CNMI PSS Office of Instructional Services 1

CNMI Public School System

Understanding by Design
Collaborative Curriculum Unit Planning
School:San Antonio Elementary Grade Level: 2nd Wee!s" o#: (April 21-25 $ %&'("
Stage ': Identi#y Desired )esults
ESTABLISHED GOALS
Standard(s) and Ben!mar"(s)#
$e%ie&#
RL10.
By the end of the year, read and comprehend literature, including stories and
poetry, in the
grades 23 text complexity band proficiently, ith scaffolding as needed at the
high end of the range.
!" 3
#no and apply grade$le%el phonics and ord analysis s&ills in decoding ords.
R!'( Read ith sufficient accuracy and fluency to support comprehension
"L)( *reate audio recordings of stories or poems+ add draings or other %isual
displays to stories or recounts of experiences hen appropriate to clarify ideas,
thoughts, and feelings.
,-.
.articipate in shared research and riting pro/ects 0e.g., read a number of boo&s
on a single topic to produce a report+ record science obser%ations1.
'ontent O()eti%e(s)#
How to record personal poems or story.
How to create a Research paper.
About the Volume, rate, and Expression when reading a poem or story.
Lan*+a*e O()eti%e(s)
I can create a recording with my poems or story with the proper volume, rate, and expression.
I can construct a research based shared with my partner according to a chosen topic.
I can investigate a topic by following the procedures on how to do a research.
I can share and explain the outcome of my work.
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CNMI PSS Office of Instructional Services 2
,HAT -.DE$STA.DI.GS A$E DESI$ED/
*ig Idea!s"+Students ,ill understand that
Students ,ill be able to read level+a--ro-riate te.t ,ith #luency and com-rehension/
Students ,ill be able to clari#y their ,riting through sel#+revising and editing/
Students ,ill be able to use a variety o# #orms #or ,riting/
Students ,ill be able to use oral language #or di##erent -ur-oses/
Students ,ill be able to retell stories ,ith details/
,!at essential 0+estions &ill (e onsidered/
1. hat are the steps by steps procedure on recording a poems or story!
2. hat are the things to be considered when doing a research!
". hat do # need to $now in order %or me to produce a &uality wor$!
'. hy is it important to $now the details on how to do a research paper!
,HAT 1E2 1.O,LEDGE A.D S1ILLS ,ILL ST-DE.TS A'3-I$E AS A $ES-LT
O4 THIS -.IT/
Students ,ill no,5
How to record personal poems or story.
How to create a Research paper.
About the Volume, rate, and Expression when
reading a poem or story.
Students ,ill be able to5
I can create a recording with my poems or
story with the proper volume, rate, and
expression.
I can construct a research based shared
with my partner according to a chosen
topic.
I can investigate a topic by following the
procedures on how to do a research.
I can share and explain the outcome of my
work.
Sta*e 2# Determine Aepta(le E%idene
,HAT E6IDE.'E ,ILL SHO, THAT ST-DE.TS -.DE$STA.D/
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CNMI PSS Office of Instructional Services 3
Per#ormance 0as!s" !summary in G)1SPS #orm+See )e#erence"(
)he *ocabulary words %rom the story together with *ocabulary words introduced by the
teacher through the instruction will be used throughout the wee$. +tudents will be
assessed on their understanding *ia wor$sheet.
Per#ormance 0as )ubric:
Criteria Advance (4) Proficient (3) Developin (2) !einnin (1)
Reading
Comprehension
Summarizes
important points
and makes
connections to
other literature
or experiences.
Identifies main
idea and
important story
elements.
Recalls some
facts and
details
Unable to
answer specific
questions
about material
read.
Writing Conveys ideas
in an
interestin!
descriptive and
unique way.
"eins to
convey ideas in
an interestin
and descriptive
way.
Uses some
precise
lanuae and
sentence
variety.
Uses simple
words in
sentences.
Spelling #. Spells words
well beyond
rade $ words
and makes
excellent
approximations
of unknown
words.
Spells rade $
words with very
few errors and
makes ood
approximations
of unknown
words.
Spells many
rade $ words
and makes
identifiable
approximations
of unknown
words.
Spells some
rade $ words.
Organization % &vidence of
plannin and
loical
order allows
reader
to easily move
throuh the
composition.
% clear
beinnin and
endin
% effective
linkin
words and
phrases
% sense of
wholeness
% 'oical order
allows
reader to move
throuh the
composition
without
confusion.
% has a
beinnin and
endin
% some linkin
words
and phrases
attempt at
oranization
% weak
beinnin!
endin
% may lack
linkin
words and
phrases
% random order
% no beinnin
or
endin
% difficult for the
reader
to move
throuh the
response
Participation Used time well
in class and
focused
attention on the
activity.
Used time
pretty well.
Stayed focused
on the activity
most of the
(id the activity
but did not
appear very
interested.
)ocus was lost
*articipation
was minimal
+R student
was hostile
about
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CNMI PSS Office of Instructional Services 4
time. on several
occasions.
participatin.
2ther 3vidence!s"$ 4ui55es$ tests$ -rom-ts$ observations$ dialogues$ ,or sam-le:

Student Sel#+1ssessment and )e#lection:
Exit ,ards
.ote# See 4aet o7 -nderstandin* $e7erene
Sta*e 8# 9lan Learnin* E:perienes and Instr+tion
Ati%ity Ban" (See $e7erene on ,HE$ETO Elements 7or *+ided 0+estions to plan ati%ities)# List
all ati%ities 7or t!e &ee"(s)- lass &or"; pro)ets; !ome&or"; learnin* tas"s; assessments; et<
2onday( 3pril 21, 201'
Spring Break!
No lasses!
4uesday( 3pril 22, 201'
Spring Break!
No lasses!
,ednesday, 4hursday, and !riday$3pril 23$2), 201'
5. 2orning Business( 1) minutes 0R!"31
a! "pelling ords( "ords with or, ore #horn, story, fork, score, store, morning, shore, born, tore,
forget, for, more, report, force
b! 6igh !re7uency ords( I$ve, begins, being, flower, ground, laugh, ready, stood, tall, very
c1 4arget 8ocabulary ords(
%. &a'ing( looking at something fondly
). *ero( someone who is looked up to for doing something important or brave
+. Sprang( ,umped up -uickly
.. /xercise( activity that moves the body
0. Sore( a feeling of pain or discomfort
1. Studied( learned about a sub,ect
2. 3epended( counted on4 relied on
5. 6verlooked( didn$t see4 not noticed4 looked past
9.
55. :escripti%e :ata
7esson Number8 %
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CNMI PSS Office of Instructional Services "
9opic8 :eading with /xpression or ;luency and <ower <oints =aking
9ime8 58%0am(>8.0am #>? minutes!
555. ;oals, <b/ecti%es and "tandards
3. 5nstructional ;oals(
,e will be able to record poems or story based on our own experiences usin
technoloy.
-o learn how to record poetry or stories usin technoloy.
-o learn the process of research usin the step by step procedure.
B. "tandards(
:7%?.
By the end of the year, read and comprehend literature, including stories and poetry, in the
grades )@+ text complexity band proficiently, with scaffolding as needed at the high end of the
range.
;S +
Anow and apply grade(level phonics and word analysis skills in decoding words.
:;.8 :ead with sufficient accuracy and fluency to support comprehension
S708 reate audio recordings of stories or poems4 add drawings or other visual displays to stories
or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
"2.
<articipate in shared research and writing pro,ects #e.g., read a number of books on a single topic
to produce a report4 record science observations!.
*. "tudent Learning <utcomes( 5 can=
I can create a recording with my poems or story with the proper volume, rate, and expression.
I can construct a research based shared with my partner according to a chosen topic.
I can investigate a topic by following the procedures on how to do a research..
I can share and explain the outcome of my work
58. Lesson 1( *reate a Recordings
B. 2oti%ation( Bsk the student what is recordingC *ow do they apply it in their real lifeC ite some
example based on your own experienced. Brainstorm from the student what they can be recorded.
B. 3cti%ity 1(
%. Budio recordings are a good way to share a favorite story or poem. Dou might want to share
something you wrote. Dou might want to share something you read. Dou can make a recording
and send it to a friend. Dou can make a recording to share with a relative who lives far away.
). Below are the steps you can follow to create an audio recording.
a! .repare( Dou want to be proud of the recording you make. 9o do your best, follow these steps
as you prepare8
*hoose a "tory or .oem( 9o choose the one you will record, ask yourself these -uestions.
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CNMI PSS Office of Instructional Services #
o "hich story or poem would my audience most en,oyC
o "hich story or poem can be read aloud with feelingC
o "hich story or poem would I most like to shareC
>se ?our 8oice( Dou can use your voice to add interest to your story or poem. Dou need to
think about what you say and how you say it. :eread the story or poem you chose. 9hink
about where you should change your voice to make your reading more interesting. Dou can
speak softer or louder in certain parts. Dou can speed up or slow down. Dou can add
expression that shows surprise or anger. =ake sure to use the following 8olume, rate, and
expression
b! Rehearse( =ake sure that you practice to be sure your recording is the best you can do.
<ractice by yourself and practice in front of others who can help you. ;or tips on making the
most of your practices, click on these links.
1. .ractice by ?ourself
a! ;ind a -uiet place where you can read your story or poem aloud.
b! =ake a recording of your reading so you can listen later.
c! Speak clearly.
d! 3on$t talk too fast. Be sure to pause after funny or important moments.
e! =atch your volume, rate, and expression to what is happening in your story or
poem.
f! "hen you are done recording, listen carefully to the recording. =ake a short list of
things you would like to improve.
g! 9ry again. ;ocus on one or two things you want to do better this time.
h! Aeep practicing until you like what you hear.
2. .ractice ith <thers
a! Bsk two or three of your friends to listen to your reading.
b! /xplain that you want them to help you get better.
c! Bsk them for feedback at the end of your reading.
d! Ese their suggestions to improve.
e! 9ry again and ask them if your reading improved.
f! :emember to make a recording of each practice so you can listen later. Dou
can decide what you are doing well and what you need to improve.
c.! Record( Dou have prepared your story or poem. Dou have rehearsed it by yourself and
with others. Now you are ready to make a final recording.
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CNMI PSS Office of Instructional Services $
!ollo these tips(
a. Speak clearly and slowly.
b. Speak loud enough so your voice sounds strong.
c. Ese expression in your voice.
d. hange the rate and the volume of your voice to match what is happening in your
story or poem.
e. If you make a mistake, remember that you can stop the recording and start over.
f. "hen you are satisfied with your recording, make copies and share with others.
8. @ote( !riday$.resentation
85. Lesson 2( Research to Build and Present Knowledge (Shared Research)
B. 2oti%ation( Bsk the students the following -uestion. "hat can you do in order to find answers
to your -uestionC *ow are you going to record your informationC 9he student will brainstorm
some ideas about these two -uestion. 9he teacher can write it on the board. *ave you tried to
research on something that you are curious aboutC "hat is itC "ho can share your
experiencedC
B. 3cti%ity( .air up your student. Let them choose hat topic they ant to research.
"hat do you want to learn aboutC Dou can do research to learn about it. :esearch helps you
find answers and learn new things. Bfter you research, you can write a report to share what
you learned. "ork with a small group to research a topic. 9he following are the steps you
need to know in order to have a successful research.
a. 2a&e a .lan( 9o begin researching, you need a plan. "hat topic will you researchC
"here will you find informationC
%. *hoose a 4opic( ;irst, choose a topic. "hat do you want to learn aboutC "ould
you like to learn about animalsC "ould you like to learn about life cyclesC
'ook at this example.
6ur topic is8 plants
"e chose this topic because8 "e want to learn how seeds become plants.
). 3s& a Auestion( Next, ask a -uestion about the topic. Fuestions ask
who, what, when, where, why, and how. Dou will do research to answer
your -uestion.
7ook at this example8
6ur -uestion is8 *ow do seeds become plantsC
b. !ind 5nformation( *ow will you answer your -uestionC Dou will find information.
%. ;ather "ources( It is a good idea to look at many sources. /ach source can
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CNMI PSS Office of Instructional Services %
tell you different things about your topic. *ere are some good sources8
nonfiction books about your topic
textbooks
safe "eb sites
encyclopedias
observations
7ook at this group$s ideas. "hat sources will they useC Fuestion8
*ow do seeds become plantsC Sources we could use8
)ind books about plants and life cycles.
*lant a seed and observe what happens.
$. Take Notes: Choose one of your sources. ,rite down the title. ,rite
down the author/s name. 'ook for facts about your topic.
Source 1: Life Ccles of Plants ! "ordan #ndre$s
0otes.
a1 Seeds need soil! water! and liht.
a. -he seed sprouts and becomes a plant.
b. )irst! the root pokes throuh the seed. It rows in the soil.
c. -he part near the seed pokes throuh the soil. -hat/s the stem.
d. -he leaves start to row.
2. %ake O!ser&ations: ,hat can you learn about your topic by makin
observations3 Record what you see.
Planting a Seed
Day 1 Put seed in soil. Put it by the window. Watered it.
Day 4 Seed sprouted. The seed case is poking out of the soil. We can
see the stem.
Day 5 The stem is standing up straight.
Day !irst lea"es appear.
c. <rganiBe and "ummariBe 5nformation( It is time to sum up your ideas and put them
in order. Se-uence Ideas( <ut your ideas in order. Ese a se-uencing chart. "hat
goes firstC "hat goes nextC "hat goes lastC *ere is an example about the cycle of
plants8
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CNMI PSS Office of Instructional Services &
d. 2a&e a .resentation( Dou may wish to write a report to share what you learned from
your research.
9o write a report8
a! Begin by telling your topic.
b! 9ell what -uestion you asked.
c! 9hen share the answer you found.
d! Include important facts and details.
e! Bdd drawings or photographs.
*ere are some other ways to share your findings8
a! &ive a speech.
b! 3o a demonstration.
c! Build a "eb page.
GI. Note8 ;riday will be the presentation of their research topic.
85. 2aterials and C7uipment
<oems
<ower <oint
:ubric
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CNMI PSS Office of Instructional Services 1'
:esearch topic
855. 3ssessment, Reflection, D Re%ision
<articipation, <resentation, :ubric, <ower <oint
$ES9O.SE TO I.TE$6E.TIO. ($tI)
0ier I 1ctivities:
-ist o% acti*ities which are at the common core or standards and benchmar$
le*els.
-earner data progress is collected at three periods during the year.
0ier II 1ctivities:
-ist o% acti*ities which are at the strategic le*el.
-earners do not respond to core curriculum . /at0ris$1 %or %ailure
+upplemental instruction pro*ided.
-earner data progress is %re&uent during the year 2example( e*ery 2 wee$s3.
0ier III 1ctivities:
-ist o% acti*ities which are at the strategic le*el.
-earners do not respond to core curriculum . /at0ris$1 %or %ailure
+upplemental instruction pro*ided.
-earner data progress is %re&uent during the year 2example( e*ery 2 wee$s3.
S,D A.D ELL .EEDS- STE9 ,ISE 9$O'ESS
Student!s" ,6 Disabilities 3LL Student!s"
,!at (arriers are "eepin* t!e st+dents 7rom aessin* instr+tion; partiipatin* in ati%ities; demonstratin* learnin*; et/
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CNMI PSS Office of Instructional Services 11
Student ': Student ':
,!at s+pports &ill red+e identi7ied (arriers/
Student ': Student ':
Ho& &ill t!e s+pport assist t!e st+dents in aessin* instr+tion; partiipatin* in ati%ities; demonstratin* learnin*; et/
Student ': Student ':
=< TA$GET S9E'I4I' IE9 OB>E'TI6ES A.D 4O-.DATIO.AL S1ILLS THAT 'A. BE ADD$ESSED
D-$I.G THE -.IT (S9ED)< -ist $ey words %rom #E4 ob5ecti*es and6or %oundational s$ills and indicate which #E4
ob5ecti*es and %oundational s$ills can be addressed within each instructional acti*ity.
IE9 o()eti%es ?
7o+ndational s"ills
(&rite "ey &ords)
7ound in #ndi*idual Education 4lan
-nit instr+tional
ati%ities (&rite t!e
n+m(er o7 t!e
ati%ity or "ey
&ords)
$e7erene
Instr+tional Strate*ies ('IT,) Te!nolo*y @aterialsA $eso+res# St+dent ,or"AE%idenes#
Identi7yin* Similarities ?
Di77erenes#
,ompare
,lassi%y
8etaphor
Analogy
Generatin* ? Testin* Hypot!esis#
9ecision 8a$ing
Experimental
#n&uiry
Historical #n*estigation
#n*ention
4roblem +ol*ing
+ystems Analysis
.on-Lin*+isti $epresentation#
:inesthetic
9ata ,ollection
;rainstorming6 #dea
8apping +o%tware
9iagnostic 4rescripti*e
+ystem
,alculators
9isplay )ools
,lic$ers
#nteracti*e hiteboard
,ollaborati*e Application
Educational games
,ommunication )ools
Virtual manipulati*e
8ultimedia 2watching3
8ultimedia 2creating3
+preadsheet
4lay6+$its
,reating new poem6short
stories6songs
4ro5ects 2"9 models,
dioramas, etc.3
<roup discussion
4eer6+el% E*aluation
9ebates
#nter*iews
4eer )eaching
4roblem +ol*ing
+ummari=ing
>utline
,ompare ? ,ontrast
+tudent 9emonstration
Students First
CNMI PSS Office of Instructional Services 12
8ental #magery6+enses
4hysical 8odel
4ictograph
Ot!er#
Ad*ance >rgani=er
,ues and @uestions
Aote )a$ing
4ractice
4ro*iding 7eedbac$
4ro*iding Recognition
Rein%orcing E%%ort
+etting >b5ecti*es
eb0based Research
ord 4rocessing
>ther 2ma$e note3
+ilent Reading
Bournaling6riting
Reports
>ral 4resentations
<raphic >rgani=ers
#n*estigation6Experiment
-earning <ames
4araphrasing6Retell
#llustrate
8emori=e
or$sheets
Aote0ta$ing6 -isting
9iscussion
Hands0on -earning
BloomBs Ta:onomy
$emem(er -nderstand Apply AnalyCe E%al+ate 'reate
)ell, list,
describe, relate,
locate, write,
%ind, state, name,
identi%y, label,
recall, de%ine,
recogni=e, match
reproduce,
memori=e, draw,
select, recite
Explain,
interpret,
outline, discuss,
distinguish,
predict, restate,
translate,
compare,
describe, relate,
generali=e,
summari=e, put
in own words,
paraphrase,
con*ert,
demonstrate,
*isuali=e, %ind
out more in%o
+ol*e, show,
use, illustrate,
construct,
complete,
examine,
classi%y, choose,
interpret, ma$e,
put together,
change, apply,
produce,
translate,
calculate,
manipulate,
modi%y, put into
practice
Analy=e,
distinguish,
examine,
compare,
contrast,
in*estigate,
categori=e,
identi%y, explain,
separate,
ad*ertise, ta$e
apart,
di%%erentiate,
subdi*ide,
deduce
Budge, select,
choose, decide,
5usti%y, debate,
*eri%y, argue,
recommend,
assess, discuss,
rate, prioriti=e,
determine,
criti&ue, weigh,
*alue, estimate,
de%end
,reate, in*ent,
compose,
predict, plan,
construct,
propose, de*ise,
%ormulate,
combine,
hypothesi=e,
originate, add to,
%orecast
SID 4A'ETS O4 -.DE$STA.DI.G (BLOO@BS TADO.O@2)
E:ample o7 -sin* E 4aets o7
-nderstandin* (Topi# .+trition)
1< ED9LA.ATIO.# hat are the $ey ideas in..! hat are examples
o%..! hat are the characteristics and parts o%..! hat caused..! hat
are the e%%ects o%..! How might we pro*e, con%irm, 5usti%y..! How
is..connected to..! hat might happen i%..! hat are the common
misconceptions about..! How did this come about! hy is this so!
9e*elop a brochure to help young
students understand what is meant by a
balanced diet
2< I.TE$9$ETATIO.# hat is the meaning o%..! hat are the
implications o%..! hat doesre*eal about..! How isli$e2analogy
or metaphor3! How doesrelate to me or us! +o what! hy does it
matter!
9iscuss what the popularity o% %ast %oods
say about modern li%e!
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CNMI PSS Office of Instructional Services 13
8< A99LI'ATIO.# How isapplied in the larger world! How
mighthelp to..! How could we use to o*ercome..! How and when
can we use this 2$nowledge or process3!
4lan a menu %or a class party consisting
o% healthy, yet tasty snac$s.
=< 9E$S9E'TI6E# hat are the di%%erent points o% *iew about..!
How might this loo$ %rom a di%%erent perspecti*e! How is this similar
to or di%%erent %rom..! hat are other possible reactions to..! hat are
the strengths and wea$nesses o%..! hat are the limits o%..! hat is the
e*idence %or..! #s the e*idence reliable! +u%%icient!
,onduct a research to %ind out i% the
7ood 4yramid guidelines apply in the
other regions 2e.g. Antarctica, Asia, the
8iddle East3 and the impact o% di*erse
diets on health and longe*ity.
5< E@9ATH2# hat would it be li$e to wal$ in Cs shoes! How
might%eel about..! How might we reach an understanding about..!
hat wastrying to ma$e us %eel and see!
#magine( How might it %eel li$e to li*e
with a dietary restriction due to a
medical conditionD
E< SEL4-1.O,LEDGE# How do # $now..! hat are the limits o%
my $nowledge o%..! hat are my /blind spots1 about..! How can # best
show..! How are my *iews aboutshaped by..2experiences, habits,
pre5udices, style3! hat are my strengths and wea$nesses in..!
Re%lect( )o what extent are you a healthy
eater! How might you become a
healthier eater!
Students First