UNDERSTANDING BY DESIGN: STAGE 1
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UNDERSTANDING BY DESIGN: STAGE 2
Identify Desired Results Key
Questions: What should students
know, understand, and be able to do?
What is the ultimate transfer we seek
as a result of this unit? What enduring
understandings are desired? What
essential questions will be explored
in-depth and provide focus to all
learning?
WRITING TO ASSESS – STAGE 2
Determine Assessment Evidence Key
Questions: How will we know if students
have achieved the desired results? What
will we accept as evidence of student
understanding and their ability to use
(transfer) their learning in new
situations? How will we evaluate student
performance in fair and consistent ways?
WRITING TO ASSESS
In curriculum groups:
❖ What is a “big Idea” or 40 year concept for your
curricular area?
❖ What are some writing prompts you could use to assess
that concept?
Discuss…..
UNDERSTANDING BY DESIGN: STAGE 3
Plan Learning Experiences and Instruction Key
Questions: How will we support learners as they
come to understand important ideas and
processes? How will we prepare them to
autonomously transfer their learning? What
enabling knowledge and skills will students need
to perform effectively and achieve desired
results? What activities, sequence, and resources
are best suited to accomplish our goals?
WRITING TO LEARNING - STAGE 3
WRITING!!!
WRITING TO LEARN
“knowledge
is not passively received, the theory goes,
but is actively constructed by each individual
learner: these constructions change as our knowledge
changes and grows. One of the most powerful ways of
helping students build and change their knowledge
structures is to have them write for themselves as
audience – to explain things to themselves before they
have to explain them to someone else.” Susan
McLeod
LOW STAKES WRITING
Toby Fulwiler and Art Young explain in their "Introduction" to Language Connections:
Writing and Reading Across the Curriculum:
Writing to communicate...means writing to accomplish something, to
inform, instruct, or persuade. . . . Writing to learn is different. We
write to ourselves as well as talk with others to objectify our
perceptions of reality; the primary function of this "expressive"
language is not to communicate, but to order and represent
experience to our own understanding. In this sense language
provides us with a unique way of knowing and becomes a tool for
discovering, for shaping meaning, and for reaching understanding. WRITING TO LEARN
https://www.youtube.com/watch?v=OsIqpML
NW3M
WHY WRITING?
"Writing to Learn Means Learning to Think," Syrene Forsman makes the same point,
but she directs her attention not to a theoretical justification but a practical
rationale for writing to learn:
As teachers we can choose between (a) sentencing students to
thoughtless mechanical operations and (b) facilitating their
ability to think. If students' readiness for more involved
thought processes is bypassed in favor of jamming more facts
and figures into their heads, they will stagnate at the lower
levels of thinking. But if students are encouraged to try a
variety of thought processes in classes, they can, regardless of
their ages, develop considerable mental power. Writing is one
of the most effective ways to develop thinking. (p. 162)
http://www.cnbc.com/2013/11/08/why-johnny
-cant-write-and-why-employers-are-mad.ht
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*solidifies concepts in students minds
*organize student thinking
*crystallize person’s thinking
“The goal is not so much good writing as
coming to learn, understand, remember and
figure out what you know yet know.” Peter
Elbow
POETRY
Cinquain
❖ Line 1 is one word title
❖ Line 2 is two words that describe the title
❖ Line 3 is three words expressing action
❖ Line 4 is four words expressing feeling
❖ Line 5 is another word for the title
POETRY
Recipe Poem
❖ Give “ingredients”
Characters, parts, emotions
❖ Directions to achieve end result
Details, sequence of events, procedure
WRITING TO LEARN
Sentence writing
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Use vocabulary from a lesson or unit to make a sentence.
❖ lake, river, coastline, valley, mountains, plains
❖ Example?
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Write an “I use to….But now” sentence
❖ I use to think lakes were an ocean, now I know lakes are fresh water and
surrounded by land.
❖ Write and example of each for a content area you teach.
CINQUAIN
Tsunami
underwater earthquake
grow travel speed
Terrible destruction to coastline
Wave
RECIPE
Recipe for teaching safety tips…
1 knowledgeable police officer
1 silly and entertaining dog
100 pages of safety tips
A large dash of students
Mix the first 3 ingredients on an auditorium stage, carefully pour
in the last ingredients and wait 30 – 45 minutes for desired
results.
“Officer Buckle and Gloria”
POETRY
Biopoem
❖ Line 1 – First name
❖ Line 2 – Four traits
❖ Line 3 – Relative of_____
❖ Line 4 – Lover of (3 things or people)
❖ Line 5 – Who feels (3 things)
❖ Line 6 – Who needs (3 things)
❖ Line 7 – Who fears (3 things)
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Line 8 – Who gives (3 items)
Line 9 – who would like to see (3 items)
Line 10 – Resident of
Line 11 – Last name
BIOPOEM
Celeste
outgoing, joyful, caring, encouraging
Relative of husband David: Mother of Sadie, Maddie, Sophie, Lille
Lover of Jesus, knitting, and reading
Who feels people should treat one another kindly, learn something new every day
and look for Jesus everywhere
Who needs people, exercise, and sleep
Who fears bats, my daughter’s driving, and kids being excluded
Who gives love, encouragement, and gifts
Who would like to see the Olympics, my children, and Sandbridge
Resident of Johnstown
Sprankle
POETRY
POETRY
Sense Poem:
I see ___________
Choose a poem type and
practice with a concept or idea
you taught last week….
I hear ___________
I feel____________
I taste___________
I think__________
*After you have written the poem, remove the pronoun, verbs,
and articles.
GRAPHIC ORGANIZERS
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Word Webs
Cycle Maps
Venn Diagrams
Flow Charts
Time lines
Comparison/Contrast Matrix
Network Tree
Fishbone Map
GRAPHIC ORGANIZERS
GRAPHIC ORGANIZERS
GRAPHIC ORGANIZERS
GRAPHIC ORGANIZERS
RAFT
Share a graphic organizer
you have tried….
Share one you will try in
the next few weeks….
R - ROLE
RAFT
RAFT
A- AUDIENCE
F- FORMATE
T - TOPIC
*Writing at prompt*
Ok dudes you totally would not believe what happened today! This boastful mouron came into my
RAFT: Unferth’s Challenge (Sections 6-7)
castle today completely armed with weapons BRAGGING about how he would come and SAVE THE
WORLD! OH MY GOODNESS! I wish I could have ripped his head off.
Role: Unferth
Audience: Drinking buddies/fellow warriors
Format: E-mail, Text conversation, Letter - *YOU CHOOSE*
Topic: Unferth's showdown with Beowulf (consider his background, his
original jealousy of Beowulf, his own fears, etc.)
“ I will save the world from the EVIL sea monster! Nobody will have to fear ever again!”
The nerve of the guy! He thinks that he can just waltz into MY territory and kill my monster! OH, and that’s
not even the best part! So if Beowulf is supposed to be such a big and fearless why did he intentionally lose
a swimming match? The dude challenged another dude to swim across the ocean and the Beo just
intentionally loses because the other guy couldn’t swim.
HE DRIVES ME NUTS!!!!!!!!!!!!!
Oh well later dudes.
●
Unferth
RAFT
FORMAT/WRITING FORMS
To all of my fellow dane warriors. I must tell you what happened to me at the mead hall. The
“all mighty warrior” Beowulf came to the feast. Everyone was aweing over his
“achievements” and all his stories that are foolish. I even called him out on his one tale of
racing with Brecca and not listening to his village elders. Then how he lost his little race with
Brecca. After I pointed this out he tried to make up an excuse about why he lost. He said he
was staying with Brecca that he was letting Brecca win. But even before the feast he was
boasting on how he was going to Grendel with his bare hands and he would do what our
warriors could not. I could not believe my ears when he said this to our king. And what made
it worse our king has agreed to let him and his men to deal with Grendel. This infuriated me
and I could not question our king and must live with his decision. Write back as soon as
possible I would like to hear your thoughts on this development.
Sincerely,
Unferth
RAFT
Create a RAFT that you could use in your classroom
next week…..
Consider the list of writing forms….
What is a form you currently use?
What is a form you will try?
BELL RINGERS/WELCOME WORK
BELL RINGERS/WELCOME WORK
❖ Use writing as a way to review yesterday’s
objective:
➢ List how pollution affects…..
➢ What is the role of the Legislative Branch?
➢ What does congruent mean?
❖ Use to introduce today’s objective:
➢ What do you think will happen to your bean?
➢ What do you know about landforms?
BELL RINGER/WELCOME WORK
Create a writing prompt you could
use to open one of your classes….
EXIT SLIPS
EXIT SLIPS
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Discuss in your group how you could use
these writing prompts as an exit slip in
your classroom….
I learned that….
I was surprised that…
I noticed that….
I discovered that….
I was pleased that…
Describe how you feel about solving
___________problem….
FUTURE THOUGHTS...
FUTURE THOUGHTS
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Word Splashes
Sequencing
KWL
3-2-1 (Found out, interesting, question)
ABC Brainstorm
Monologue
Dear___(author, character, historical figure…)
YOUR FUTURE
❖ Next week:
I will___________________________
❖ Next month:
I will_____________________________
❖ In the spring:
I will_______________________________-
Dear Diary
Business Card summary
Sing me a Song
Questions