CNMI PSS Office of Instructional Services 1
Jae Hee Kim
CNMI Public School System
Understanding by Design
Collaborative Curriculum Unit Planning
School:_ SAES _________ rade !evel:_ "th # $th _ %ee&'s( o): ____ *+,-.,-"/ *+,0*,0*-" ____
Stage -: Identi)y Desired 1esults
ESTABLISHED GOALS
Standard(s) and Benchmark(s):
CCSS.ELA-LITERACY.W.3.1
Write opinion pieces on topics or texts, supporting a point of vie it! reasons.
CCSS.ELA-LITERACY.W.3.1."
#rovi$e reasons t!at support t!e opinion.
CCSS.ELA-LITERACY.RL.3.%
Recount stories, inc&u$ing fa'&es, fo&(ta&es, an$ )*t!s fro) $iverse cu&tures+ $eter)ine
t!e centra& )essage, &esson, or )ora& an$ exp&ain !o it is conve*e$ t!roug! (e* $etai&s
in t!e text.
CCSS.ELA-LITERACY.R,.3.-
Rea$ it! sufficient accurac* an$ f&uenc* to support co)pre!ension.
CCSS.ELA-LITERACY.R,.3.-."
Rea$ gra$e-&eve& prose an$ poetr* ora&&* it! accurac*, appropriate rate, an$ expression
on successive rea$ings.
Content Object!e(s):
1. Write at &east 1 sentence of t!eir opinion on a fa'&e
%. .ive at &east 1 reason t!at supports t!eir opinion
3. Rete&& t!e fa'&e in se/uence it! !is0!er on or$s
4. Rea$ a&ou$ a fa'&e it! f&uenc*
Lan"#a"e Object!e(s)
1. Write at &east 1 sentence of t!eir t!oug!ts on t!e fa'&e, 1T!e 2og an$ t!e
S!a$o1
%. Anser &istening 3 rea$ing co)pre!ension /uestions of 1T!e 2og an$ t!e S!a$o1
correct&* '* &istening carefu&&* an$ rea$ing t!e stor* )u&tip&e ti)es
3. Rete&& t!e fa'&e in se/uence it! !is0!er on or$s
4. Rea$ a&ou$ t!e fa'&e, 1T!e 2og an$ t!e S!a$o1 c&ear&* it! appropriate pauses,
spea(ing c&ear&* at an un$erstan$a'&e pace
Students First
CNMI PSS Office of Instructional Services 2
Jae Hee Kim
$HAT %&DE'STA&DI&GS A'E DESI'ED(
2ig Idea's(3Students 4ill understand that4
Stu$ents i&& un$erstan$ t!at...
W!at *ou $o it! *our !an$, t!e 'rain re)e)'ers.
If *ou trans&ate a stor* fro) t!e target &anguage to *our native &anguage, *ou get a $eeper
un$erstan$ing of t!e stor*.
Rea$ing t!e co)pre!ension /uestions 'efore *ou rea$0&isten to t!e stor*, !e&ps *ou get a 'etter
un$erstan$ing of t!e stor*.
T!ere are $ifferent pauses !en rea$ing a&ou$ to !e&p t!e au$ience un$erstan$ t!e content 'etter.
T!ere is a )essage in ever* stor*.
$hat essenta) *#estons +)) be consdered(
Can si)p&* cop*ing a text !e&p i)prove )* riting5
2oes trans&ating a text to one &anguage to anot!er $eepen )* un$erstan$ing of t!e text5
W!* s!ou&$ I rea$ co)pre!ension /uestions 'efore, not after rea$ing0&istening to t!e
text5
W!en s!ou&$ I pause in speec! to express )*se&f )ore c&ear&*5
W!at is t!e )essage in t!e stor*5
$HAT ,E- ,&O$LEDGE A&D S,ILLS $ILL ST%DE&TS AC.%I'E AS A 'ES%LT
O/ THIS %&IT(
Students 4ill &no40
- Students will know that copying a text (word for
word) will help improve one's writing skills, and
allows the "copier" to write like the author of the
text.
- Students will know that translating a text from one
language to another sharpens one's understanding
of the text.
- Students will know how to make appropriate
pauses and tones to speak more clearly to the
audience.
- Students will know that there is always a message
that the author wants to put out in a story
Students 4ill be able to0
Stu$ents i&& 'e a'&e to...
6. Stu$ents i&& 'e a'&e to rite at
&east 1 sentence of t!eir t!oug!ts on
t!e fa'&e, 1T!e 2og an$ t!e
S!a$o.1
7. Stu$ents i&& 'e a'&e to anser
&istening 3 rea$ing co)pre!ension
/uestions of 1T!e 2og an$ t!e
S!a$o1 correct&* '* &istening an$
rea$ing t!e )ateria& )u&tip&e of ti)es.
8. Stu$ents i&& 'e a'&e to te&& t!e fa'&e in
se/uence it! !is0!er on or$s.
Students First
CNMI PSS Office of Instructional Services 3
Jae Hee Kim
8. Stu$ents i&& 'e a'&e to rea$ a&ou$ t!e
fa'&e, 1T!e 2og an$ t!e S!a$o1
c&ear&* it! appropriate pauses,
spea(ing c&ear&* at an un$erstan$a'&e
pace
9. Stu$ents i&& 'e a'&e to $efine or$s
of c!aracter traits0 e)otions9 a'sent-
)in$e$, c!eerfu&, t!oug!tfu&,
generous, gree$*, !app*, :ea&ous,
se&fis!
Sta"e 1: Determne Acce2tab)e E!dence
$HAT E3IDE&CE $ILL SHO$ THAT ST%DE&TS %&DE'STA&D(
Per)ormance 5as&'s( 'summary in 1ASPS )orm3See 1e)erence(9
Aut!entic, perfor)ance 'ase$ tas(s t!at !ave stu$ents app&* !at t!e* !ave &earne$ an$
$e)onstrate t!eir un$erstan$ing.
2esigne$ at &east at t!e app&ication &eve& or !ig!er on "&oo);s Taxono)*.
Ru'rics can 'e use$ to gui$e stu$ents in se&f-assess)ent of t!eir perfor)ance
Per)ormance 5as& 1ubric:
Criteria Advance '"( Pro)icient '+( Develo6ing '0( 2eginning '-(
%riting Able to
com6letely co6y
)able7 translate -
sentence o) the
)able )rom
English to native
language 'vice
versa(7 de)ine all
8 o) the s6elling
4ords
Able to
com6letely co6y
)able7 translate
4ords o) the )able
)rom English to
native language
'vice versa(7
de)ine 9 o) the
s6elling 4ords
Able to 6artially
co6y )able7 6uts
in e))ort to
translate -
sentence o) the
)able )rom
English to native
language 'vice
versa(7 de)ine 0 o)
the s6elling
4ords
Able to co6y none
o) the )able7 6uts
no e))ort to
translate -
sentence o) the
)able )rom
English to native
language 'vice
versa(7 de)ine
none o) the
s6elling 4ords
!istening,
1eading
Able to ans4er all
" listening
com6rehension
:uestions #all +
reading :uestions
Able to ans4er +
listening
com6rehension
:uestions # 0
reading :uestions
Able to ans4er 0
listening
com6rehension
:uestions # -
reading :uestions
Able to ans4er
none o) the
com6rehension
:uestions
Students First
CNMI PSS Office of Instructional Services 4
Jae Hee Kim
Partici6ation Able to ma&e eye
contact 4,
s6ea&er7 sit u6
straight 4hile
listening7 raise
hand be)ore
s6ea&ing7 and
stay on to6ic
Able to ma&e eye
contact 4,
s6ea&er ma;ority
o) the time7 sit u6
straight 4hile
listening most o)
the time7 raise
hand be)ore
s6ea&ing most o)
the time7 and
)ollo4 directions
most o) the time
Able to ma&e
minimal eye
contact 4,
s6ea&er7 try to sit
u6 straight 4hile
listening7 raise
hand 4ith
reminder7 and
)ollo4 directions
4ith 6rom6t
Able to ma&e no
eye contact 4,
s6ea&er7 sit u6
straight none o)
the time 4hile
listening7 raise
hand none o) the
time7 and )ollo4
directions none o)
the time
Add more ro4s as necessary
$HAT E3IDE&CE $ILL SHO$ THAT ST%DE&TS %&DE'STA&D(
Per)ormance 5as&'s( 'summary in 1ASPS )orm3See 1e)erence(9
CO&ST'%CTI&G A 4E'/O'5A&CE TAS, %SI&G G'AS4S
Goa& 'o&e Au$ience Situation
4ro$uct,
4erfor)ance an$
4urpose
Stan$ar$s an$
Criteria for
Success
<* tas( is
to )a(e
proficient
Eng&is!
rea$ers,
riters, an$
spea(ers
<* goa& is
to )a(e
rea$ing an
en:o*a'&e
experience
T!e
pro'&e) or
c!a&&enge is
to !ave t!e
stu$ents
focuse$ an$
engage$
t!roug!out
t!e !o&e
ti)e
I a) a
specia&
e$ucation
teac!er
I !ave 'een
as(e$ to
rea$ 3
$iscuss t!e
p&a*, 1T!e
#oer of
W.=.W1
it! t!e
stu$ents
<* :o' is to
(eep t!e
stu$ents
focuse$ on
t!e topic of
$iscussion,
gui$e t!e)
to as( 3
anser goo$
/uestions,
respon$
appropriate&
* in t!e
$iscussion
<* c&ients
are stu$ents
it! A22 3
A2>2
T!e target
au$ience is
-t! 3 6t!
gra$ers
You nee$ to
convince 1
-t! gra$er
it! A2>2
3 % 6t!
gra$ers it!
A22
T!e context I
fin$ )*se&f in is
a pu&&-out
session for
stu$ents it!
A22 3 A2>2
to teac!
&anguage arts
T!e c!a&&enge
invo&ves $ea&ing
it! stu$ents in
$ifferent gra$e
&eve&s of
inte&&ect an$
$ifferent &eve&s
of severit* in
A22 3 A2>2
I i&& use a
se&f-
eva&uation
for) in
or$er to (eep
t!e stu$ents
focuse$ an$
engage$ in
t!e
$iscussion.
I nee$ to
$eve&op a
?'2 so t!at
a&& t!e goa&s
an$ o':ects,
stan$ar$s an$
'enc!)ar(s,
essentia&
/uestions,
an$ SL=s are
)et
effective&*.
<*
perfor)ance
nee$s to 'e
'ase$ on t!e
practicu)
gui$e&ines I 3
II
<* or( i&&
'e :u$ge$ '*
o'servations
$one '* )*
cooperating
teac!er
<* pro$uct
)ust )eet t!e
fo&&oing
stan$ar$s 3
'enc!)ar(s9
A successfu&
resu&t i&&
ena'&e stu$ents
to reenact t!e
p&a* effective&*
<ther Evidence's(7 :ui==es7 4or& sheets7 mini s6elling tests7:
Spe&&ing test
Students First
CNMI PSS Office of Instructional Services 5
Jae Hee Kim
Rea$ing0 &istening co)pre!ension /uestions
Writing assign)ents
Stu$ent rea$ a&ou$
Rete&&ing stories
Student Sel)3Assessment and 1e)lection:
Se&f- eva&uation c!ec(&ist
1 sentence ref&ection on stor*
<ther Evidence's(7 :ui==es7 tests7 6rom6ts7 observations7 dialogues7 4or& sam6le:
Spe&&ing test
Rea$ing co)pre!ension /uestions
Listening co)pre!ension /uestions
Stu$ent rea$ a&ou$s
Rete&&ing stories
Student Sel)3Assessment and 1e)lection:
- sentence res6onses to te>t
Sta"e 6: 4)an Learnn" E72erences and Instr#cton
Act!t8 Bank (See 'e9erence on $HE'ETO E)ements 9or "#ded *#estons to 2)an act!tes): Lst
a)) act!tes 9or the +eek(s): c)ass +ork; 2rojects; home+ork; )earnn" tasks; assessments; etc<
=ut&ine t!e &earning p&an @teac!ing 3 &earning activitiesA. T!is p&an s!ou&$ 'e a&igne$ c&ear&* it!
t!e $esire$ resu&ts @i.e., geare$ toar$s !aving stu$ents )eet t!e o':ectives, anser t!e essentia&
/uestions, an$ 'e a'&e to co)p&ete t!e assess)ent activitiesA. T!ere are )an* for)ats t!at *ou can
use for t!is part of t!e &esson p&an @e.g. >unter E&e)ents of Lesson 2esignA, 'ut t!e p&an s!ou&$
inc&u$e a&& of t!e fo&&oing co)ponents9
Tt)e: $rtn" =The Do" and the Shado+=
Lesson >: ?
To2c: Ho+ to Be a Good $rter
Date: 5arch ?@; 1A?B; 5onda8
Tme: ?:AA 45C ?:BD 45
Standards E Benchmarks:
CCSS.ELA-LITERACY.W.3.1
Write opinion pieces on topics or texts, supporting a point of vie it! reasons.
Students First
CNMI PSS Office of Instructional Services 6
Jae Hee Kim
CCSS.ELA-LITERACY.W.3.1."
#rovi$e reasons t!at support t!e opinion.
SLOs:
Students will be able to...
1. Write at &east 1 sentence of t!eir t!oug!ts on t!e fa'&e, 1T!e 2og an$ t!e
S!a$o1
1. 5atera)s E reso#rces9
1T!e 2og an$ t!e S!a$o1 Rea$ A&ou$ #oerpoint
Cop* of t!e fa'&e9 1T!e 2og an$ t!e S!a$o1 @Source9
!ttp900.$us(&ig!t.co)0aesop0aesopstor*3.!t)&A
Co&&ege-ru&e$ paper
#enci&
1< Tme)ne
Intro$uctor*9 T!e teac!er i&& $istri'ute copies of t!e fa'&e, 1T!e 2og an$ t!e
S!a$o.1 T!e stu$ents i&& !an$-rite an$ cop* @or$ for or$A t!e fa'&e on a
separate paper. T!e stu$ents i&& cop* $on t!e spe&&ing or$s @co&ore$ in re$A an$
its $efinitions as e&&. @16 )inutesA
2eve&op)enta&9 T!e stu$ents i&& trans&ate 1 sentence fro) t!e fa'&e to t!eir native
&anguage. @%B )inutes
C&osing9 Stu$ents i&& rite 1 sentence in response to t!e fa'&e of t!eir t!oug!ts @1B
)inutesA
,a'&e, 1T!e 2og an$ t!e S!a$o91
It ha22ened that a Do" had "ot a 2ece o9 meat and +as carr8n" t home n hs mo#th
to eat t n 2eace< &o+ on hs +a8 home he had to cross a 2)ank )8n" across a r#nnn"
brook< As he crossed; he )ooked do+n and sa+ hs o+n shado+ re9)ected n the
+ater beneath< Thnkn" t +as another do" +th another 2ece o9 meat; he made #2 hs
mnd to ha!e that a)so< So he made a sna2 at the shado+ n the +ater; b#t as he o2ened
hs mo#th the 2ece o9 meat 9e)) o#t; dro22ed nto the +ater and +as ne!er seen more<
Students First
CNMI PSS Office of Instructional Services 7
Jae Hee Kim
Introd#ctor8 act!tes9
Rerite 1T!e 2og an$ t!e S!a$o1 @.ui$e$ #racticeA9 T!e teac!er i&& as( t!e stu$ents
to cop* t!e fa'&e, 1T!e 2og an$ t!e S!a$o.1 T!e teac!er i&& $e)onstrate !erse&f !o
to cop* t!e stor* or$ for or$ on a separate piece of paper.
Rerite 1T!e 2og an$ t!e S!a$o1 @In$epen$ent #racticeA 9 T!e stu$ents i&& cop* t!e
fa'&e, 1T!e 2og an$ t!e S!a$o1 as $e)onstrate$ '* t!e teac!er, an$ i&& ta(e $on t!e
spe&&ing or$s for t!e ee(.
3. De!e)o2menta) act!tes9
1T!e 2og an$ t!e S!a$o1 Trans&ation @.ui$e$ #racticeA 31T!e 2og an$ t!e S!a$o1
Trans&ation @In$epen$ent #racticeA9 T!e teac!er i&& $e)onstrate trans&ating 1 sentence
fro) t!e fa'&e, 1T!e 2og an$ t!e S!a$o1 fro) Eng&is! to Corean @!er native &anguageA.
T!e stu$ents i&& $o t!e sa)e. If t!e stu$ents $o not (no an* ot!er &anguage, t!e
teac!er i&& s(ip t!is &esson an$ )ove on t!e next $a*;s &esson p&an.
-. C)osn" act!tes9
Ref&ection9 T!e teac!er i&& $e)onstrate riting 1 sentence response to t!e fa'&e, 1T!e
2og an$ t!e S!a$o1 in Corean, an$ trans&ate it into Eng&is!. T!e stu$ents i&& $o t!e
sa)e.
Se&f-Eva&uation9 C!ec( )ar( t!e 'oxes in t!e se&f-eva&uation for) @ex9 )a(e e*e contact
it! spea(erA
Tt)e: Lstenn" =The Do" and the Shado+=
Lesson >: 1
To2c: Ho+ to Be a Good Lstener
Date: 5arch ?F; 1A?B; T#esda8
Tme: ?:AA 45C ?:BD 45
Standards E Benchmarks:
CCSS.ELA-LITERACY.RL.3.%
Recount stories, inc&u$ing fa'&es, fo&(ta&es, an$ )*t!s fro) $iverse cu&tures+ $eter)ine t!e
centra& )essage, &esson, or )ora& an$ exp&ain !o it is conve*e$ t!roug! (e* $etai&s in t!e text.
SLOs:
Students will be able to...
1. Anser &istening 3 rea$ing co)pre!ension /uestions of 1T!e 2og an$ t!e S!a$o1
correct&*
%. Rete&& t!e fa'&e in se/uence it! !is0!er on or$s
Students First
CNMI PSS Office of Instructional Services 8
Jae Hee Kim
6. 5atera)s E reso#rces9
1T!e 2og an$ t!e S!a$o1 Rea$ A&ou$ #oerpoint
1T!e 2og an$ t!e S!a$o1 ,a'&e Listening Co)pre!ension Duestions9
$hat ha22ened to the do" n the stor8(
$hat dd the do" see n the +ater beneath(
$hat ha22ened to the meat n the do"Gs mo#th(
$hat s the mora) (messa"e) o9 the stor8(
Cop* of t!e fa'&e9 1T!e 2og an$ t!e S!a$o1 @Source9
!ttp900.$us(&ig!t.co)0aesop0aesopstor*3.!t)&A
Co&&ege-ru&e$ paper
#enci&
H< Tme)ne
Intro$uctor*9 T!e teac!er i&& $o a picture a&( it! t!e stu$ents @going over t!e
pictures on 1T!e 2og an$ t!e S!a$o1 poerpointA. T!e teac!er i&& $istri'ute
copies of t!e &istening co)pre!ension /uestions of t!e fa'&e, 1T!e 2og an$ t!e
S!a$o.1 an$ t!e teac!er an$ t!e stu$ents i&& rea$ an$ t!in( of t!e /uestions out
&ou$ as a c&ass. @6 )inutesA
2eve&op)enta&9 T!e teac!er i&& $o a rea$ a&ou$ of t!e fa'&e, 1T!e 2og an$ t!e
S!a$o.1 T!e teac!er an$ t!e stu$ents i&& go 'ac( to t!e &istening co)pre!ension
/uestions an$ anser t!e) out &ou$ as a c&ass. @%B )inutesA
C&osing9 T!e stu$ents i&& 'e as(e$ to rete&& t!e stor* to t!e c&ass @pictures i&&
acco)pan* t!eir presentation it!out t!e or$sA @%B )inutesA
Introd#ctor8 act!tes9
#icture Wa&( of 1T!e 2og an$ t!e S!a$o1 @.ui$e$ #racticeA9 T!e teac!er i&& $o a
picture a&( it! t!e stu$ents @going over t!e pictures on 1T!e 2og an$ t!e S!a$o1
poerpointA. T!e teac!er i&& $istri'ute copies of t!e &istening co)pre!ension /uestions
of t!e fa'&e, 1T!e 2og an$ t!e S!a$o.1 an$ t!e teac!er an$ t!e stu$ents i&& rea$ an$
t!in( of t!e /uestions out &ou$ as a c&ass.
Students First
CNMI PSS Office of Instructional Services 9
Jae Hee Kim
8. De!e)o2menta) act!tes9
1T!e 2og an$ t!e S!a$o1 Rea$ A&ou$ @.ui$e$ #racticeA9 T!e teac!er i&& $o a rea$
a&ou$ of t!e fa'&e, 1T!e 2og an$ t!e S!a$o.1 T!e teac!er an$ t!e stu$ents i&& go 'ac(
to t!e &istening co)pre!ension /uestions an$ anser t!e) out &ou$ as a c&ass.
1T!e 2og an$ t!e S!a$o1 Rea$ A&ou$ @In$epen$ent #racticeA9 T!e stu$ents i&& anser
t!e &istening co)pre!ension /uestions out &ou$ as a c&ass. Listening Co)pre!ension
Duestions9
?< $hat ha22ened to the do" n the stor8(
1< $hat dd the do" see n the +ater beneath(
6< $hat ha22ened to the meat n the do"Gs mo#th(
B< $hat s the mora) (messa"e) o9 the stor8(
E. C)osn" act!tes9
1T!e 2og an$ t!e S!a$o1 Rete&&ing @In$epen$ent #racticeA9 T!e stu$ents i&&
in$ivi$ua&&* rete&& t!e stor* in t!eir on or$s using on&* t!e pictures fro) t!e
poerpoint.
Tt)e: S2eakn" =The Do" and the Shado+=
Lesson >: 6
To2c: Ho+ to Be a Good S2eaker
Date: 5arch ?I; 1A?B; $ednesda8
Tme: ?:AA 45C ?:BD 45
Standards E Benchmarks:
CCSS.ELA-LITERACY.R,.3.-
Rea$ it! sufficient accurac* an$ f&uenc* to support co)pre!ension.
CCSS.ELA-LITERACY.R,.3.-."
Rea$ gra$e-&eve& prose an$ poetr* ora&&* it! accurac*, appropriate rate, an$ expression
on successive rea$ings.
SLOs:
Students will be able to...
3. Rea$ a&ou$ c&ear&* it! appropriate pauses, spea(ing c&ear&* at an #nderstandab)e
2ace (-o# can #se the +ord Jat a 9)#ent 2aceK)<
Students First
CNMI PSS Office of Instructional Services 10
Jae Hee Kim
F. 5atera)s E reso#rces9
1T!e 2og an$ t!e S!a$o1 Rea$ A&ou$ #oerpoint
Cop* of t!e fa'&e9 1T!e 2og an$ t!e S!a$o1 @Source9
!ttp900.$us(&ig!t.co)0aesop0aesopstor*3.!t)&A
#enci&
?A< Tme)ne
Intro$uctor*9 T!e teac!er i&& as( t!e stu$ents to guess, an$ put parent!esis aroun$
a&& t!e pauses t!e* t!in( )a* 'e in p&ace . @%B )inutesA
2eve&op)enta&9 T!e stu$ents i&& $o t!eir 1on version1 of t!e rea$ a&ou$ of t!e
fa'&e, 1T!e 2og an$ t!e S!a$o.1 T!e teac!er i&& s!o t!e stan$ar$ an$ proper
a* of p&acing t!e pauses. @%B )inutesA
C&osing9 T!e stu$ents i&& 'e as(e$ to rea$ a&ou$ a&toget!er once )ore @in t!e proper
a*A @6 )inutesA
Introd#ctor8 act!tes9
#re$iction9 T!e teac!er i&& as( t!e stu$ents to p&ace t!e parent!esis on t!e pauses t!at
t!e* 'e&ieve to 'e correct.
11. De!e)o2menta) act!tes9
1T!e 2og an$ t!e S!a$o1 #roper Spea(ing @.ui$e$ #racticeA9 T!e teac!er i&&
$e)onstrate a rea$ a&ou$ it! an e)p!asis on t!e appropriate pauses in t!e fa'&e, 1T!e
2og an$ t!e S!a$o.1
1T!e 2og an$ t!e S!a$o1 #roper Spea(ing @In$epen$ent #racticeA9 T!e stu$ents i&&
correct t!eir parent!esis, an$ practice rea$ing a&ou$ it! t!e appropriate pauses.
1%. C)osn" act!tes9
Tt)e: 'eadn" =The Do" and the Shado+=
Lesson >: B
To2c: Ho+ to be a Good 'eader
Date: 5arch 1A; 1A?B; Th#rsda8
Students First
CNMI PSS Office of Instructional Services 11
Jae Hee Kim
Tme: ?:AA 45C ?:BD 45
Standards E Benchmarks:
CCSS.ELA-LITERACY.R,.3.-
Rea$ it! sufficient accurac* an$ f&uenc* to support co)pre!ension.
CCSS.ELA-LITERACY.R,.3.-."
Rea$ gra$e-&eve& prose an$ poetr* ora&&* it! accurac*, appropriate rate, an$ expression
on successive rea$ings.
SLOs:
Students will be able to...
-. Anser rea$ing co)pre!ension /uestions of 1T!e 2og an$ t!e S!a$o1 correct&*
13. 5atera)s E reso#rces9
1T!e 2og an$ t!e S!a$o1 Rea$ A&ou$ #oerpoint
Cop* of t!e fa'&e9 1T!e 2og an$ t!e S!a$o1 @Source9
!ttp900.$us(&ig!t.co)0aesop0aesopstor*3.!t)&A
A cop* of t!e rea$ing co)pre!ension /uestions9
$hat s the stor8 abo#t(
$hat dd the do" ha!e n hs mo#th(
$hat dd the do" ha!e to cross on hs +a8 home(
$h8 dd the do" sna2 at the shado+ n the +ater(
#enci&
?B< Tme)ne
Intro$uctor*9 T!e teac!er i&& as( t!e stu$ents to /uiet&* rea$ t!e fa'&e, 1T!e 2og
an$ t!e S!a$o.1 @%B )inutesA
2eve&op)enta&9 T!e stu$ents i&& 'e given a cop* of t!e rea$ing co)pre!ension
/uestions to anser /uiet&* an$ in$ivi$ua&&* @1B )inutesA
C&osing9 T!e stu$ents i&& 'e as(e$ to sitc! t!eir anser s!eet it! t!e person on
t!e rig!t, an$ $iscuss t!e ansers it! one anot!er @1B )inutesA
Students First
CNMI PSS Office of Instructional Services 12
Jae Hee Kim
Introd#ctor8 act!tes9
Duiet Rea$ing9 T!e teac!er i&& as( t!e stu$ents /uiet&* rea$ t!e fa'&e, 1T!e 2og an$ t!e
S!a$o1 to t!e)se&ves.
16. De!e)o2menta) act!tes9
1T!e 2og an$ t!e S!a$o1 Rea$ing Co)pre!ension @In$epen$ent .ui$eA9 T!e teac!er
i&& $istri'ute rea$ing co)pre!ension /uestions pertaining to t!e fa'&e.
1T!e 2og an$ t!e S!a$o1 #roper Spea(ing @In$epen$ent #racticeA9 T!e stu$ents i&&
correct t!eir parent!esis, an$ practice rea$ing a&ou$ it! t!e appropriate pauses. T!en t!e
stu$ents i&& 'e as(e$ to sitc! t!eir ansers it! t!e person on t!eir rig!t, an$ $iscuss
of t!eir ansers.
17. C)osn" act!tes9
Spe&&ing Test9
Write t!e spe&&ing or$s @it! $efinitionA9
#&an(9 A &ong f&at 'oar$
"roo(9 A strea) of natura& fres! ater
Ref&ect9 To &oo( 'ac( at )*se&f
S!a$o9 A $ar( figure of a 'o$* on t!e groun$
Snap9 To 'ite su$$en&* an$ /uic(&*
G >o)eor(9
Hone
Tt)e: &o Schoo) (4ro9essona) De!e)o2ment)
Lesson >: D
To2c: &LA
Date: 5arch 1?; 1A?B; /rda8
Tme: ?:AA 45C ?:BD 45
Standards E Benchmarks:
SLOs:
18. 5atera)s E reso#rces9
Students First
CNMI PSS Office of Instructional Services 13
Jae Hee Kim
?F< Tme)ne
Introd#ctor8 act!tes9
1F. De!e)o2menta) act!tes9
%B. C)osn" act!tes9
G >o)eor(9
Hone
$ H E ' E T O
W!ere are
e going5
W!*5 W!at
is expecte$5
>o i&& e
!oo( an$
!o&$ stu$ent
interest5
>o i&& e
e/uip stu$ents
for expecte$
perfor)ances5
>o i&& e
!e&p stu$ents
to ret!in(
an$ revise5
>o i&&
stu$ents se&f-
eva&uate an$
ref&ect on t!eir
&earning5
>o i&& e
tai&or
&earning to
varie$ nee$s,
interests,
st*&es5
>o i&& e
organiIe an$
se/uence t!e
&earning5
$hat 8o# sho#)d am 9or n 8o#r 2)an:
1. Inc&u$e appropriate strategies t!at pro)ote stu$ent &earning, active
engage)ent, )anipu&ation an$ testing of i$eas. Stu$ents are as(e$ to ta(e
responsi'i&it* for t!eir on &earning
%. Inc&u$e cu&tura& integration. Co))unit* resources are 'roug!t into &esson.
3. C&ear&* tie to a stan$ar$@sA. Stu$ents are as(e$ to engage critica& t!in(ing an$
pro'&e) so&ving as appropriate to prior (no&e$ge, st*&es an$ interests
-. Engage stu$ents in 'ot! in$ivi$ua& an$ group &earning 'ase$ on persona&
interests. Stu$ents are a'&e to )a(e c!oices t!at !e&p to esta'&is! )eaning.
6. Inc&u$e variet* an$ acco))o$ations for &earning st*&es, an$ )u&tip&e &eve&s of
$eve&op)ent. Lesson c&ear&* ties to curricu&u) goa&s.
7. Inc&u$e activating prior (no&e$ge, anticipating preconceptions, exp&oration
an$ pro'&e) so&ving, an$ ne s(i&& 'ui&$ing.
Students First
CNMI PSS Office of Instructional Services 14
Jae Hee Kim
'ES4O&SE TO I&TE'3E&TIO& ('tI)
5ier I Activities:
List of activities !ic! are at t!e co))on core or stan$ar$s an$ 'enc!)ar(
&eve&s.
Learner $ata progress is co&&ecte$ at t!ree perio$s $uring t!e *ear.
5ier II Activities:
List of activities !ic! are at t!e strategic &eve&.
Learners $o not respon$ to core curricu&u) J Kat-ris(L for fai&ure
Supp&e)enta& instruction provi$e$.
Learner $ata progress is fre/uent $uring t!e *ear @exa)p&e9 ever* % ee(sA.
5ier III Activities:
List of activities !ic! are at t!e strategic &eve&.
Learners $o not respon$ to core curricu&u) J Kat-ris(L for fai&ure
Supp&e)enta& instruction provi$e$.
Learner $ata progress is fre/uent $uring t!e *ear @exa)p&e9 ever* % ee(sA.
S$D A&D ELL &EEDS: STE4 $ISE 4'OCESS
Student's( 4, Disabilities E!! Student's(
$hat barrers are kee2n" the st#dents 9rom accessn" nstr#cton; 2artc2atn" n act!tes; demonstratn" )earnn"; etc(
Student -: Student -:
$hat s#22orts +)) red#ce dent9ed barrers(
Student -: Student -:
Students First
CNMI PSS Office of Instructional Services 15
Jae Hee Kim
Ho+ +)) the s#22ort assst the st#dents n accessn" nstr#cton; 2artc2atn" n act!tes; demonstratn" )earnn"; etc(
Student -: Student -:
B< TA'GET S4ECI/IC IE4 OBMECTI3ES A&D /O%&DATIO&AL S,ILLS THAT CA& BE ADD'ESSED
D%'I&G THE %&IT (S4ED)< List (e* or$s fro) IE# o':ectives an$0or foun$ationa& s(i&&s an$ in$icate !ic! IE#
o':ectives an$ foun$ationa& s(i&&s can 'e a$$resse$ it!in eac! instructiona& activit*.
IE4 object!es E
9o#ndatona) sk))s
(+rte ke8 +ords)
,oun$ in In$ivi$ua& E$ucation #&an
%nt nstr#ctona)
act!tes (+rte the
n#mber o9 the
act!t8 or ke8
+ords)
'e9erence
Instr#ctona) Strate"es (CIT$) Techno)o"8 5atera)sL 'eso#rces: St#dent $orkLE!dences:
Ident98n" Sm)artes E
D99erences:
Co)pare
C&assif*
<etap!or
Ana&og*
Generatn" E Testn" H82othess:
2ecision <a(ing
Experi)enta&
In/uir*
>istorica& Investigation
Invention
#ro'&e) So&ving
S*ste)s Ana&*sis
&on:Ln"#stc 'e2resentaton:
Cinest!etic
<enta& I)ager*0Senses
#!*sica& <o$e&
#ictograp!
Other:
A$vance =rganiIer
Cues an$ Duestions
Hote Ta(ing
#ractice
#rovi$ing ,ee$'ac(
2ata Co&&ection
"rainstor)ing0 I$ea
<apping Softare
2iagnostic #rescriptive
S*ste)
Ca&cu&ators
2isp&a* Too&s
C&ic(ers
Interactive W!ite'oar$
Co&&a'orative App&ication
E$ucationa& ga)es
Co))unication Too&s
Mirtua& )anipu&ative
<u&ti)e$ia @atc!ingA
<u&ti)e$ia @creatingA
Sprea$s!eet
We'-'ase$ Researc!
Wor$ #rocessing
=t!er @)a(e noteA
#&a*0S(its
Creating ne poe)0s!ort
stories0songs
#ro:ects @32 )o$e&s,
$iora)as, etc.A
.roup $iscussion
#eer0Se&f Eva&uation
2e'ates
Intervies
#eer Teac!ing
#ro'&e) So&ving
Su))ariIing
=ut&ine
Co)pare 3 Contrast
Stu$ent 2e)onstration
Si&ent Rea$ing
Nourna&ing0Writing
Reports
=ra& #resentations
.rap!ic =rganiIers
Investigation0Experi)ent
Learning .a)es
#arap!rasing0Rete&&
I&&ustrate
<e)oriIe
Students First
CNMI PSS Office of Instructional Services 16
Jae Hee Kim
#rovi$ing Recognition
Reinforcing Effort
Setting =':ectives
Wor(s!eets
Hote-ta(ing0 Listing
2iscussion
>an$s-on Learning
B)oomGs Ta7onom8
'emember %nderstand A22)8 Ana)8Ne E!a)#ate Create
Te&&, &ist,
$escri'e, re&ate,
&ocate, rite,
fin$, state, na)e,
i$entif*, &a'e&,
reca&&, $efine,
recogniIe, )atc!
repro$uce,
)e)oriIe, $ra,
se&ect, recite
Exp&ain,
interpret,
out&ine, $iscuss,
$istinguis!,
pre$ict, restate,
trans&ate,
co)pare,
$escri'e, re&ate,
genera&iIe,
su))ariIe, put
in on or$s,
parap!rase,
convert,
$e)onstrate,
visua&iIe, fin$
out )ore info
So&ve, s!o,
use, i&&ustrate,
construct,
co)p&ete,
exa)ine,
c&assif*, c!oose,
interpret, )a(e,
put toget!er,
c!ange, app&*,
pro$uce,
trans&ate,
ca&cu&ate,
)anipu&ate,
)o$if*, put into
practice
Ana&*Ie,
$istinguis!,
exa)ine,
co)pare,
contrast,
investigate,
categoriIe,
i$entif*, exp&ain,
separate,
a$vertise, ta(e
apart,
$ifferentiate,
su'$ivi$e,
$e$uce
Nu$ge, se&ect,
c!oose, $eci$e,
:ustif*, $e'ate,
verif*, argue,
reco))en$,
assess, $iscuss,
rate, prioritiIe,
$eter)ine,
criti/ue, eig!,
va&ue, esti)ate,
$efen$
Create, invent,
co)pose,
pre$ict, p&an,
construct,
propose, $evise,
for)u&ate,
co)'ine,
!*pot!esiIe,
originate, a$$ to,
forecast
SIO /ACETS O/ %&DE'STA&DI&G (BLOO5GS TAOO&O5-)
E7am2)e o9 %sn" H /acets o9
%nderstandn" (To2c: &#trton)
?< EO4LA&ATIO&: W!at are t!e (e* i$eas in..5 W!at are exa)p&es
of..5 W!at are t!e c!aracteristics an$ parts of..5 W!at cause$..5 W!at
are t!e effects of..5 >o )ig!t e prove, confir), :ustif*..5 >o
is..connecte$ to..5 W!at )ig!t !appen if..5 W!at are t!e co))on
)isconceptions a'out..5 >o $i$ t!is co)e a'out5 W!* is t!is so5
2eve&op a 'roc!ure to !e&p *oung
stu$ents un$erstan$ !at is )eant '* a
'a&ance$ $iet
1< I&TE'4'ETATIO&: W!at is t!e )eaning of..5 W!at are t!e
i)p&ications of..5 W!at $oes4revea& a'out..5 >o is4&i(e4@ana&og*
or )etap!orA5 >o $oes4re&ate to )e or us5 So !at5 W!* $oes it
)atter5
2iscuss !at t!e popu&arit* of fast foo$s
sa* a'out )o$ern &ife5
6< A44LICATIO&: >o is4app&ie$ in t!e &arger or&$5 >o
)ig!t4!e&p to..5 >o cou&$ e use4 to overco)e..5 >o an$ !en
can e use t!is @(no&e$ge or processA5
#&an a )enu for a c&ass part* consisting
of !ea&t!*, *et tast* snac(s.
B< 4E'S4ECTI3E: W!at are t!e $ifferent points of vie a'out..5
>o )ig!t t!is &oo( fro) a $ifferent perspective5 >o is t!is si)i&ar
to or $ifferent fro)..5 W!at are ot!er possi'&e reactions to..5 W!at are
t!e strengt!s an$ ea(nesses of..5 W!at are t!e &i)its of..5 W!at is t!e
evi$ence for..5 Is t!e evi$ence re&ia'&e5 Sufficient5
Con$uct a researc! to fin$ out if t!e
,oo$ #*ra)i$ gui$e&ines app&* in t!e
ot!er regions @e.g. Antarctica, Asia, t!e
<i$$&e EastA an$ t!e i)pact of $iverse
$iets on !ea&t! an$ &ongevit*.
D< E54ATH-: W!at ou&$ it 'e &i(e to a&( in 4Os s!oes5 >o
)ig!t4fee& a'out..5 >o )ig!t e reac! an un$erstan$ing a'out..5
W!at as4tr*ing to )a(e us fee& an$ see5
I)agine9 >o )ig!t it fee& &i(e to &ive
it! a $ietar* restriction $ue to a
)e$ica& con$itionP
Students First
CNMI PSS Office of Instructional Services 17
Jae Hee Kim
H< SEL/:,&O$LEDGE: >o $o I (no..5 W!at are t!e &i)its of
)* (no&e$ge of..5 W!at are )* K'&in$ spotsL a'out..5 >o can I 'est
s!o..5 >o are )* vies a'out4s!ape$ '*..@experiences, !a'its,
pre:u$ices, st*&eA5 W!at are )* strengt!s an$ ea(nesses in..5
Ref&ect9 To !at extent are *ou a !ea&t!*
eater5 >o )ig!t *ou 'eco)e a
!ea&t!ier eater5
Students First
