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Adapted From Wiggins & McTighe, Understanding by Design

Stage 1: Identify Desired Results

Subject: 9th Grade English Unit Timeline: Two Weeks

Title: Preparation Stage: Service Learning Action Plan

Desired Result: Write a professional e-mail to a specific organization as part of the Preparation
Process of a Service Learning Project.

Enduring Understandings Essential Questions

Writing can be used for social advocacy How do writers use research to inform the
and social change way they communicate with particular
Effective electronic communication audience?
depends upon awareness of audience How can writing be used to shape social
Effective writing relies upon awareness of advocacy?
word connotations and specific word How do words carry different meanings
usage for different audiences?
Research can change attitudes toward a What is the best way to organize
particular audience information for clarity of meaning and/or
Reflection and revision are necessary expression?
steps in the writing process How does technology shape, or change,
Technological communication requires the way we communicate?
short, succinct ideas placed in an Why is revision and reflection necessary
organized fashion to promote a professional appearance
Peer evaluation is a helpful step in the and ease of communication?
writing revision process What can I learn from collaborating with
others while developing a Service
Learning Plan?

Objectives

Students will be able to identify the difference between formal and informal writing
Students will be able to identify a particular purpose for writing and create organizational
structure around that purpose
Students will be able to write a professional salutation and Subject for an e-mail
Students will be able to apply specific research skills to gather important information about
an audience (the MPG--Mission Philosophy Goal--strategy)
Students will be able to integrate information gathered during research to inform appeal to
specific audience
Students will compose and revise e-mails to organizations of choice (Service Learning Plan
will be implemented at particular organizationi.e., Boys & Girls Club)
Students will participate in the peer revision process in order to make necessary changes to
their own writing and apply knowledge of formal/informal writing to help others

Stage 2: Determine Evidence for Assessing Learning


Performance Tasks Other Evidence:
Post-it Note Exit Tickets
Introductory Mock Interviews (Verbal) Discussion Participation (How did you
Ratings of Sample E-mails with Evidence apply the MPG strategy? What did you
Peer Evaluation Checklist change about your writing from the first
Self-Evaluation Rubric (May Be email?)
Generated by Students) Daily Reflections (On Do Now Sheet)
Summative Reflection (Written) Do Now responses (On Do Now Sheet)
E-mail Response Reflection Participation in Teacher Modeling of
Strategies
Individual Writing Conferences
Heads Up Connotation Game
Google Classroom Blog Posts

Stage 3: Build Learning Plan


Learning Activities:

Monday Tuesday Wednesday Thursday Friday


TW place Do Now prompt, Do Now prompt, Do Now prompt, Do Now prompt,
objectives and What kind of Do you change How do you Look back at
essential texts, ads, or how you talk usually revise the essential
questions on the commercials can based upon your work? Do questions and
board. Do Now best sell whom youre you read it unit objectives.
prompt, products? T/P/S speaking to? twice? Do you Underline the
Highlight three responses. Explain. T/P/S have a friend ones youve
essential responses. help you check mastered. Circle
questions. Try to it? Do you ever the ones you
answer them revise it at all? still need work
remember, there T/P/S on. T/P/S
are no right responses. responses.
answers! SW
T/P/S
responses.

SW participate SW create an SW participate in SW send an SW participate


in Interview advertisement Heads Up game. email to a in Interview
Simulations for their project. SW identify partner and will Simulations and
(based upon TW identify common words complete Peer will compare to
their different levels of and Evaluation Mondays
organizations). organization positive/negative Checklist in simulations. TW
TW identify (Catchy Subject, connotations, as preparation for ask students to
MPG model Identify Self, well as words Individual identify MPG,
within Identify Message, that would be Writing word choice,
responses. Appeal to appropriate for Conferences. and
Organization, younger/older organizational
Conclusion). SW audience. structure in
respond to simulations.
advertisements
on Google
Classroom Blog.
SW be given ten TW identify TW model word TW conduct SW share their
minutes to organizational choice revisions individual writing e-mails with the
research MPG structure and will to her e-mail. TW conferences class. Peers will
of their provide ask partners to based upon provide a
organization and organizer. TW brainstorm with Peer Evaluation comment and a
will share during share three one another for Sheet. TW ask compliment for
discussion. model emails best word students to each email on
with students to choice. SW apply identify MPG, Google
open and word choice to word choice, Classroom Blog
review as if they revise her own and (teacher will
were the writing. TW ask organizational outline
intended students to structure. guidelines
audience. SW be change one word regarding
asked to rate on in email and comments and
specific criteria share with class. compliments).
given by teacher. TW ask students
TW model one to revise emails.
analysis of an
email.
Respond to SW apply SW share SW respond to SW complete
Post-It Note organizational changes to email Post-It Note final reflection
Prompt, What is technique and out loud (if they prompt, How using self-
your correct dont want to did the peer evaluation
organizations salutation to their share out loud, evaluation rubric.
MPG? Why will e-mail. TW they can process help
it be important in provide organizer complete you to improve G&T: SW create
writing your e- and sentence reflection on Do your writing? their own rubric
mail? starters/salutation Now sheet). How were you and evaluate
ideas. able to help themselves
someone else based upon
improve their rubric
writing?

Reflection: Though UBD certainly inspired a flashback to my Junior Year at TCNJ, I was surprised to find
myself in relatively unfamiliar territory as I composed my lesson plans. I did not realize how little I paid
attention to assessment before in my classroomoften, I spend so much time focusing upon creating
hooks that engage both my struggling writers and my gifted and talented crew that I neglect to
differentiate assessments. However, I do know that students only become better writers when they are able to
revise and reflect, especially with one another. Going forward, I have the following questions...
What are some techniques that English teachers, even teachers across the board, use to differentiate
assessments?
How does a teacher create several formats of assessments that assess the same objectives without
losing their minds or all of their time?
What is the best way to encourage POSITIVE peer evaluation?
Does it always help to show students enduring understandings/essential questions at the beginning of
each unit? Would it help to ask students to reflect upon them in the beginning in the end (honestly, I
dont usually do this)?