teacher instructional design

7/28/2019 Teacher Instructional Design

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Assignment #4

Understanding by Design

Lynn Holland

Title of

Unit

Reading Information

Text

Grade

Level

1st Grade

Curriculum

Area

Reading/ELA Time

Frame

5 lessons

Stage 1 Desired ResultsContent Standards:

ELACC1RI1: Ask and answer questions about key details in a text.ELACC1RI4: Ask and answer questions to help determine or clarify the

meaning of words and phrases in a text.ELACC1RI5: Know and use various text features (e.g., headings, tables of

content, glossaries, electronic menus, icons) to locate keyfacts or information in a text.

ELACC1RI6: Distinguish between information provided by pictures orother illustrations and information provided by the words ina text.

AASL Learning Standards:


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4.1 Skills4.1.1 Read, view, and listen for pleasure and personal growth.4.1.2 Read widely and fluently to make connections with self, the world, and previousreading4.2 Dispositions inAction4.2.1Display curiosity by pursuing interests through multiple resources.4.2.2

Demonstrate motivation by seeking information to answer personal questions and interests, tryinga variety of formats and genres, and displaying a willingness to go beyondacademic requirements.

Understandings

Students will understand that:

There are details in the text.

That they can ask questions to find the meaning of a word or phrase in the text

That the heading and other key features in the text can help them to locateinformation in the text.

They can get information from the pictures or illustrations in the text.

Essential Questions

Overarching Questions:

What is the difference between fictionand nonfiction?

Why do we read informational texts? How do we use

instructional/procedural texts?

What are the important ways toestablish the connection amongdifferent parts of a text?

How do I use reading strategies tounderstand and gain meaning frommy grade level text?

How should I read in order tounderstand a text?

How do we find the meanings ofunknown words and phrases in atext?

Topical Questions:

Why should I read more thanone text on the same topic or

story? Why do authors present the

same information or tell thesame story in different ways?

Why do we need to askquestions when we are readinginformational texts?

Why is information organizedin different ways?

How is information organized?

Why do we ask questions while

reading informational texts? How and why do good readers

ask questions about the textwhile reading?


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Stage 2 Evidence

Performance Tasks

Goal: The goal is to introduce nonfiction text to students.Role:Your job is to read different non-fiction books to create a book to put in the classroom library

Audience: The audience is your group of classmates, parents, and friends in the school.Situation: The student will use the Animal Pathfinder to access material on animals to create a nofiction book.Product Performance and Purpose:You will have to tell the correct times on the clocks to thenearest 5 minutes, including the hour and half hour.Standards and Criteria for Success:A successful result will be that you will correctly tell thetime on the clock that is presented to you.

Goal:

To learn to use a technology tool (PhotoStory3) or a Web 2.0 tool (Animoto) toentice someone else to read the sambook.Role:The student is a book reviewer creating a book trailer that will convey thedifferent aspects of a story and entice

someone else to want to read the same book.Audience:Situation:The student has been asked to read a book, or consider a recently readbook, and create a book trailer using a

technology tool.Product Performance and Purpose:The student must use an appropriatetechnology or Web 2.0 tool to create a book trailer.Standards and Criteria for Success:The presentation will be shared withclassmates and be available on a specific computer in the library media center

andalso on school LMC website for parent and community viewing. The presentationmust include the following:1)There must be a title section which includes the students first name ONLY(privacy issue) and the title and author o

the book.2)Information section(s) must include the genre, theme, characterizations, plot,setting, and tone or mood of the book3)There must be at least five to seven picture slides related to the book (oneslide must be a picture of the book cover).

4)There must be at least five to seven information slides containing descriptivewords or book facts which correlate an

are adjacent to the pictures included inthe presentation.5)There must be a bibliography for the book read and any outside sources thatwere used (images, music, sounds, etc

6)The overall presentation must be organized, well thought out and information


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Other EvidenceQuiz and Tests

Pre Test

Quiz 1: Telling

time

Post Test

Academic Prompts Knowing the

numbers on theclock.

Being able to

count by 5 up to12

Discriminate

between analogand digital time.

Knowing theterminology fortelling time halfpast, oclock.

Informal Checks

Observe the abilit

of each student toworkcooperatively in agroup.

Observe that each

student isparticipating withmeaningfulinteractions in the

group.

Observe that both

of the mathbuddies areworking equallytogether.

Student Self-Assessment and Reflection

Self-assess your performance on each activity:Did I do my best work? Did I stay focused on the task?

Reflect on what you contributed to your buddy work? Did you both work together to get the assignmentcompleted?

Did you enjoy working with your buddy? What would make ibetter?

Reflect on what you contributed to each group project

Was I a help to my team? Did I stay focused on thetask?


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Reflect on what problems arose during each activity Did everyone get along in the group? Did everyonework in thegroup, or did just one or two do all the work?

Reflect on what worked well in each activity What do you think was the best thing that happened the group? Would you like to do this group work again?

Six Facet Rubric

Six Facet RubricTask 1: Knowingthe hour and theminute hands on aclock to tell time

Task 2: Knowingthe hands on aclock to tell thetime of activitiesduring the schoolday.

Task 3: Identifyithe seconds in aminute, theminutes in anhour, and thehours in a day.

Explanation The student willidentify the minute

and the hour hands on

the clock to tell time

The student will

discriminate between

analog and digital

time.

The student will

identify the seconds

a minute, the minute

in an hour, and the

hours in a day.

Interpretation The student willillustrate the face of a

clock

The student will tell a

story about the time

of the activities during

the day

The student will tell

story about how the

group was able to te

seconds, minutes, anhours.

Application The student willcreate a clock with the

hands on it to tell time

The student will be

able to produce an

analog clock with the

times of daily

activities

The student will sol

time questions

Perspective The student will The student will The student will


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compare and contrast

the hour and the

minute hands on the

clock

compare and contrast

digital and analog

times on a clock

compare and contra

the seconds in a

minute, the minutes

an hour, and the hou

in a day.

Empathy The student will

assume the role of thetime teller to get to

the activities of the

day

Self-Knowledge The student willrecognize the need

for the minute and the

hour hands on the

clock

The student will

reflect on how well

they were able to get

to where they needed

to be during the day

Stage Three Learning PlanW- Where and Why- Ensures that the students will understand where the unit isheaded and why.

Where:

The students will be able to tell time to the nearest five minutes.

They will be able to tell the relationships of time such as the number ofseconds in a minute, minutes in an hour and hours in a day.

Why: The students will answer the following questions in a class chat session:

Why is telling time important?

Why do we need to know what time things start and end?

H- Hook- students in the beginning to hold their attention throughout.Hook:The students will be asked to imagine a day with no time. What would it be like?

Would you like it or not? Do you think there might be some problems? What doyou think a problem could be?Each student will be given a several large post it notes to either write or draw theirresponses to the questions.


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E- Equip- students with the necessary experiences, tools, knowledge, and know-howto meet performance goals.

Explanation, Interpretation and Application:To enable students to explore and experience telling time:

The student will to identify the minute and the hour hands on the clock and

explain how they are used to tell time. The student will be able to discriminate between analog and digital time

The student will indentify the seconds in a minute, the minutes in an hour,and the hours in a day.

The student will illustrate the face of a clock.

The student will tell a story about the time of the activities during the schoolday.

The student will tell/illustrate a story about seconds, minutes, hours, andhow they relate to each other.

The student will create a clock with hands on it that will be used to tell time. The student will be able to produce an analog clock with the times of

activities that happen during the day.

The students will be able to solve time problems.

Perspective, Empathy, Self-Knowledge:

After the students have been presented with direct, group, and individualclock instruction, the student will compare and contrast the hour and minutehands on the clock.

They will also be able to compare and contrast the digital and analog timeson a clock.

They will be able compare and contrast the seconds in a minute, the minutesin an hour, and the hours in a day.

After understanding the function of the minute and hour hands, the studentwill assume the role as the time teller to get to the activities of the day atthe correct time.

After the instruction, the student will be able to recognize the need for theminute and the hour hands on the clock.

They will also be able to reflect on how much time will influence their dayand they way the proceed through it.

R- Rethink, Reflect, and Revise- provides students with numerousopportunities to rethink big ideas, reflect on progress, and revise their work.

Opportunities for reflecting, rethinking, and revisingAssessments:

Ongoing dialogue between teacher and students and between students and


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students

Checking the created clocks, and observing the created stories.

Collecting data on the Stop the Clock, interactive Smart Board game.

Evaluations:

1. Pre and Post tests2. Guided practice sheets3. Assessments on leveled interactive programs4. Rubric for each Task5. Assessments in Success Maker computer program

Reflection:

Think Alouds-The class will discuss their results of the performance task,telling time to get to their activities in the day.

They will also revisit their post to the Hook: The students will be asked to

imagine a day with no time. What would it be like? Would you like it or not?Do you think there might be some problems? What do you think a problemcould be, and discuss if they have any changes in their responses.

Rubric for Task 1: Knowing the hour and the minute hands on a clock to telltime

Does not meet

1 point

Meets

2 points

Exceeds

3 points

Score

1 Hands on the

clock

Unable to identify

the minute and the

hour hands of the

clock

Was able to identify

the minute and hour

hands on the clock

Is able to identify the

hour and the minute hand

on the clock and tell their

relationship.2 Able to tell time

correctly

Is unable to tell time

using the hour andminute hands

Is able to tell time

using the hour andminute hands

Is able to tell time using

the hour and minutehands to the 5 min.

3 Know how to tell

time to the hour

and half hour

Is unable to tell timeto the hour and half

hour

Is able to tell time tothe hour and half

hour

Is able to tell time to thehour and half hour and

use the correct

terminology half pasto clock

4 Working

independently

Unable to workindependently

Stayed focused andworked

independently.

Stayed focused andworked independently

without any redirectionfor the teacher or peers.

Target 8 points

Rubric for Task 2: Knowing the hands on a clock to tell the time of activitiesduring the school day.

Does not meet

1 point

Meets

2 points

Exceeds

3 points

Score

1 Identify the

correct analog

Unable to matchdigital to analog

Is able to match digital toanalog time 80% of the

Is able to match digitalto analog time 95% of


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time from the

digital schedule

time time the time

2 Placing the

hands on the time

in the correct for

each activity

Unable to place

the hand on the

clock to the

correct time

Was able to place the

hand on the clock to the

correct time 80% of the

time

Was able to place the

hand on the clock to

the correct time 95%

of the time

3 Was able to get

to all listedactivities of the

day

Is unable to get to

the activities atthe correct time

Is able to get to the

activities at the correcttime 80% of the time

Is able to get to the

activities at the correcttime 95% of the time

4 working with a

buddy

Unable to work

with a buddy

Stayed focused and

worked with a buddy to

complete the task.

Stayed focused and

completed the task

with 95% accuracy.

Target 8 points

Rubric for Task 3: Identifying the seconds in a minute, the minutes in anhour, and the hours in a day.

Does not meet1 point Meets2 points Exceeds3 points Score

1 Identified the

second in a

minute

Unable to

identify the

seconds in aminute

Able to identify the

seconds in a minute

Able to identify the seconds

in a minute and relate to a

real situation

2 Identified the

minutes in a

hour

Unable toidentify the

minutes in a hour

Able to identify theminutes in a hour

Able to identify the minutesin a hour and relate it to a

real situation.

3 Identified the

number of hours

in a day

Unable to

identify the

number of hoursin a day


number of hours in a

day


number of hours in a day

and relate it a real situation

4 working in

groups

Unable to work

in groups

Stayed focused and

worked successful inthe group.

Stayed focused and worked

successful in the group, andcompleted the assignment

Target 8 points

E- Evaluate- build in opportunities for students to evaluate progress and self-assess.Self-Evaluation:

Students will reflect on their responses to the hook to see if what they posted needsto be revised or updated after working through the unit.

Rubric for each Task:Listed above

Reflection Questions:

What do you understand about time?


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What do you still have trouble with when you are telling time?

What part of the unit was the most effective?

What part of the unit did you have the most difficulty with?

What are you most proud of? Why?

What are you most disappointed with? Why?

How does what you have learned relate to the present and future?

T- Tailored- to reflect individual talents, interests, styles, and needs.Assessment:

A Pre- test will be given to assess students prior knowledge.

All tests will be read to the students needing the accommodation.

Tests/Quizzes will be given in a variety of formats to meet theneeds of all students

Content:

Students work will accommodate students with different learningstyles

Students will work in a variety of settings including; small groups,buddy groups, and individual.

Students will work will be at their level of need as determined by theirpre-test

The students will be placed on the computer programs according todeficits and weakness from the assessments.

Product:

Students will have a choice of visual, written, or oral products foractivities and assignments.

Students will be able to demonstrate understanding in a way that iscomplementary to their learning style.

O- Organized- to optimize deep understanding as opposed to superficial coverage.Pretests:Skills needed will be assessed to determine prerequisite proficiency andknowledge.

Students will show that they can recognize the numbers 1 to 60

Students will show that they can count by fivesHook:

The students will be given a scenario about time that will promote a classdiscussion.

The students will watch a Brain Pop introducing them to time.Explanation, Interpretation and Application:


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1. The student will be able to identify the minute and the hour hands on theclock and explain how they are used to tell time.

2. The student will be able to illustrate the face of a clock.3. The student will be able to discriminate between analog and digital time4. The student will be able to produce an analog clock with the times of

activities that happen during the day.

5. The student will identify the seconds in a minute, the minutes in an hour,and the hours in a day.

6. The student will tell/illustrate a story about seconds, minutes, hours, andhow they relate to each other.

7. The student will create a clock with hands on it that will be used to tell time.8. The student will tell a story about the time of the activities during the school

day.9. The students will be able to solve time problems.

Perspective, Empathy, Self-Knowledge:

After the students have been presented with direct, group, and individualclock instruction, the student will compare and contrast the hour and minutehands on the clock.

They will also be able to compare and contrast the digital and analog timeson a clock.

They will be able compare and contrast the seconds in a minute, the minutesin an hour, and the hours in a day.

After understanding the function of the minute and the hour hands, thestudent will assume the role as the time teller to get to the activities of theday at the correct time.

After the instruction, the student will be able to recognize the need for theminute and the hour hands on the clock.

They will also be able to reflect on how much time will influence their dayand they way they proceed through it.

Conclusion the students will produce a visual, oral, or written response to thereflection questions from the time unit.


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Assess prior to giving the Pre test:

Student knows all numbers 1-60 Yes____________ No__________

Student can count to 60 by 5s Yes____________ No__________

Pre and Post Test

Name : __________________________________ Date: ______________ Time: _________

12:30

How many minutes in anhour?

____________________

How many seconds in a

day?

____________________

How many hours in a day?

_

___________________

What time does the class go

to lunch?

____________________

It is now 9:15, what daily

activity takes place at this

time?

____________________


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3:10

10:45

4:50

Week OneMonday(give prior knowledgeassessment, and Pretest)State the Purpose of theUnit:(Logical/Quantitative

Entry Point)

Hook :-Students will respond ina variety of ways to thehook post it notes

-Students will sharetheir responses to theneed for time

TuesdayBasic SkillBuilding:(NarrativeEntryPoint)

-The studentwill identifythe minuteand the hourhands on theclock andexplain howthey are usedto tell time.-direct

WednesdayBasic SkillBuilding:(FoundationalEntry Point)-The student will beable to discriminatebetween analog anddigital time-direct instructionusing Smart Notebook-reinforce skill using:This web site hasinteractive clock gamesfor a variety of levels.(stop the clock)http://www.woodlands-

junior.kent.sch.uk/maths/measures.htm

ThursdayEnrichment:(Aesthetic

Entry Point)

-In smallgroups, the

student willcompare andcontrast thehour andminutehands on theclock.-projects canbe donevisual,

FridayBasic SkillBuilding:(FoundationEntry Point)-The student wiindentify theseconds in a mithe minutes in ahour, and the hin a day. -directinstruction usinSmart Notebook-reinforce skillusing:SuccessMaker:Pre-programme
http://www.woodlands-junior.kent.sch.uk/maths/measures.htmhttp://www.woodlands-junior.kent.sch.uk/maths/measures.htmhttp://www.woodlands-junior.kent.sch.uk/maths/measures.htmhttp://www.woodlands-junior.kent.sch.uk/maths/measures.htm


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- Discuss the essentialquestion and give anoverview of the time unit(NarrativeEntry Point)-Watch Brain POP ontime (SmartBoard), have

students do theinteractive activitiesW H

instruction-Smart Boardinteractivelesson

Applicationof basic

skills:(ExperientialEntryPoint)-The student

will illustratethe face of aclock. Havingthe hournumbers andhand, andminute

numbers andhand- create aclock using a

variety of artmaterials orusing an artprogram onthe computer

E1 R

Application of basicskills:(Experiential EntryPoint)-The student will beable to produce an

analog clock with thetimes of activities thathappen during the day.- assemble pre- madeclocksTask1Assessment based onrubric

E1 R E2 T

written, ororal

-In a smallgroup theywill be ableto compare

and contrastthe digitaland analogtimes on aclock.-projects canbe donevisual,written, ororal

(groups willhave learnerswith a varietyof levels anddifferentlearningstyles)

E1 R T

and leveled for individual studeTask3 Assessmebased on rubric

Application of bskills:

(Experiential EnPoint)-The student willtell/illustrate a stabout seconds,minutes, hours, ahow they relate toeach other.- responses can b

visual, written, o

Administer Quievaluate andremediate as neusing individuagames, SuccessMaker programVMath.

E1 R E2 T

Week Tw0MondayEnrichment:(Aesthetic Entry Point)

-In a small groups, thestudentwill be ablecompare and contrastthe seconds in a minute,the minutes in an hour,and the hours in a day.(groups will havelearners with a variety oflevels and differentlearning styles)

Application of skills:(Logical/Quantitative

Entry Point)

-The students will beable to solve timeproblems.

TuesdayApplicationof basicskills:(Experiential

EntryPoint)-Thestudent will

produce astory aboutthe time ofthe activitiesduring theschool day.-directinstructionusing SmartNotebook

WednesdayEnrichment:(FoundationalEntry Point)

-After understandingthe function of theminute and the hourhands, the student willassume the role as thetime teller to get tothe activities of the dayat the correct time.- student will be able torecognize the need forthe minute and thehour hands on theclock.Task 2-students will work inbuddy groups to

ThursdayEnrichment:(Aesthetic

Entry Point)

-In a smallgroups, theywill be ableto reflect onhow much

time willinfluencetheir day andthey way theproceedthrough it.-projects canbe donevisual,written, or

FridayApplication ofskills:(Logical/Quanti

Entry Point)

the students wproduce a visuaoral, or writtenresponse to thereflections quesfrom the time u

Administer PosTest-reinforce skillusing:SuccessMaker:Pre-programmeand leveled for individual stude


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-given in a variety offormats:leveledworksheet sites:http://www.apples4theteacher.com/math/

and, Clock face, hour half hour- 15minclockgame, 4 great games for

kids to playhttp://www.free-training-tutorial.com/telling-time-games.htmland, SuccessMaker:Pre-programmed andleveled for eachindividual student ,VMath - programmedand leveled for eachindividual student

E1 R E2 T

- responsescan bevisual,written, ororal

E1 T

complete the task.-assessment based onrubric

E1 R E2 THome Work:

Enrichment:(Aesthetic Entry Point)-students will keeptime at a sporting event-extra credit, studentwill tell the class aboutkeeping time at asporting event over thenext few weeks

oral

(groups willhave learnerswith a varietyof levels anddifferent

learningstyles)

E1 E2 T

VMath, and webbased inactivegames

E2 R T

Technology used in the Time Unit:

This game is leveled so that you can meet the needs of the students different levelsof readiness.http://www.sheppardsoftware.com/mathgames/earlymath/on_time_game1.htm

This web site has interactive clock games for a variety of levels. (stop the clock)http://www.woodlands-junior.kent.sch.uk/maths/measures.htm

This is a site that has a variety of interactive and computer based games in avariety of levels.http://classroom.jc-schools.net/basic/math-time.html

Clock face, hour half hour- 15minclock game, 4 great games for kids to playhttp://www.free-training-tutorial.com/telling-time-games.html

Other sites:http://www.primarygames.com/time/start.htmhttp://www.kidsnumbers.com/telling-time.php
http://www.apples4theteacher.com/math/http://www.free-training-tutorial.com/telling-time-games.htmlhttp://www.free-training-tutorial.com/telling-time-games.htmlhttp://www.free-training-tutorial.com/telling-time-games.htmlhttp://www.free-training-tutorial.com/telling-time-games.htmlhttp://www.sheppardsoftware.com/mathgames/earlymath/on_time_game1.htmhttp://www.woodlands-junior.kent.sch.uk/maths/measures.htmhttp://classroom.jc-schools.net/basic/math-time.htmlhttp://www.free-training-tutorial.com/telling-time-games.htmlhttp://www.primarygames.com/time/start.htmhttp://www.kidsnumbers.com/telling-time.phphttp://www.apples4theteacher.com/math/http://www.free-training-tutorial.com/telling-time-games.htmlhttp://www.free-training-tutorial.com/telling-time-games.htmlhttp://www.free-training-tutorial.com/telling-time-games.htmlhttp://www.sheppardsoftware.com/mathgames/earlymath/on_time_game1.htmhttp://www.woodlands-junior.kent.sch.uk/maths/measures.htmhttp://classroom.jc-schools.net/basic/math-time.htmlhttp://www.free-training-tutorial.com/telling-time-games.htmlhttp://www.primarygames.com/time/start.htmhttp://www.kidsnumbers.com/telling-time.php


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http://www.maths-games.org/time-games.html

worksheet sites:http://www.apples4theteacher.com/math/calendar/

Success Maker- Pearson PublishingVMath- VoyagerSmart Notebooks- I Drive of school server
http://www.maths-games.org/time-games.htmlhttp://www.apples4theteacher.com/math/calendar/http://www.maths-games.org/time-games.htmlhttp://www.apples4theteacher.com/math/calendar/

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