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    This document outlines a unit plan focused on teaching students about courage. The unit is designed to help students meet several reading and speaking/listening standards. It will help students understand that courage can be shown in different ways, courage makes people feel stronger, and courageous people inspire others. Students will learn about characteristics of courageous figures, how they affect others, and what courage looks and feels like. Assessment will include a Venn diagram comparing courageous characters, a letter to Dr. Martin Luther King Jr., and creating courage posters. The learning plan consists of read-alouds, videos, discussions, analysis of character feelings, and examining quotes about courage.

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    Ubd Template

    Uploaded by

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    110 views2 pages
    This document outlines a unit plan focused on teaching students about courage. The unit is designed to help students meet several reading and speaking/listening standards. It will help students understand that courage can be shown in different ways, courage makes people feel stronger, and courageous people inspire others. Students will learn about characteristics of courageous figures, how they affect others, and what courage looks and feels like. Assessment will include a Venn diagram comparing courageous characters, a letter to Dr. Martin Luther King Jr., and creating courage posters. The learning plan consists of read-alouds, videos, discussions, analysis of character feelings, and examining quotes about courage.

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    This document outlines a unit plan focused on teaching students about courage. The unit is designed to help students meet several reading and speaking/listening standards. It will help students understand that courage can be shown in different ways, courage makes people feel stronger, and courageous people inspire others. Students will learn about characteristics of courageous figures, how they affect others, and what courage looks and feels like. Assessment will include a Venn diagram comparing courageous characters, a letter to Dr. Martin Luther King Jr., and creating courage posters. The learning plan consists of read-alouds, videos, discussions, analysis of character feelings, and examining quotes about courage.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    110 views2 pages

    Ubd Template

    Uploaded by

    api-456353150
    This document outlines a unit plan focused on teaching students about courage. The unit is designed to help students meet several reading and speaking/listening standards. It will help students understand that courage can be shown in different ways, courage makes people feel stronger, and courageous people inspire others. Students will learn about characteristics of courageous figures, how they affect others, and what courage looks and feels like. Assessment will include a Venn diagram comparing courageous characters, a letter to Dr. Martin Luther King Jr., and creating courage posters. The learning plan consists of read-alouds, videos, discussions, analysis of character feelings, and examining quotes about courage.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    Mary Forgione

    ED602
    Understanding by Design Template

    Stage 1 - Desired Results

    Established Goals:
    RL.1.1- Ask and answer questions about key details in a text.
    RL.1.2- Retell stories, including key details, and demonstrate understanding of their central
    message or lesson.
    RL.1.3- Describe characters, settings, and major events in a story, using key details.
    RL.1.4- Ask and answer questions to help determine or clarify the meanings of words and
    phrases in a text.
    RL.1.9- Compare a contract the adventures and experiences of characters in stories.
    SL.1.1- Participate in collaborative conversations with diverse partners about grade 1 topics
    and texts with peers and adults in small and larger groups.
    SL.1.2- Ask and answer questions about key details in a text read aloud or information
    presented orally or through other media.
    SL.1.5- Add drawings or other visual displays to descriptions when appropriate to clarify
    ideas, thoughts, and feelings.

    1.1 Enduring Understandings 1.2 Essential Questions

    Students will understand that . . . .


     Courage can be shown in different  How do courageous people improve the
    ways. world?
     Courage is a powerful feeling that  How do the characteristics of courageous
    makes people feel stronger. people affect others?
     Courageous people inspire us to be
    better and do better.

    1.3 Acquisition of Knowledge and Skills

    Students will know . . . . Students will be able to . . .


     compare and contrast the courageous acts
     characteristics of courageous of characters in stories.
    people/characters.  identify and describe the characteristics of
     how courageous people affect others. a courageous person.
     what courage can look, feel, and sound  share thoughts, words, and actions that
    like. show courage.
     actively participate in discussing how
    courageous people improve the world.

    Stage 2 - Assessment Evidence

    Performance Tasks: Other Evidence:


    Mary Forgione
    ED602

     complete a Venn Diagram to show how


    two of the courageous characters  observations of students’ discussions and
    affected people in the same ways and in questions
    different ways  identify and illustrate courageous events
     draft a letter to Dr. Martin Luther King from stories
    telling him how one of his quotes  observations of student’s “stop and jot”
    affects his/her life and what it means to note taking
    them
     Create courage posters with original,
    inspirational quotes

    Stage 3 - Learning Plan

    Learning Activities:
     (Lesson 1-5)- Participating in interactive read alouds of texts including “Courage” by
    Bernard Waber, “Amelia & Eleanor Go For a Ride” by Pam Muñoz Ryan, “Girl
    Wonder” by Deborah Hopkinson, “Martin’s Big Words” by Doreen Rappaport, and
    “Sonia Sotomayor” by Jonah Winter
     (Lesson 1)- Viewing videos of song stories to stimulate a discussion and examine the
    meaning of courage
     (Lesson 1-2)- Comparing and contrasting how characters in the story affected people
    in the same ways and in different ways
     (Lesson 2-5)- Participating in “stop and jots” to analyze and describe character
    feelings and describe the outcomes of courageous behavior
     (Lesson 3) -Discussing the character’s feelings in the beginning, middle, and end of
    the story
     (Lesson 5)- Listening to Dr. Martin Luther King’s “I Have a Dream Speech” and
    discussing the meaning of quotes from the speech

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