CNMI PSS Office of Instructional Services 1

CNMI Public School System

Understanding by Design
Collaborative Curriculum Unit Planning
School: SAES Grade Level: 4
th
&
th
grade !ee"#s$ o%: & Sub'ect: Language Arts
Stage &: Identi%y Desired (esults
ESTABLISHED GOALS
CNMI Standards & Benchmarks: Langage Arts
Standards and Benchmarks:
CCSS.ELA-Literacy.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others ideas
and expressing their own clearly.
CCSS.ELA-Literacy.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in
respectful ways, listening to others with care, speaking one at a time about the topics and texts under
discussion).
CCSS.ELA-Literacy.SL.3.1d Explain their own ideas and understanding in light of the discussion.
CCSS.ELA-Literacy.SL.3.3 Ask and answer questions about information from a speaker, offering
appropriate elaboration and detail.

Content Objective(s):
Know and follow classroom rules/norms and chores
Stay on topic when explaining their own ideas
Make at least 1 question for the speaker during the discussions
Language Objective(s):
Practice and demonstrate classroom rules/norms and chores
Stay on topic when explaining their own ideas with teacher's/student's guidance and
prompt (minimizing daily)
Write at least 1 question/ answer in the discussion
!HAT "NDE#STANDINGS A#E DESI#ED$
)ig Idea#s$*Students +ill understand that
There are rules and norms in class that must be followed
ne must stick to one topic when explaining it
!sking and answering questions during discussions deepens understanding in the text
!hat essent%al &est%ons '%ll (e cons%dered$
1" !hat are the rles)norms and chores %n th%s class$
#" Am I mak%ng m*sel+ clear to the ad%ence (* talk%ng a(ot one th%ng$
Students First
CNMI PSS Office of Instructional Services 2
$" !hat are some good &est%ons to ask %n a d%scss%on$
!HAT ,E- ,NO!LEDGE AND S,ILLS !ILL ST"DENTS AC."I#E AS A #ES"LT
O/ THIS "NIT$
Students +ill "no+0
1" ! %lay
#" &istening comprehension skills
$" 'ules and norms in a discussion
(" !ppropriate questions to ask in a discussion
)" Meanings of new spelling words
*" The sequence of a play
+" The different emotions in a character
," The central message in a play
Students +ill be able to0
1" 'ecogni-e components of a play
#" %erform listening comprehension skills in a
discussion"
$" .dentify the rules and norms in discussion
(" !sk and answer appropriate questions in a
discussion
)" /efine key words in the play
*" 'etell the play in their own words
+" /escribe emotions in a character
," .dentify and explain the central message in a
play
0" /ramati-e the play
Stage 1: Determ%ne Acce2ta(le E3%dence
!HAT E4IDENCE !ILL SHO! THAT ST"DENTS "NDE#STAND$
Per%ormance ,as"#s$ #summary in G(-SPS %orm*See (e%erence$1
CONST#"CTING A 5E#/O#MANCE TAS, "SING G#AS5S
Goal #ole Audience Situation
5roduct2
5erformance and
5urpose
Standards and
3riteria for
Success
My task is
to make
proficient
4nglish
readers2
writers2 and
speakers
My goal is
to make
reading an
en5oyable
experience
The
problem or
challenge is
to ha6e the
students
focused and
engaged
throughout
the whole
time
. am a
special
education
teacher
. ha6e been
asked to
read 7
discuss the
play2 8The
%ower of
9""98
with the
students
My 5ob is to
keep the
students
focused on
the topic of
discussion2
guide them
to ask 7
answer good
questions2
respond
appropriatel
y in the
My clients
are students
with !// 7
!/:/
The target
audience is
(th 7 )th
graders
;ou need to
con6ince 1
(th grader
with !/:/
7 # )th
graders with
!//
The context .
find myself in is
a pull<out
session for
students with
!// 7 !/:/
to teach
language arts
The challenge
in6ol6es dealing
with students in
different grade
le6els of
intellect and
different le6els
of se6erity in
!// 7 !/:/
. will use a
self<
e6aluation
form in
order to keep
the students
focused and
engaged in
the
discussion"
. need to
de6elop a
=b/ so that
all the goals
and ob5ects2
standards and
benchmarks2
essential
questions2
and S&s are
met
effecti6ely"
My
performance
needs to be
based on the
practicum
guidelines . 7
..
My work will
be 5udged by
obser6ations
done by my
cooperating
teacher
My product
must meet the
following
standards 7
benchmarks1
! successful
result will
enable students
to reenact the
play effecti6ely
Students First
CNMI PSS Office of Instructional Services 3
discussion
.ther /vidence#s$0 1ui22es0 +or" sheets0 mini s3elling tests0:
Spelling test
Story Map
%ictograph
>ideo recording of the reenactment of the play
'e<copies of fa6orite scenes in the play
Student Sel%*-ssessment and (e%lection:
Self< e6aluation checklist
Stage 6: 5lan Learn%ng E72er%ences and Instrct%on
Act%3%t* Bank 8See #e+erence on !HE#ETO Elements +or g%ded &est%ons to 2lan act%3%t%es9: L%st
all act%3%t%es +or the 'eek8s9: class 'ork; 2ro<ects; home'ork; learn%ng tasks; assessments; etc=
T%tle: >The 5o'er o+ !=O=!>: Act ? Scene ?
Lesson @: ?
To2%c: Ho' to Be a Good L%stener) S2eaker
Date: March ?A; 1A?B; Monda*
T%me: ?:AA 5MC ?:BD 5M
Standards & Benchmarks:
CCSS.ELA-Literacy.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others ideas and
expressing their own clearly.
CCSS.ELA-Literacy.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful
ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
thers with care, speaking one at a time about the topics and texts under discussion).
SLOs:
Students will be able to...
.dentify 7 follow agreed<upon rules for discussions ?Self< 'eflection 3hecklist< '1@
/iscuss opinions on a 6isual piece ?5ournal photo@ presented in class"
9rite a sentence ?caption@ highlighting the 5ournal photos" ?3artoon 3aptions< '#@
!sk 1 question regarding the play=
Stay on topicA talking of only things from the play=
Make at least 1 comment to anotherBs response=
4xpress ideas regarding the story=
/raw a scene from the play= ?%ictograph< '$@
1" Mater%als & resorces1
Students First
CNMI PSS Office of Instructional Services 4
Self< 'eflection 3hecklist ?'1@
3artoon 3aptions ?'#@
%ictograph ?'$@
Markers 7 3rayons
%encil 7 4raser
1= T%mel%ne
.ntroductory1 Self<'eflection 3hecklist 7 3artoon 3aptions ?1) minutes@
/e6elopmental1 8%ower of 9""98 'ead !loud 7 %ictograph ?#) minutes@
3losing1 'e6iew Self<'eflection 3hecklist ?) minutes@
Introdctor* act%3%t%es1
Self<'eflection 3hecklist ?Cuided %ractice@1 Teacher will ask the students about what
makes a good discussion" Teacher will introduce and demonstrate appropriate listening/
speaking skills and postures in discussions" Teacher and students will go o6er the self<
e6aluation checklist"
3artoon 3aptions ?.ndependent %ractice1 Teacher will distribute 3artoon 3aptions
worksheet ?'#@" Students discuss of cartoons" Students will fill in one caption in each blank
cartoon bubble" To2%c: What are your thoughts about the photo shown to you? What do you
think is going on in the photo"
$" De3elo2mental act%3%t%es1
8The %ower of 9""98 'ead !loud ?Cuided %ractice@1 Teacher will read aloud the play2
8The %ower of 9""9"8 Students will follow guidelines of the self<reflection checklist and
ask 7 answer questions accordingly"
%ictograph ?.ndependent %ractice@1 Students will draw their imagination of !ct 12 Scene 1
of 8The %ower of 9""9"8
(" Clos%ng act%3%t%es1
Self<46aluation 'e6iew1 Students will go back and reflect on their indi6idual self<
e6aluation checklist1 B9as . a good listener/ speaker todayD /id we ha6e a good discussion
as a classDB
E :omework1 'e<write ?copy@ !ct 1 Scene 12 reread !ct 1 Scene 1 ?at least once@2 preread
!ct 1 Scene # ?at least once@
Students First
CNMI PSS Office of Instructional Services 5
T%tle: >The 5o'er o+ !=O=!>: Act ? Scene 1
Lesson @: 1
To2%c:
Date: March ??; 1A?B; Tesda*
T%me: ?:AA 5MC ?:BD 5M
Standards & Benchmarks:
CCSS.ELA-Literacy.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others ideas
and expressing their own clearly.
CCSS.ELA-Literacy.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in
respectful ways, listening to others with care, speaking one at a time about the topics and texts under
discussion).
CCSS.ELA-Literacy.SL.3.1d Explain their own ideas and understanding in light of the discussion.
CCSS.ELA-Literacy.SL.3.3 Ask and answer questions about information from a speaker, offering
appropriate elaboration and detail.
SLOs:
Students will be able to...
/escribe the characters in a story ?e"g"2 their traits2 moti6ations2 or feelings@ and explain
how their actions contribute to the sequence of e6ents ?Frainstorm@
'ecogni-e the meaning of words and phrases as they are used in a text
3ome prepared for read aloud ?already ha6e read the act/ been read to of the act at least 1
time at home@
Gollow agreed<upon rules for discussions ?'1@
9rite 7 ask 1 question regarding the play ?.ndex cards@
9rite at least 1 comment to anotherBs response ?.ndex cards@
4xpress ideas regarding the story
.dentify and categori-e the main ideas in order ?Story Map@
/efine key words in the play
'ead with fluency when presenting the play
)" Mater%als & resorces1
&arge Futcher %aper
/ifferent color index cards
Markers
Story Map 9orksheet
E= T%mel%ne
.ntroductory1 'e6iew !ct 1 Scene 1 ?1H minutes@
/e6elopmental1 8%ower of 9""98 Croup 'eading 7 I 7 ! Time ?$H minutes@
Students First
CNMI PSS Office of Instructional Services 6
3losing1 'e6iew Self<'eflection 3hecklist ?) minutes@
Introdctor* act%3%t%es1
) 9 1 : ?Cuided %ractice@1 Teacher will ask the students about !ct 1 Scene 1" Same scene
again as day 1D Teacher and students will re6iew the self<e6aluation checklist" Teacher will
introduce the ) 9 7 1 : questions"
+" De3elo2mental act%3%t%es1
.ndex 3ard Iuestions 7 Story Map ?.ndependent %ractice@1 Teacher and students will all
read aloud together ?teacher reading a half second faster than the students so that could
imitate pronunciation@" Students will write at least # questions from the story and pass it to
their right" Students ha6e to answer the # questions gi6en by their partner" /iscuss" Students
will fill in their story map worksheet ?'(@" Share" Students will answer reading
comprehension questions ?')@"
," Clos%ng act%3%t%es1
Self<46aluation 'e6iew1 Students will go back and reflect on their indi6idual self<e6aluation
checklist1 B9as . a good listener/ speaker todayD /id we ha6e a good discussion as a classDB
E :omework1 'e<write ?copy@ !ct 1 Scene #2 reread !ct 1 Scene # ?at least once@2 pr<eread !ct
1 Scene # ?at least once@
T%tle: >The 5o'er o+ !=O=!>: Act 1 Scene ?
Lesson @: 6
To2%c:
Date: March ?1; 1A?B; !ednesda*
T%me: ?:AA 5MC ?:BD 5M
Standards & Benchmarks:
CCSS.ELA-Literacy.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others ideas
and expressing their own clearly.
CCSS.ELA-Literacy.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in
respectful ways, listening to others with care, speaking one at a time about the topics and texts under
discussion).
CCSS.ELA-Literacy.SL.3.1d Explain their own ideas and understanding in light of the discussion.
CCSS.ELA-Literacy.SL.3.3 Ask and answer questions about information from a speaker, offering
appropriate elaboration and detail.
SLOs:
Students will be able to...
Students First
CNMI PSS Office of Instructional Services 7
/escribe the characters in a story ?e"g"2 their traits2 moti6ations2 or feelings@ and explain
how their actions contribute to the sequence of e6ents ?Frainstorm@
'ecogni-e the meaning of words and phrases as they are used in a text
3ome prepared for read aloud ?already ha6e read the act/ been read to of the act at least 1
time at home@
Gollow agreed<upon rules for discussions ?'1@
9rite 7 ask # questions regarding the play ?.ndex cards@
Stay on topicA talking of only things from the play
9rite at least 1 comment to anotherBs response ?.ndex cards@
4xpress ideas regarding the story
.dentify and categori-e the main ideas in order ?Story Map@
/efine key words in the play
'ead with fluency when presenting the play
0" Mater%als & resorces1
&arge Futcher %aper
/ifferent color index cards
Markers
?A= T%mel%ne
.ntroductory1 'e6iew !ct 1 Scene 1 ?1H minutes@
/e6elopmental1 8%ower of 9""98 Croup 'eading 7 I 7 ! Time ?$H minutes@
3losing1 'e6iew Self<'eflection 3hecklist ?) minutes@
Introdctor* act%3%t%es1
) 9 1 : ?Cuided %ractice@1 Teacher will ask the students about !ct 1 Scene 1" Teacher and
students will re6iew the self<e6aluation checklist" Teacher will introduce the ) 9 7 1 :
questions ?Same as the other day1 3onsistency@
11" De3elo2mental act%3%t%es1
.ndex 3ard Iuestions 7 Story Map ?.ndependent %ractice@1 Teacher and students will all
read aloud together ?teacher reading a half second faster than the students so that could
imitate pronunciation@" Students will write at least # questions from the story and pass it to
their right" Students ha6e to answer the # questions gi6en by their partner" /iscuss" Students
will fill in their story map worksheet ?'(@" Share" Students will answer reading
comprehension questions ?')@" The name of the story is called2 8The %ower of 9""98
Students First
CNMI PSS Office of Instructional Services 8
1#" Clos%ng act%3%t%es1
Self<46aluation 'e6iew1 Students will go back and reflect on their indi6idual self<e6aluation
checklist1 B9as . a good listener/ speaker todayD /id we ha6e a good discussion as a classDB
E :omework1 'e<write ?copy@ !ct # Scene 12 reread !ct # Scene 1 ?at least once@2 preread !ct #
Scene 1 ?at least once@
T%tle: >The 5o'er o+ !=O=!>: Act 1 Scene 1
Lesson @: B
To2%c:
Date: March ?6; 1A?B; Thrsda*
T%me: ?:AA 5MC ?:BD 5M
Standards & Benchmarks:
CCSS.ELA-Literacy.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others ideas
and expressing their own clearly.
CCSS.ELA-Literacy.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in
respectful ways, listening to others with care, speaking one at a time about the topics and texts under
discussion).
CCSS.ELA-Literacy.SL.3.1d Explain their own ideas and understanding in light of the discussion.
CCSS.ELA-Literacy.SL.3.3 Ask and answer questions about information from a speaker, offering
appropriate elaboration and detail.
SLOs:
Students will be able to...
/escribe the characters in a story ?e"g"2 their traits2 moti6ations2 or feelings@ and explain
how their actions contribute to the sequence of e6ents ?Frainstorm@
'ecogni-e the meaning of words and phrases as they are used in a text
3ome prepared for read aloud ?already ha6e read the act/ been read to of the act at least 1
time at home@
Gollow agreed<upon rules for discussions ?'1@
9rite 7 ask # questions regarding the play ?.ndex cards@
Stay on topicA talking of only things from the play
9rite at least 1 comment to anotherBs response ?.ndex cards@
4xpress ideas regarding the story
.dentify and categori-e the main ideas in order ?Story Map@
/efine key words in the play
'ead with fluency when presenting the play
1$" Mater%als & resorces1
&arge Futcher %aper
Students First
CNMI PSS Office of Instructional Services 9
/ifferent color index cards
Markers
?B= T%mel%ne
.ntroductory1 'e6iew !ct 1 Scene 1 ?1H minutes@
/e6elopmental1 8%ower of 9""98 Croup 'eading 7 I 7 ! Time ?$H minutes@
3losing1 'e6iew Self<'eflection 3hecklist ?) minutes@
Introdctor* act%3%t%es1
) 9 1 : ?Cuided %ractice@1 Teacher will ask the students about !ct 1 Scene 1" Teacher and
students will re6iew the self<e6aluation checklist" Teacher will introduce the ) 9 7 1 :
questions ?Same as the other day1 3onsistency@
1)" De3elo2mental act%3%t%es1
.ndex 3ard Iuestions 7 Story Map ?.ndependent %ractice@1 Teacher and students will all
read aloud together ?teacher reading a half second faster than the students so that could
imitate pronunciation@" Students will write at least # questions from the story and pass it to
their right" Students ha6e to answer the # questions gi6en by their partner" /iscuss" Students
will fill in their story map worksheet ?'(@" Share" Students will answer reading
comprehension questions ?')@" The name of the story is called2 8The %ower of 9""98
1*" Clos%ng act%3%t%es1
Self<46aluation 'e6iew1 Students will go back and reflect on their indi6idual self<e6aluation
checklist1 B9as . a good listener/ speaker todayD /id we ha6e a good discussion as a classDB
E :omework1 'e<write ?copy@ !ct # Scene 12 reread !ct # Scene 1 ?at least once@2 preread !ct #
Scene 1 ?at least once@
T%tle: >The 5o'er o+ !=O=!>: Act 1 Scene 6
Lesson @: D
To2%c:
Date: March ?B; 1A?B; /r%da*
T%me: ?:AA 5MC ?:BD 5M
Standards & Benchmarks:
CCSS.ELA-Literacy.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others ideas
and expressing their own clearly.
CCSS.ELA-Literacy.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in
respectful ways, listening to others with care, speaking one at a time about the topics and texts under
discussion).
Students First
CNMI PSS Office of Instructional Services 10
CCSS.ELA-Literacy.SL.3.1d Explain their own ideas and understanding in light of the discussion.
CCSS.ELA-Literacy.SL.3.3 Ask and answer questions about information from a speaker, offering
appropriate elaboration and detail.
SLOs:
Students will be able to...
/escribe the characters in a story ?e"g"2 their traits2 moti6ations2 or feelings@ and explain
how their actions contribute to the sequence of e6ents ?Frainstorm@
'ecogni-e the meaning of words and phrases as they are used in a text
3ome prepared for read aloud ?already ha6e read the act/ been read to of the act at least 1
time at home@
Gollow agreed<upon rules for discussions ?'1@
9rite 7 ask # questions regarding the play ?.ndex cards@
Stay on topicA talking of only things from the play
9rite at least 1 comment to anotherBs response ?.ndex cards@
4xpress ideas regarding the story
.dentify and categori-e the main ideas in order ?Story Map@
/efine key words in the play
'ead with fluency when presenting the play
1+" Mater%als & resorces1
&arge Futcher %aper
/ifferent color index cards
Markers
?F= T%mel%ne
.ntroductory1 'e6iew !ct 1 Scene 1 ?1H minutes@
/e6elopmental1 8%ower of 9""98 Croup 'eading 7 I 7 ! Time ?$H minutes@
3losing1 'e6iew Self<'eflection 3hecklist ?) minutes@
Introdctor* act%3%t%es1
) 9 1 : ?Cuided %ractice@1 Teacher will ask the students about !ct 1 Scene 1" Teacher and
students will re6iew the self<e6aluation checklist" Teacher will introduce the ) 9 7 1 :
questions ?Same as the other day1 3onsistency@
10" De3elo2mental act%3%t%es1
.ndex 3ard Iuestions 7 Story Map ?.ndependent %ractice@1 Teacher and students will all
read aloud together ?teacher reading a half second faster than the students so that could
Students First
CNMI PSS Office of Instructional Services 11
imitate pronunciation@" Students will write at least # questions from the story and pass it to
their right" Students ha6e to answer the # questions gi6en by their partner" /iscuss" Students
will fill in their story map worksheet ?'(@" Share" Students will answer reading
comprehension questions ?')@" The name of the story is called2 8The %ower of 9""98
#H" Clos%ng act%3%t%es1
Self<46aluation 'e6iew1 Students will go back and reflect on their indi6idual self<e6aluation
checklist1 B9as . a good listener/ speaker todayD /id we ha6e a good discussion as a classDB
E :omework1 'e<write ?copy@ !ct # Scene 12 reread !ct # Scene 1 ?at least once@2 preread !ct #
Scene 1 ?at least once@

Students First
CNMI PSS Office of Instructional Services 12

Students First
CNMI PSS Office of Instructional Services 13

Students First
CNMI PSS Office of Instructional Services 14

#e+erence
Instrct%onal Strateg%es 8CIT!9 Technolog* Mater%als) #esorces: Stdent !ork)E3%dences:
Ident%+*%ng S%m%lar%t%es &
D%++erences:
3ompare
3lassify
Metaphor
!nalogy
Generat%ng & Test%ng H*2othes%s:
/ecision Making
4xperimental
.nquiry
:istorical .n6estigation
.n6ention
%roblem Sol6ing
Systems !nalysis
Non:L%ng%st%c #e2resentat%on:
Kinesthetic
Mental .magery/Senses
%hysical Model
/ata 3ollection
Frainstorming/ .dea
Mapping Software
/iagnostic %rescripti6e
System
3alculators
/isplay Tools
3lickers
.nteracti6e 9hiteboard
3ollaborati6e !pplication
4ducational games
3ommunication Tools
>irtual manipulati6e
Multimedia ?watching@
Multimedia ?creating@
Spreadsheet
9eb<based 'esearch
9ord %rocessing
%lay/Skits
3reatine new poem/short
stories/songs
%ro5ects ?$/ models2
dioramas2 etc"@
Croup discussion
%eer/Self 46aluation
/ebates
.nter6iews
%eer Teaching
%roblem Sol6ing
Summari-ing
utline
3ompare 7 3ontrast
Student /emonstration
Silent 'eading
Journaling/9riting
Students First
CNMI PSS Office of Instructional Services 15
%ictograph
Other:
!d6ance rgani-er
3ues and Iuestions
Kote Taking
%ractice
%ro6iding Geedback
%ro6iding 'ecognition
'einforcing 4ffort
Setting b5ecti6es
ther ?make note@ 'eports
ral %resentations
Craphic rgani-ers
.n6estigation/4xperiment
&earning Cames
%araphrasing/'etell
.llustrate
Memori-e
9orksheets
Kote<taking/ &isting
/iscussion
:ands<on &earning
BloomGs Ta7onom*
#emem(er "nderstand A22l* Anal*He E3alate Create
Tell2 list2
describe2 relate2
locate2 write2
find2 state2 name2
identify2 label2
recall2 define2
recogni-e2 match
reproduce2
memori-e2 draw2
select2 recite
4xplain2
interpret2
outline2 discuss2
distinguish2
predict2 restate2
translate2
compare2
describe2 relate2
generali-e2
summari-e2 put
in own words2
paraphrase2
con6ert2
demonstrate2
6isuali-e2 find
out more info
Sol6e2 show2
use2 illustrate2
construct2
complete2
examine2
classify2 choose2
interpret2 make2
put together2
change2 apply2
produce2
translate2
calculate2
manipulate2
modify2 put into
practice
!naly-e2
distinguish2
examine2
compare2
contrast2
in6estigate2
categori-e2
identify2 explain2
separate2
ad6ertise2 take
apart2
differentiate2
subdi6ide2
deduce
Judge2 select2
choose2 decide2
5ustify2 debate2
6erify2 argue2
recommend2
assess2 discuss2
rate2 prioriti-e2
determine2
critique2 weigh2
6alue2 estimate2
defend
3reate2 in6ent2
compose2
predict2 plan2
construct2
propose2 de6ise2
formulate2
combine2
hypothesi-e2
originate2 add to2
forecast
CONST#"CTING A 5E#/O#MANCE TAS, "SING G#AS5S
Goal #ole Audience Situation
5roduct2
5erformance and
5urpose
Standards and
3riteria for
Success
;our task
is
The goal is
to
The
problem or
challenge
is
The
obstacles to
o6ercome"""
;ou are
;ou ha6e
been asked
to
;our 5ob
is
;our clients
are
The target
audience
;ou need to
con6ince
The context you
find yourself in
is
The challenge
in6ol6es dealing
with
;ou will
create a LL in
order toLLL"
;ou need to
de6elopLLL
so thatLLL"
;our
performance
needs to
;our work will
be 5udged by
;our product
must meet the
following
standards
! successful
result will
SII /ACETS O/ "NDE#STANDING
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"nderstand%ng 8To2%c: Ntr%t%on9
Students First
CNMI PSS Office of Instructional Services 16
?= EI5LANATION: 9hat are the key ideas in""D 9hat are examples
of""D 9hat are the characteristics and parts of""D 9hat caused""D 9hat
are the effects of""D :ow might we pro6e2 confirm2 5ustify""D :ow
is""connected to""D 9hat might happen if""D 9hat are the common
misconceptions about""D :ow did this come aboutD 9hy is this soD
/e6elop a brochure to help young
students understand what is meant by a
balanced diet
1= INTE#5#ETATION: 9hat is the meaning of""D 9hat are the
implications of""D 9hat doesre6eal about""D :ow islike?analogy
or metaphor@D :ow doesrelate to me or usD So whatD 9hy does it
matterD
/iscuss what the popularity of fast foods
say about modern lifeD
6= A55LICATION: :ow isapplied in the larger worldD :ow
mighthelp to""D :ow could we use to o6ercome""D :ow and when
can we use this ?knowledge or process@D
%lan a menu for a class party consisting
of healthy2 yet tasty snacks"
B= 5E#S5ECTI4E: 9hat are the different points of 6iew about""D
:ow might this look from a different perspecti6eD :ow is this similar
to or different from""D 9hat are other possible reactions to""D 9hat are
the strengths and weaknesses of""D 9hat are the limits of""D 9hat is the
e6idence for""D .s the e6idence reliableD SufficientD
3onduct a research to find out if the
Good %yramid guidelines apply in the
other regions ?e"g" !ntarctica2 !sia2 the
Middle 4ast@ and the impact of di6erse
diets on health and longe6ity"
D= EM5ATH-: 9hat would it be like to walk in Ms shoesD :ow
mightfeel about""D :ow might we reach an understanding about""D
9hat wastrying to make us feel and seeD
.magine1 :ow might it feel like to li6e
with a dietary restriction due to a
medical conditionN
E= SEL/:,NO!LEDGE: :ow do . know""D 9hat are the limits of
my knowledge of""D 9hat are my Oblind spotsP about""D :ow can . best
show""D :ow are my 6iews aboutshaped by""?experiences2 habits2
pre5udices2 style@D 9hat are my strengths and weaknesses in""D
'eflect1 To what extent are you a healthy
eaterD :ow might you become a
healthier eaterD
!HE#ETO ELEMENTS
! H E # E T O
9here are
we goingD
9hyD 9hat
is expectedD
:ow will we
hook and
hold student
interestD
:ow will we
equip students
for expected
performancesD
:ow will we
help students
to rethink and
re6iseD
:ow will
students self<
e6aluate and
reflect on their
learningD
:ow will we
tailor learning
to 6aried
needs2
interests2
stylesD
:ow will we
organi-e and
sequence the
learningD
Students First