& stating" last 1eek 1e 1orke$ 1ith ,hrases an$ clauses" the 1eeks 1e 1ill take 1hat 1e learne$ ,reviousl&" an$ %uil$ on. 6e 1ill %e 1orking on t&,es o- clauses an$ t&,es o- sentences. 3" '. Begin 1ith an entr& ;uestion 28o1 can I take 1hat I have learne$ a%out ,hrases an$ clauses an$ 1rite larger" co/,le+ sentences74 to hook stu$ents %& taking a stan$ar$ the& alrea$& kno1 an$ %uil$ to1ar$s /astering another stan$ar$. 4" 3. <e& voca%ular& an$ ter/s are intro$uce$ as nee$e$ throughout the lessons. !tu$ents 1ill %egin the lesson 1ith the -ollo1ing song In$e,en$ent %& @il Boosie 2stu$ents 1ill onl& listen to a ,ortion o- the song0 Aesthetic entr+ oint5 2ff the shelf resource4. Teacher 1ill have stu$ents ans1er the -ollo1ing ;uestion: 6hat /akes a ,erson in$e,en$ent7 6hat /akes so/eone $e,en$ent7 Teacher 1ill then $e-ine the -ollo1ing ter/s: In$e,en$ent clause an$ $e,en$ent clause an$ ,rovi$e e+a/,les o- each. !tu$ents 1ill 1ork 1ith the teacher" on a han$out" i$enti-&ing in$e,en$ent an$ $e,en$ent clauses in sentences. !o/e stu$ents 1ill 1ork in grou,s" so/e 1ill 1ork in$e,en$entl&" an$ so/e 1ill 1ork in ,airs 2Differentiation4. E5T" 4. 4omewor!: !tu$ents 1ill co/,lete a ,ractice sheet over in$e,en$ent an$ $e,en$ent clauses. /" >. !tu$ents 1ill revie1 in$e,en$ent an$ $e,en$ent clauses" using ;uia.co/ 22ff the shelf resource4. The& 1ill 1ork in$ivi$uall&. /" A. !tu$ents 1ill 1atch a vi$eo over t&,es o- sentences 2aesthetic entr+ oint4. A-ter 1atching the vi$eo" teacher 1ill lecture an$ ,rovi$e notes -or stu$ents to take. !tu$ents 1ill then ,ractice 1ith a ,acket ,rovi$e$ %& the teacher. The& 1ill co/,lete so/e 1ith the teacher" so/e 1ith a ,artner" an$ so/e in$ivi$uall&. !tu$ents 1ill also rotate to the co/,uters to ,ractice through #!A test ,re, 2Differentiation4. E%5T"

UbD Stage 3 7. !tu$ents 1ill go to the co/,uter la% to ,ractice sentence structure online. The teacher 1ill set u, various assign/ents on !tu$& Islan$ -or the stu$ents to ,ractice through. E" B. !tu$ents 1ill take a ;ui: over sentence t&,es an$ clauses an$ ,hrase. This test 1ill consist o- /ulti,le choice ;uestions an$ correcting sentences 2short ans1er ;uestions4. E%" C. !tu$ents 1ill go to the co/,uter la% to 1ork through #!A Test Pre, over sentence t&,es an$ ,hrases an$ clauses" %ut through ga/e /o$e. 6hile stu$ents ,ractice an$ revie1" teacher 1ill in$ivi$uall& call u, stu$ents to go over their ;ui: results 2DifferentiationUSA test re allows difficult+ levels to 8e set4. /" 3ee! ' (. Teacher 1ill %egin class %& giving a %rie- overvie1 o- unit goals. Do1 that 1e have /astere$ our gra//ar stan$ar$s" 1e 1ill look at ho1 to utili:e the/ 1hen 1riting. 3" '. 6hen stu$ents enter the roo/" there 1ill t1o ,assages -or stu$ents to rea$ an$ co/,are=contrast on the Active Boar$. 9ne ,assage 1ill %e 1ritten in si/,le sentences" 1hile the secon$ ,assage 1ill %e 1ritten 1ith ver& /ini/al si/,le sentences" %ut a variet& o- co/,oun$" co/,le+" an$ co/,oun$0co/,le+ sentences. The& 1ill %egin this 1eekEs lesson 1ith an entr& ;uestion 2.o/,are an$ contrast these ,assages. 6hich ,assage is the %est7 *+,lain &our ans1er4 to hook the rea$er. 4" 3. Teacher 1ill ,ass out a sheet 1ith several 1riting ,ro/,ts -or stu$ents to choose -ro/ 2Differentiation4. !tu$ents 1ill select one o- the ,ro/,ts %eing the ,re1riting ,rocess. *ach stu$ent 1ill %e re;uire$ to have at least (0 co/,oun$" co/,le+" or co/,oun$0 co/,le+ sentences in their ,a,er. !tu$ents 1ill also %e ,rovi$e$ another sentence t&,es 1orksheet to continue ,racticing. E5T" 4omewor!: 6ork on rough $ra-t" an$ 1orksheet. 4. 9nce stu$ents have co/,lete their rough $ra-t" the& 1ill ,roo- rea$ their o1n ,a,er. A-ter stu$ents have ,roo- rea$ their ,a,er" the& 1ill s1a, ,a,ers 1ith a class0/ate. Their class0 /ate 1ill highlight each co/,oun$" co/,le+" an$ co/,oun$0co/,le+ sentence the& -in$" an$ la%el the/. E"

>. A-ter stu$ents have co/,lete$ their ,eer revie1" the& 1ill o%tain their original ,a,er an$ %egin constructing their -inal $ra-t. The& 1ill %e ,rovi$e$ another ,ractice 1orksheet. This 1orksheet 1ill co/e -ro/ #!A test ,re, an$ stu$ents 1ill have the o,tion on co/,leting the assign/ent online" or on ,a,er 2Differentiation4. E5/5T" 4omewor!: Final $ra-t o- ,a,er an$ sentence structure 1orksheet. A. !tu$ents 1ill su%/it their -inal co,& o- their ,a,er. The teacher 1ill /i+ u, stu$ent co,ies an$ re$istri%ute the/ so each stu$ent has so/eone elseEs ,a,er. !tu$ents 1ill %e ,rovi$e$ highlighters. !tu$ents 1ill highlight an& co/,oun$" co/,le+" an$ co/,oun$0co/,le+ sentences the& -in$ 1ithin the ,a,er. The& /ust also i$enti-& the t&,e o- sentence that it is. This 1ill count -or t1o test gra$es: one -or 1riting the ,a,er an$ inclu$ing at least (0 t&,es o- sentences an$ one %ase$ on ho1 the& la%el 2i$enti-ie$4 sentences. E%

UbD Stage 3 7. 9nce all ,a,ers have %een checke$ an$ gra$e$" the teacher 1ill sit $o1n an$ have a one on one con-erence 1ith each stu$ent. 6hile the teacher is con-erencing" stu$ents 1ill 1ork on #!A Test Pre, 2Differentiation- allo1s -or levels to %e set ,er stu$ent4 ,racticing an$ revie1ing clauses" ,hrases" an$ sentence t&,es. /5 T" B. !tu$ents 1ill take a -inal assess/ent create$ -ro/ )eorgia 9A! over ,hrases" clauses" an$ sentence structure. The& 1ill co/,lete this test on ,a,er5 ho1ever" the& 1ill also ke& their ans1ers into the online ,rogra/ -or gra$ing. E-%"

9otes to the &nstructor Use this area: if needed: to e$ lain to the instructor how +our lanned activities a8ove satisf+ s ecific elements of the scoring ru8ric"

Stage ' Scoring /u8ric

;< )oints= ;' )oints= ;* )oints=
>our Score

UbD Stage 3 1" Does not clearl& co//unicate 68*R*T9 -or learning activities Fails to ,rovi$e a ,retest -or learners. '. Align/ent is not $e/onstrate$ %et1een instructional strategies" stan$ar$s" an$ un$erstan$ings o- the unit. There is evi$ence oalign/ent %et1een so/e o- the instructional strategies" stan$ar$s" an$ un$erstan$ings o- the unit. .o$es so/e learning activities 1ith 68*R*T9 Clearl+ codes each activit& 1ith 68*R*T9 Includes a pretest to check -or ,rere;uisite skills an$ kno1le$ge. Align/ent is clearl& $e/onstrate$ %et1een instructional strategies" stan$ar$s" an$ un$erstan$ings o- the unit. Fatches all essential ;uestions" un$erstan$ings" skills" an$ kno1le$ge 1ith a corres,on$ing instructional strateg&. 3. Instruction has one glo%al starting ,oint -or all learners. Do evi$ence o- an atte/,t at $i--erentiation #tili:es )ar$nerEs strateg& to ,rovi$e $i--erent *ntr& Points. *vi$ence o- an atte/,t at $i--erentiation e+ists" %ut $i--erentiation is not illustrate$ using la%eling. Provi$es o,,ortunities -or stu$ents to R*T8ID< %ig i$eas" R*F@*.T on ,rogress" an$ R*GI!* their 1ork. Inclu$es the use otechnolog& #tili:es )ar$nerEs strateg& to ,rovi$e $i--erent *ntr& Points to /eet the nee$s o- all t&,es ointelligences. Clearl+ la8els the arts of the lan that illustrate differentiation Provi$es nu/erous o,,ortunities -or stu$ents to R*T8ID< %ig i$eas" R*F@*.T on ,rogress" an$ to R*GI!* 1ork. Inclu$es the use o- technolog& in a /eaning-ul 1a&. 9-- the shel- resources are ,ro,erl& re-erence$ Assign/ent is organi:e$ Assign/ent Instructions -ollo1e$ Do errors in gra//ar or -or/

4. Fails to ,rovi$e o,,ortunities -or stu$ents to R*T8ID< i$eas" R*F@*.T" an$ to R*GI!* 1ork. >. Does not in$icate the use o- technolog& in a /eaning-ul 1a& A. Assign/ent is not organi:e$ Assign/ent Instructions not -ollo1e$

Assign/ent so/e1hat organi:e$ Fost assign/ent instructions -ollo1e$

UbD Stage 3 !everal errors in gra//ar A -e1 errors in gra//ar an$ -or/" 1hich $istracte$ an$ -or/ 1hich $istracte$ the rea$er the rea$er that $istracte$ the rea$er.

>our Total Score

5'<