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Tammy Privette FRIT 7430: Instructional Design Stage 3, Understanding by Design Winter 2011

Title of Unit Where in the World Is? Standard: ELA4Ws The student uses resources and technology to support writing. The Students a. Acknowledges information from sources b. Locates information in reference text (preface, appendices, indices, glossaries, table of contents) c. Uses various reference materials (dictionaries, thesaurus, encyclopedias, electronic information, almanac, atlas, magazines, newspaper, and keywords) d. Demonstrates basic keyboarding skills. Understandings: Students will understand that:

Using the correct resource makes finding information more accurate and efficient. Using a variety of resources enhances the quality of product creativity. Having a basic understanding of the organization of reference sources enables the user to more effectively find information. Using computers enhances product quality and appearance.

Essential Questions:

Overarching Questions: What is research? How do you select the best reference source? Why is citation important? Why is computer technology important for presentation of new knowledge?

Topical Questions:

When is it best to use a (dictionaries, thesaurus, encyclopedias, electronic information, almanac, atlas, magazines, or newspaper)? How do you use (dictionaries, thesaurus, encyclopedias, electronic information, almanac, atlas, magazines, and newspaper)? What are the different sources for finding information?

What are (preface, appendices, indices, glossaries, table of contents) and how do you utilize them? Week 1 Day 1: Show students examples of Almanac, Atlas, Dictionary, Thesaurus, Encyclopedia, and non-fiction books. Ask students what all of these items have in common. (H) Language Arts: Explain that we want to know how well they can use each of these items. Take pre-test of reference skills using Active votes. Students will get an idea of how well they know the material as they take the test.(W) Reading: Present flipchart of non-fiction text features. (E) Social Studies/Science: Lessons over topic (E) Day 2: Language Arts: Present Essential Questions using a whiteboard. Discuss thoughts orally. The teacher will write responses on whiteboard and save.(W) Explain to students that they are the Marketing Team and have been given the task of creating a presentation for a museum advertising a new historical or scientific exhibit. There audience is teachers. Their advertisement should convince teachers that the exhibit will be a great educational experience and explain what students will learn. {This will depend on input from classroom teacher. Their presentation will correlate to science or social studies standards already being taught in class.} They will use a variety of resources and technology to create this presentation. Show examples of Glogster, Power Point, and Photo Story. Allow student time to form teams and select a topic. (H) Review rubric and assignment criteria. Explain that they will receive instruction on how to use resources effectively, but will use that resource to add to their project. Graphic organizers will be made available to collect information from each source. (O) Reading: Use Guided Reading books to explore text features using leveled books. Discuss Title Page, verso page, Table of Contents, Index, Bibliography, glossary, headings and subheadings, and Index. This may need to be broken down into smaller sections based on student knowledge of text features. (E) (T) Social Studies/ Science: Lessons over topic (E)

Day 3: Overview of Encyclopedia skills.

Language Arts: Flipchart of encyclopedia Skills. (H)(Be sure to review note-taking vs. copying) Allow time to complete Encyclopedia section of Tic-Tac-Toe contract. At the end of lesson, students creating posters will present findings. Pass out Encyclopedia Graphic Organizer and demonstrate usage. (E, T, O) Social Studies/Science: Students will use Encyclopedias to begin collecting information for presentation. Use graphic organizer to record information and cite source. (R ) Reading: Continue using non-fiction Guided Reading books to explore text features. (E, T)

Day 4: Dictionary/ Thesaurus Language Arts: BrainPop video of Dictionary/Thesaurus skills. (H) Complete Dictionary/Thesaurus section of Tic-Tac-Toe. (E, T) At the end of work time, present role plays, if needed. Students take BrainPop quiz. (E-2 ) Reading: Continue using non-fiction Guided Reading books to explore text features. E,T) Social Studies/ Science: Use non-fiction books to locate information regarding topic of presentation. The students will be given graphic organizer to use with books. Remind students of citation. Students may also continue using encyclopedias if needed. While taking notes, students highlight 3 words they do not know. Find the definitions in a dictionary. (E, R, O) Day 5: Almanac Language Arts: TTW explain the organization of an Almanac. TSW work in groups to complete a Scavenger Hunt of the Almanac. (E) At the end of the lesson, ask students to brainstorm ways an Almanac would be useful in their projects. (R ) Reading: Study Island assessment of text features. Students independently review lessons in Study Island if needed. If score is high enough, play review games. (E-2 ) Social Studies/Science: Continue using print resources to locate information for presentation. (E, T, R)

Week 2 Day 6: GALILEO Language Arts: Internet Resources: Begin by asking students how the internet can help them find information. (H) -Introduce GALILEO as a database for research. Do a comparison search for cowboys using both GALILEO and Google to compare search results. (Have students identify web address, browser window, keywords, etc as searches are done.) Discuss search engine vs. database. (E) -Practice locating and saving a picture from GALILEO for visuals in presentation. (E) -Using GALILEO, have each group brainstorm a list of keywords they would use to find information for their topic. (Provide written directions for saving a picture to a folder.) (E,

T, O) -Allow time for students to explore. Provide graphic organizers to take notes as they find information they would like to remember. E, R, T, O) Reading: Use Science/Social Studies book to understand text features of a text book. Review Title Page, verso page, Table of Contents, Index, Bibliography, and Index. Include appendix, glossary, headings and subheadings, footnotes. (This is a great time to use chapters relating to topic) (E) Social Studies/Science: Allow students time to use GALILEO to locate information and pictures. If GALILEO does not yield results, have them use the same techniques for Google. (R)

Day 7: Websites Language Arts: Compare web features to text features using Graphic Organizer. (E, O) Students complete a tic-tac-toe activity for exploration of internet resources. (Review links, home, forward and backward, headings and subheadings, and citation)(E, T, R) Reading: Continue using text book to understand and utilize features and to gain background knowledge of topic. (T, E) Social Studies/Science: Teacher decides lessons based on unit of topic. (E) Day 8: Storyboard Language Arts: Begin storyboarding presentation. Group work using all resources. Teacher facilitates and assists as needed. (O, T, E, R) Reading: Continue using text book to understand and utilize features and to gain background knowledge of topic. (T, E) Social Studies/ Science: Teacher decides lessons based on unit of topic (E) Day 9: Storyboard Language Arts: Complete storyboard. Tie up loose ends for finding information and images. Review use of thesaurus. Students identify & highlight 8 words in storyboard that could be exchanged for better words. Use thesaurus to locate better words. (E, T, R, O) Reading: Continue using text book to understand and utilize features and to gain background knowledge of topic. (T, E) Social Studies/ Science: Teacher decides lessons based on unit of topic (E)

Day 10: Citation Language Arts: Flipchart over citations; students use notes and graphic organizers to complete a bibliography. (E, O) Reading: Continue using text book to understand and utilize features and to gain background knowledge of topic. (T, E) Social Studies/ Science: Teacher decides lessons based on unit of topic (E)

Week 3 Language Arts lesson will occur with Media Specialist. All other instruction is at the discretion of Homeroom teacher. Day 11: Show teacher created Glogster, Photo Story, and Power Point.(H) Have groups decide which presentation format they want to use. Edit storyboard for Photo Story or Power Point. (R) Create a drawing of ideas for glogster. (O) Day 12: Small groups instruction: Glogster, Photo Story, Power Point. Groups will attend break-out session for instruction in chosen software. During instruction, begin adding images and text. (E) Day 13: Groups complete work on text and images (E, R) Day 14: Groups continue working on presentation. Add special effects and/or narration. HW: Each student will write a letter to the director of the museum explaining the presentation and their participation in its formation. (R) (E-2) Day 15: Review EQs. Compare current response to Pre-test responses using active board. Post-test using active votes. Students will complete a self-assessment. (E, E-2) (Groups will take turns presenting in class over the next week.) Materials: Tic-Tac-Toe: http://www.scribd.com/doc/53702621/Tic-Tac-Toe Internet Citation Graphic Organizer: http://www.readwritethink.org/files/resources/lesson_images/lesson983/organizer-form.pdf (Thinkfinity, 2011) Search a Site Activity page: http://cybersmartcurriculum.org/assets/files/activitysheets/45/Choosing_A_Search_Site.pdf (Common Sense Media Inc., 2011) Internet Scavenger Hunt: http://www.educationworld.com/a_lesson/archives/hunt.shtml#october (Education World, Inc., 1996-2011) General Citation Graphic Organizer: http://www.canton.k12.pa.us/cms/lib/PA06000065/Centricity/Domain/208/Citation%20Graphic %20Organizer.pdf http://www.iowa-city.k12.ia.us/library/Curriculum/Lessons/Bibliography/HBibGraphicOrganizer.pdf

Encyclopedia Scavenger Hunt: http://www.scribd.com/doc/53701218/Encyclopedia-Scavenger-Hunt Almanac Scavenger Hunt: http://www.scribd.com/doc/51620925/Almanac-Scavenger-Hunt-Questions Note Taking Graphic Organizer (ThinkPort, 2003-2011) http://www.thinkport.org/17a6dc05-4f3a-42ed-a71c-82ee3e692708.asset? Guided Reading Graphic Organizer for non-fiction text (McGraw Hill) http://teachingtoday.glencoe.com/userfiles/file/BIG%20FOX%20graphic%20organizer.pdf Storyboards http://www.printablepaper.net/category/storyboard (Savetz Publishing, Inc., 2008-2011) Bibliography: Coil, C. (2004). Standards-Based Activities and Assessments for the Differentiated Classroom. In C. Coil, Standards-Based Activities and Assessments for the Differentiated Classroom (pp. 153-155). Pieces of Learning. Common Sense Media Inc. (2011). Research and Information Fluency: Grades 4-5. Retrieved April 22, 2011, from Cybersmartcurriculum.org: http://cybersmartcurriculum.org/researchinfo/lessons/45/choosing_a_search_site/ Education World, Inc. (1996-2011). Internet Scavenger Hunts. Retrieved April 20, 2011, from Educationworld.com: http://www.educationworld.com/a_lesson/archives/hunt.shtml#october McGraw Hill. (n.d.). Teaching Today. Retrieved April 23, 2011, from teachingtoday.glencoe.com: http://teachingtoday.glencoe.com/userfiles/file/BIG%20FOX%20graphic%20organizer.pdf Savetz Publishing, Inc. (2008-2011). printablepaper.net. Retrieved April 19, 2011, from Storyboard Templates: http://www.printablepaper.net/category/storyboard Thinkfinity. (2011). Wading Through the Web: Teaching Internet Research Strategies. Retrieved April 22, 2011, from Read, Write, Think: http://www.readwritethink.org/classroom-resources/lessonplans/wading-through-teaching-internet-983.html ThinkPort. (2003-2011). Graphic Organizers. Retrieved April 22, 2011, from thinkport.org: http://www.thinkport.org/17a6dc05-4f3a-42ed-a71c-82ee3e692708.asset? Notes to the Instructor

Stage 3 Scoring Rubric


(0 Points) (3 Points) (5 Points)
Your Score

1. Does not clearly communicate WHERETO for learning activities Fails to provide a pretest for learners. 2. Alignment is not demonstrated between instructional strategies, standards, and understandings of the unit.

Codes some learning activities with WHERETO

Clearly codes each activity with WHERETO Includes a pretest to check for prerequisite skills and knowledge. Alignment is clearly demonstrated between instructional strategies, standards, and understandings of the unit. Matches all essential questions, understandings, skills, and knowledge with a corresponding instructional strategy.

There is evidence of alignment between some of the instructional strategies, standards, and understandings of the unit.

3. Instruction has one global starting point for all learners. No evidence of an attempt at differentiation 4. Fails to provide opportunities for students to RETHINK ideas, REFLECT, and to REVISE work. 5. Does not indicate the use of technology in a meaningful way 6. Assignment is not organized Assignment Instructions not followed

Utilizes Gardners strategy to provide different Entry Points. Evidence of an attempt at differentiation exists Provides opportunities for students to RETHINK big ideas, REFLECT on progress, and REVISE their work. Includes the use of technology

Utilizes Gardners strategy to provide different Entry Points to meet the needs of all types of intelligences. Clear plan for differentiation Provides numerous opportunities for students to RETHINK big ideas, REFLECT on progress, and to REVISE work. Includes the use of technology in a meaningful way. Off the shelf resources are properly referenced Assignment is organized Assignment Instructions followed No errors in grammar or form

Assignment somewhat organized Most assignment instructions followed

Several errors in grammar and form, which distracted the reader

A few errors in grammar and form which distracted the reader

that distracted the reader.

Your Total Score

/30