Understanding By Design Unit Template

Love & Relationship Garde 9

Title of Unit
Grade Level
English language art 9 3×2h
Subject Time Frame
MaTianyi LiXinxian
Developed By

Stage 1 - Identify Desired Results

Broad Areas of Learning

How are the BAL incorporated into this unit?

Love is a thing that everyone needs to learn and experience, so in this unit we will teach them what is love
and how to love. We expect them to become more competent English users to express love. They can use
language and the knowledge we taught to interact and respond effectively to other people and involve in a
community.

Cross curricular Competencies

How will this unit promote the CCC?

We connect it with psychology. By observing people’s behavior and speaking, then analyzing other’s mental
activities, so we can feel the warmth that love can bring for us.

Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)
Use oral language intentionally to express a range of information and ideas in formal and informal situations including monologues, scenes
from plays, and stories and presenting reasoned arguments of opposing viewpoints.
Create and present a variety of visual and multimedia presentations including addressing various audiences for one proposal.

Enduring Understandings Essential Questions

What understandings about the big ideas are desired? (what you want What provocative questions will foster inquiry into the content? (open-
students to understand & be able to use several years from now) ended questions that stimulate thought and inquiry linked to the content
What misunderstandings are predictable? of the enduring understanding)
Students will understand that... Content specific….

Know the definition and the classification of love and how to love
others better. What is love?
How to love?
How to respond to other’s love?

Related misconceptions…

The feeling of being moved FNMI, multicultural, cross-curricular…

Parents make decision for kids, without considering their
feelings Different kinds of love expressions in different countries

Knowledge: Skills
What knowledge will student acquire as a result of this unit? This content What skills will students acquire as a result of this unit? List the skills
knowledge may come from the indicators, or might also address pre-requisite and/or behaviors that students will be able to exhibit as a result of their
knowledge that students will need for this unit. work in this unit. These will come from the indicators.

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

A. Message Content or Ideas (Meaning): Focuses on main ideas
and information for audience and purpose; provides relevant
details, examples, and explanations about love and it should be
accurate, complete, and uses own words.
B. Organization and Coherence (Form): Introduces topic- love
and provide context; sticks to the topic; easy to follow with
related ideas grouped together (sequence is logical); uses a
A. Use speaking, writing, and other forms of representing to
respond to experiences and to texts.
B. Create presentations to communicate and demonstrate
understanding of forms and techniques.
C. Create and deliver a variety of personal, literary, and
informational communications, including stories, personal
variety of connecting words; includes appropriate, and required essays, and oral, visual, written, and multimedia
presentation and poster are correctly constructed. presentations (e.g., written explanations, summaries,
arguments, letters, biographies) that address identity, social
C. Language Conventions (Style and Language Choices): Uses responsibility, and efficacy.
clear purpose and language; shows a good sense of audience;
contains description and variety in diction; contains a variety of
sentence lengths and varied sentence beginnings; demonstrates
the use of several different conjunctions; formulates simple,
compound; applies the conventions of oral and written
language, including correct spelling.

Stage 2 – Assessment Evidence

Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (describes the learning activity in
“story” form. Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills to demonstrate their understanding
in a real life situation. Describe your performance task scenario below)
By what criteria will performances of understanding be judged?
GRASPS Elements of the Performance Task
G – Goal G: Find love and feel love.
What should students accomplish by
completing this task?
R – Role R: Participants and observers.
What role (perspective) will your students
be taking?
A – Audience A: Families, friends and strangers.
Who is the relevant audience?

S – Situation
S: In daily life and activities.
The context or challenge provided to the
student.
P – Product, Performance
What product/performance will the P: Prepare for a short presentation and a role play about their experience.
student
create?
S – Standards & Criteria for Success Attach rubric to Unit Plan
Create the rubric for the Performance Task

Other Evidence Student Self-Assessment

Through what other evidence (work samples, observations, quizzes, tests, How will students reflect upon or self-assess their learning?
journals or other means) will students demonstrate achievement of the
desired results? Formative and summative assessments used throughout
the unit to arrive at the outcomes.

A. Before they do a presentation by themselves, we can provide them a A. Students will write their feelings, gains and feedback after doing the
short sample of it. presentation, and we will help them one by one to give feedback to
B. We can conduct a survey about how students respond or show love on their writing.
trival things.

DEMO:
1. If you classmates ask you the answer to a question, you will:
A. tell him or her the answer
B. teach him or her how to solve the problem
C. ask him or her to find the teacher

Stage 3 – Learning Plan

What teaching and learning experiences will you use to:
 achieve the desired results identified in Stage 1?
 equip students to complete the assessment tasks identified in Stage 2?
Where are your students headed? Where have they been? How will you make sure the students know where they are going?
What experiences do the learners bring to the unit? How have the interests of the learners been ascertained? Have the learners been
part of the pre-planning in any way? What individual needs do you anticipate will need to be addressed?
Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance learning?
1. They can use oral language intentionally to express a range of information and ideas and present a variety of visual and
multimedia presentations, besides, they can know love better.
2. They already have experience of love, but seldom think of it
3. The experience about love in their lives.
4. Because this topic – love is close to their lives, and in their age, the become more and more curious about love and how to
love, so they will be interested in it.
5. Yes, because everyone must have experienced love before class.
6. Everyone must have their own experience about love, so we need to care about these thing and cherish their stories, if they
have something that don’t want to share with us, we should respect them and lead them to know how to love both others and
themselves better.
7. Occur in the class, but they have already observed and experienced love in their daily lifes.
8. A. We can create a competitive atmosphere during the class time.
B. They can give comments on others’ presentations and roleplays.
C. After feeling the warmth of love, they will be motivated.
How will you engage students at the beginning of the unit? (motivational set)

We will provide a movie for them and after watching this movie, we will lead the students to
conclude what they learned from the film clip.

What events will help students experience and explore the enduring understandings and essential questions in the unit? How will you
equip them with needed skills and knowledge?
# Lesson Title Lesson Activities CCCs Resources

1 Some From a
Let the whole class watch a short movie clip and lead them to conclude. knowledg documentary
e of
movies.
2 Day 1 Everyone’
What is love Recall students’ similar experience. s similar
psycholog
3 ical From
Collect everyone similar experience. feelings personal
Homework: let students prepare for a short presentation about their love experience. and experience.
emotions.
4 Develop
Let them do a presentation. thinking.
Day 2
5 Different Love Develop The
Tell them the definition about love. identity definition in
and the textbook
interdepe and teacher
ndence. polishes it.
6 Develop The
Conclude the types of love. social classification
responsibi of love and
lity. relationships
in the
textbook and
in daily life.
7 Develop The survey is
Conduct a survey and count numbers. thinking. designed by
the teacher
about the
common
questions
that they
Day 3 may face in
How to love their daily
life.
8 Develop
Show students the statistics in class. thinking.

9 Develop
Lead the students to analyze which way is better. thinking
and social
responsibi The results
lity. of the
10 Develop survey.
Give a moving conclusion. thinking
and social
responsibi
lity.
11 Engage the students to do these actions in daily life as well. Develop The example
thinking of the role
Homework: let the students divided in groups and prepare a role play of different love. and social play and
responsibi some
lity. information
12 Develop of role play
Day 4 thinking on the
Play a Perform the short but vivid role play. and social Internet. The
Performance responsibi scenarios are
lity. the events in
their daily
life.
13

14

15

16
17

18

Assess and Reflect (Stage 4)

Considerations Comments
Required Areas of Study: Yes, because our assessments are to test students’ performance and from the students’
Is there alignment between outcomes, performance learning process, they will gain learning experiences and skills and finally, they will achieve
assessment and learning experiences? the final outcomes.

Adaptive Dimension: For struggling students:

Have I made purposeful adjustments to the curriculum A：too shy to express their own feelings: encourage them to engage in groups and give
content (not outcomes), instructional practices, and/or positive feedback to them.
the learning environment to meet the learning needs and
diversities of all my students?

For students who need a challenge:

A: set a good example to others or share their experience to the whole class
B: let them “teach” the struggled students

Instructional Approaches: 1. Presentation

Do I use a variety of teacher directed and student 2. Survey
centered instructional approaches? 3. Movie clip
4. Group discussion
5. Group role play

Resource Based Learning: 1. Internet and computer

Do the students have access to various resources on an 2. Personal experience
ongoing basis? 3. Some references to create a play

FNM/I Content and Perspectives/Gender 1. role play: put the students in group randomly and teach them whenever they need
Equity/Multicultural Education: 2. pay attention to the struggled students and ask their situations privately at any time
Have I nurtured and promoted diversity while honoring
each child’s identity?
From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk)