Violet Cain

EDTC 524
Spring Session 1 2014
2011 by Grant
Wiggins and Jay McTighe

Stage 1Desired Results
Established Goals
CCSS.ELA.RI8.2
Determine a central idea of
a text and analyze its
development over the course
of the text, including its
relationship to supporting
ideas; provide an objective
summary of the text.
CCSS.ELA.W8.1
Write arguments to support
claims with clear reasons and
relevant evidence.
CCSS.ELA. LS8.1
Engage effectively in a range
of collaborative discussions
(one-on-one, in groups, and
teacher-led) with diverse
partners on grade 8 topics,
texts, and issues, building
on others ideas and
expressing their own clearly.
SS,8.2.6
Enumerate the powers of
government set forth in the
Constitution and the
fundamental liberties
ensured by the Bill of Rights.
ISTE
1. Facilitate and inspire
student learning
and creativity
a. Promote, support, and
model creative
and innovative thinking and
inventiveness
b. Engage students in
exploring real-world issues
and solving authentic
problems using digital
tools and resources
Transfer
Students will be able to independently use their learning to . . .
Determine the central idea of the First Amendment of the Constitution (and related cases) and create an objective summary.
Support their beliefs and opinions on what does and does not fall under the First Amendment.
Work with others and build upon on each others ideas.
Explain how rights differ around the world
Justify what should and should not be a right
Meaning
UNDERSTANDINGS
Students will understand that . . .
A central idea should be strengthened and supported over
the course of a text.
Evidence, with an explanation, is used to prove a claim
correct.
Other peoples ideas are the foundation for new and original
ideas.
Members of a group need to communicate in such a way
that the idea of one person is clearly understood by
another.
The constitution outlines certain freedoms that structure
who we are as a nation.
ESSENTIAL QUESTIONS
Students will keep considering . . .
How is a central idea developed over the course of a text?
How do you use evidence to support a claim?
How do you build on other peoples ideas to make your
own ideas better?
How do you effectively engage in collaborative
discussions to express your own ideas?
What rights does our constitution entail?
Acquisition
Students will know . . .
The central idea is the big idea (the most important
point) the author wants to communicate with the
reader.
Factual evidence is needed to support a claim
Collaborating ideas strengthens original ideas.
They have certain rights as a citizen of the United
States.
Students will be skilled at . . .
Critically reading First Amendment Cases to
determine the central idea.
Summarizing information to communicate important
ideas.
Using research skills to find factual evidence to
support claims.
Supporting their argument with evidence orally and in
writing
Supporting their own rights given to them through
the U.S. Constitution.
Violet Cain
EDTC 524
Spring Session 1 2014

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Stage 2Evidence


Code
Evaluative Criteria
Are all
desired
results being
appropriately
assessed?

Well crafted
Accuracy
Good detail
Clear explanation

Mechanically
sound

Collaboration
evident


Clear explanation


Well argued
Well planned
Informative
PERFORMANCE TASK(S):
Students will show that they really understand by evidence of . . ,

- Participate in a Philosophical Chairs (support claim with evidence). Students will argue if a right was being violated or not.
- Participate in a Socratic Seminar
- Writing an argumentative essay claiming a specific right that was violated in a specific situation.
- Communicate globally by taking the same conversations outside the classrooms.
- Plan a protest around the right they researched
- Create full-sized poster to advertise their rally, pamphlets or leaflets to pass out to passersby, a short speech
conveying the ideas their organization
OTHER EVIDENCE:
Students will show they have achieved Stage 1 goals by . . .
What other evidence will you collect to determine whether Stage 1 goals were achieved?
- Objective Summary of the first amendment and related article (students must include the Central Idea)
- Explanation of evidence that supports claim if a right was being violated or not
- 1 paragraph per scenario containing a strong claim and textual evidence with explanation as support
- Research gathered (as a group) about a specific right being violated
- Providing written or oral response to the essential questions.
- Quiz on the First Amendment
- Unit test on Central Idea, analyzing an authors argument and evidence, and summarizing
Violet Cain
EDTC 524
Spring Session 1 2014

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F i gu r e B . 1
The UbD Template, Version 2.0 (continued)


Stage 3Learning Plan
Code What pre-assessments will you use to check students prior knowledge,
skill levels, and potential misconceptions?

KWL chart is used to discuss what students know about the first amendment and what they want to know.
Students will answer the essential questions that will be focusing on during the unit

Pre-Assessment
Whats the goal
for (or type of)
each learning
event?
A
A, M


M


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M


T
T
Learning Events
Student success at transfer, meaning, and acquisition depends upon . . .


- Students will recall what they know about the first amendment and record it on a post-
it
- Critically reading an article about the first amendment and teacher will model
identifying the central idea and how to summarize the information given.

- Analyzing specific court cases that relate to students first amendments rights in
schools and practice summarizing (including central idea) the information read.

- Students will explain their claim with textual evidence (from previous articles read) for
each first amendment scenario given.
- Students will practice building upon other ideas in participating in Philosophical Chairs.
Students will argue/prove if someone violated their first amendment right.

- Students will interact with others online comparing their rights as students (they need
to consider gender, race, age, and etc.)

- Student will self-assess if they had enough evidence to support their claim

- Students will get into groups of 5 to conduct research a right they strongly feel should
be taken way or given. (conversation continues outside the classroom- GLP)

- Based on the groups research, each member create their own position essay claiming
a specific right that should be changed.

- Students will design a protest, demonstration or a rally around their cause. Share on
GLP
Progress
Monitoring



Formal Assessments
Exit cards
Think-pair-share
Class/On-line (Edmodo) discussions
Informal observations





Look for common misconceptions and
skill deficits, including:
- Non-objective summary
- unclear claim
- Failure to support claim with
evidence
- Unable to build upon or counter
other arguments