Sha Wanda Williams FRIT 7430: Instructional Design Stage 3, Understanding by Design Fall 2012

Title of Unit

Our Stories/Our History

Grade Level

3rd

Standard: ELACC3SL5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. SS3H2 The student will discuss the lives of Americans who expanded peoples rights and freedoms in a democracy. a. Paul Revere (independence), Frederick Douglass (civil rights), Susan B. Anthony (womens rights), Mary McLeod Bethune (education), Franklin D. Roosevelt (New Deal and World War II), Eleanor Roosevelt (United Nations and human rights), Thurgood Marshall (civil rights), Lyndon B. Johnson (Great Society and voting rights), and Csar Chvez (workers rights). b. Explain social barriers, restrictions, and obstacles that these historical figures had to overcome and describe how they overcame them. Understandings: Students will understand that: The student will understand the contributions of American Leaders. The student will understand the importance in reading fluently and with expression to convey the meaning of their story, report, or poem. Related Misconceptions: That because we can write a good story, we can read it well. That how we read does not affect what we read. Essential Questions: Overarching Questions: Why is how we read, just as important as what we read? Topical Questions: 1. Why should we raise our voices to stress important facts? 2. Why should we change the tone of our voice depending on what we are reading? 3. What were the important contributions of American leaders? 4. Why is it important to ready at a steady pace? 5. How can audio recording of stories and poems, help students who struggle in reading? 6. Why is how we read a story or a poem important to the meaning of what we are reading? 7. How does hearing the way we read make us better readers?

How did the contributions of American leaders impact the United States?

Stage 3: Plan Learning Experiences

Week 1
Type week 1 activities here (use page 26 of the UbD text as an example) How do you think hearing your writings on a recording will affect the way you write? H Why is how we read just as important as what we read? How did the contributions of American leaders impact the United States? W In this unit we will review the information we learned in the American Leaders unit. We will be using that information to create an original poem or story. The recordings will be used to help other students that need remediation on that unit. W E Pretest What is an audio recording? What is Audacity? Have you used Audacity? How many of you have ever made an audio recording? Who is confident enough in their knowledge of American Leaders to create a recording to help other students? What were important facts from the American Leaders Unit? How can audio recordings help students learn? W The student will be introduced to Audacity and the vocabulary for the unit. They will work in groups to discuss why the vocabulary words are important to the unit and relate to the task. E The students will break up into groups or work individually depending on level of understanding and choose a topic to focus on from the American Leaders unit. The students will be grouped based on knowledge of American Leaders Unit and audio recording knowledge. Some students will work together to produce the original piece of literature and the recording. Other groups will observe audio recordings, and may participate in the recording, but not in creating the original piece. Other student will work individual to create their writings and audio recordings. The students will also decide what type original literature that would like to produce. They will also review the information from the unit to obtain information to use in their original piece. R E O T The student will create a recording of part of their favorite story. This will allow the student practice with Audacity. E The student will listen to the recording and reflect on how they read, and analyze the recording for areas of improvement. R

Week 2 Type week 2 activities here (use page 26 of the UbD text as an example) The student will reflect on their recording of their favorite story. They will use the essential questions to aid in analyzing their recording. They will also use the audio recording rubric to analyze their work. E2, R The student will create a rough draft of story or poem over chosen topic. The story or poem can be handwritten or typed. They should include an illustration. E Student will edit their rough draft as well as utilize peer editing. The students will edit their rough draft, then share with a peer for peer editing. They will conference with each other, using the writing rubric as their guide. E2, R, O The student will use their knowledge of computers, and audio books to create their own audio recording. E

The student will practice recording their original story or poem. The students will participate at varies levels depending on skills with creating their audio recording. Participation range from observation, shared responsibility, to individual practice. E, T The student will grade their rough draft using the writing rubric, to aid in producing the final draft. R The student will use Audacity to make a rough recording of their original story or poem. Music maybe added to the projects. E The students will do a practice recording, and grade it using the audio recording rubric, before producing their final recording. E, R Mini- Conferences will be held with students/groups to ensure understanding of the assignment and discuss in areas of need. E, R Week 3 Type week 3 activities here (use page 26 of the UbD text as an example) The student will reflect on whether or not their writings will aid the struggling students that are their target audience. E2, R Students will write a reflection of their work so far, and decide on revisions that need to be made. E, R The student will create their final project, by reflecting on how they would best benefit from the project if they were the struggling student. E2, T, R The student will use the rubrics to grade their own project, before submitting the final draft and recording. E2, R The student will make final revision to their projects based on the grade their self-evaluation using the provided rubrics. R The student will have a check list made up of the essential questions for them to use to do one final reflection of their project. If all essential questions can be answered through your project or work you have done to complete your project, you are on the right track. R The student will submit the final draft of story or poem. E2 The student will submit the final recording for publishing. E2