Stage 1-Desired Results

Established Goals:

Standards:
6.3 (A) - Students will infer the implicit theme of a work of fiction,
distinguishing theme from topic.
6.4-Students will understand, make inferences, and draw conclusions about
the structure and elements of poetry and provide evidence from the text to
support their understanding.
6.13 (A) - Students will explain the messages conveyed in various forms of
media.
6.13 (B)-Recognize how various techniques influence viewers emotions.
6.14 (writing) - Students will use evidence of the writing process (planning,
drafting, revising, editing, and publishing) to compose text.

Essential Questions Key Understandings:

1. What is the difference between 1. Students will understand that

theme and topic? topics are specific and related to
the subject, whereas a theme is
2. Why do people write poems? more general and relates to a
lesson or message the author is
3. What can you learn from trying to convey.
different forms of media and art?
2. People can use poetry or songs
to express their thoughts and
feelings about a certain topic.

3. Authors, artists, advertisers, etc.

Students Will know…
Key terms-topic, theme, poem,
imagery, figurative language,
persuade, convince
The difference between theme
and topic
How to analyze and draw
conclusions in a poem by
can use various forms of media
and art in order to convey a
message, or theme to a
consumer or audience and
persuade others.
Students will be able to…
Compare the theme of a poem
with a form of media or visual
representation
Plan, draft, revise, and edit a
poem
Persuade others to vote for their
poem and visual to be displayed
 identifying the themes of poems
and media or visual
representations and justifying
their responses
Stage 2- Assessment Evidence
Performance Task Other Evidence

Students will write a poem and
create a visual representation
that is thematically linked.
Students will present their poem
and visual along with a speech
justifying how their poem and
visual is thematically linked in
order to convince others to vote
for their work to be displayed in
the school art museum.
Topic vs. theme blended lesson
and quiz
Identify the themes of poems
practice
Identify the themes of
art/visuals practice
Writing Prompt: Choose a poem
and visual and explain how their
theme is related. Use evidence
from the poem and details from
the visual to support and justify
your response.

Draft of poem/visual with

justification for how they are
thematically linked

Draft of Speech that convinces

other students to vote for their
work

Student Self-Assessment and Reflection

1. Self-Assess their poem and peer review another student’s poem and revise and
edit based on that feedback.

2. Self-Assess the thematic link between their poem and visual and peer review
another student’s work and revise and edit based on that feedback.

3. Self-Assess their speech/presentation to convince others to vote for their work.

4. Reflect on how convincing they were in their speech based on votes from their
peers, and what changes they could make to improve upon their work.
5. Post a final reflection blog post based on the entire process including what they
learned, why it is important, and how it could help them in their life. Additionally,
they will reflect on what they did well on, and how they could improve upon their
learning process and their performance task.

Stage 3-Learning Plan

Learning Activities

1. Begin by asking the question: Why do you think people create art? Extend that
to why do people write songs? Poems? Get students thinking about how authors
or artists use these to express their feelings, thoughts, or important messages they
want others to read, listen to, or see.

2. Introducing the context of the project: The librarian needs your help. She has an
empty space in the library and would like to fill it with your work. She is planning
on setting up an art museum that needs to include a poem and a visual that are
linked thematically. There is not space for everyone’s work to be displayed, so you
will be presenting your work to convince your peers to vote for your work. You
will vote and you will determine which work will be displayed.

3. Introduce the Essential Questions and the Performance Task in more detail

4. Students will have been introduced to theme vs. topic and the basic elements
and structure of poems in a blended format prior to beginning this project.
(Completed during the self-directed learning time class.)

5. Students will practice identifying the theme of song lyrics and poems in a
matching activity.

6. Students will choose a poem or song of their choice, identify a possible theme,
and use evidence from the text to justify and support their choice.

7. Students will practice identifying the theme of various forms of media and
visuals.

8. Students will attend a field trip to an art museum and choose one piece to
identify a theme, and justify their reasons for choosing that theme using specific
descriptions of the art.

9. Students will practice comparing the themes of various poems and visuals, and
justifying how they are thematically linked in order to prepare them for
developing their own comparison.
10. Students will begin brainstorming possible topics and themes for their own
poem. They will choose their topic and theme, then being drafting their poem.

11. Students will self-assess their own poem, then peer review other students
poems/songs in order to offer suggestions based on the structure of their poem,
theme, and spelling and grammatical errors.

12. Students will revise, edit, and finalize their poems/songs based on their self-
assessment and peer feedback.

13. Students will begin creating a visual model that is thematically linked to the
poem/song they wrote. They will follow the same process of self-assessing, then
peer reviewing other students work. Then students will revise their visual as
needed, and complete their visual.

14. Students will review different persuasion techniques such as influencing

viewer’s emotions to prepare them to write their speech.

15. Students will begin drafting a speech that explains how their poem/song and
visual are thematically linked and use evidence from the text and specific details
from their visual to support their claim. Additionally, students will explain why
others should vote for their work (how their theme or message is significant) and
why it should be displayed in the school art museum.

16. Students will practice their presentation skills with a partner prior to the
gallery walk. They will self-assess their own presentation skills and speech and
peer review 3 other students work. They will make final revisions based on their
own self-assessment, and the peer feedback they received.

17. Students will participate in a gallery walk where they will present their
poem/song, visual, and speech to others. Students will self-assess and vote.

18. Students will submit their final products onto their E-Portfolios and write a
blog post reflecting on the process to describe the process they went through,
struggles they faced, strengths, and what they would do differently next time.
Additionally they will explain what they learned, and how that could benefit them
in their future.

19. Students will visit others sites and read and respond to other students blog
posts.
Comparison between Finks and the UbD

Both planning guides have their strengths and areas that could be improved. The
templates include many similar concepts, but are presented in different formats.
The following chart depicts my observations between the two templates:

Finks VS. UbD

Finks UbD
Included BHAG-not extremely detailed. Goals related to content standards and
outcomes-very specific.
Learning Goals, activities, and outcomes Learning plan is presented in a list
or assessments are presented in a format-not visually appealing and does
visually appealing and easy to follow 3 not show the clear relationship
column chart. between the goals, activities, and
outcomes.
There is not a designated area to state The performance task is explicitly
the Performance Task. stated and easy to find.
Essential questions and enduring Essential questions and enduring
understanding are not explicitly stated. understanding are explicitly stated.
Self-Assessment opportunities and Self-Assessment opportunities and
reflection are not explicitly stated. reflection are explicitly stated.

Increase Effectiveness of Templates

I like the details of Stage 1 in the UbD guide including the essential questions and
enduring understanding. I also prefer how the UbD guide lists the Performance task,
however, I would prefer if it were listed under Stage 1, rather than being a separate
Stage 2.

I prefer Fink’s 3 column chart to Step 3 of the UbD guide because Fink’s 3 column
chart easily shows the relationship between the goals, activities, and outcomes in a
visually appealing way. I found the list of learning experiences to be overwhelming
and less clear.

Including a Self-Assessments and Reflections section was a strength for the UbD
guide, which is missing from Fink’s guide. Something that I would add to increase
the effectiveness for both templates is an area to plan different learning paths based
on the diverse needs of individual students in order to help them improve from
where they currently are. For example, I would include activities for students that
are struggling with basics, students on level and needing support on improving on
one aspect, and extension activities for students above level and needing a
challenge.
In order for these planning guides to be more effective, I recommend taking aspects
from both of them and combining them into a document similar to the following
table:

Step 1-Identify Desired Results

Established Goals

Essential Questions Enduring Understanding

Performance Task

Step 2-Plan Learning Experiences

Learning Learning Activities Assessments
Goals
Struggling On track Above-level

Step 3-Student Self-Assessment and Reflection Opportunities

Reflection on Planning Process

I have used a very similar template to the UbD in order to plan a project. I like the
level of detail that is included in the UbD model; some of which was missing in
Fink’s template. I think going through this process allowed me to determine what
activities were purposeful and helpful in getting students to their final product. This
process also allowed me to think about where students would be going to prepare
them for their final product and how that related to the course goals and state
standards. Additionally, it really broke down exactly what questions students
needed to be able to answer, and what they were supposed to gain from this project.
I think this information is beneficial for teachers as well as students to understand.

I did not appreciate all aspects of this UbD template, such as the list format of the
Stage 3 Learning experiences which I felt was overwhelming and unclear; however,
the Fink’s guide was much clearer to visualize and understand. Being able to plan
those specific learning goals, activities, and outcomes has been helpful. Overall, I
think it has been beneficial to utilize both of these learning guides to understand
how to effectively plan significant learning environments and experiences for our
learners to prepare them for 21st century learning.
EDLD 5313 Assignment 4 – UbD Design Template
Assignment Value: 100 points

In this assignment, you will create a UbD Template and reflect on how the design process adds to your
innovation planning.

If is important to remember that building planning documents provide an overview or gestaldt of

your learning environment. The UbD Template also provides a design frame that can be used to
check the alignment of the outcomes/goals, assessments and activities and to see how this unit or
course fits into a larger context.

While you have asked to only read the Introduction, Chapters 1 & 3 of UbD you should use this text as
a reference guide in this module and in the future and refer to the sections that can help you with
your design document.

Instructions

Use the 1-Page Template with Design Questions for Teachers in the UbD text and build out the design for
your learning environment. Use the same unit/course that you used in Module/Week 3.

Compare and contrast the Finks 3 Column Table with the UbD Template. Consider where each design
process would be more effective.

Include a reflection on how the two different design processes have contributed to your ability to design
learning environments and how this will help you with your innovation plan.

Submission Details:

This assignment is unique to you, your circumstances, and your organization so you need to
determine who your audience is, why and how they will use this information, and what impact you
are looking to make. Since you own this assignment, and more importantly the ideas within the
assignment, you need to choose how you will format and present this information. Refer to Who
Owns the Eportfolio - http://www.harapnuik.org/?page_id=6050 for a more detailed explanation of
idea ownership.

Submit the URL for your post

• Past the URL into the space at the top of the document template,
• Add your name to the document,
• Rename the file with your name and assignment identifier,
• And upload the file to Blackboard by or before the deadline.

The School of Education is using this submission process in its online courses for two reasons:

1. We wish to provide you an offline copy of the assignment instructions that you can refer to.
2. We want to ensure there is a consistent and permanent record of assignment submissions
that can efficiently be converted to hard copy.

Add to eportfolio:

Since this assignment is part of the course outcome of identifying technology innovations, embracing
them as opportunities rather than challenges, and recognizing that they can proactively be used as
catalysts to enhance your learning environment and organization you will also need to add this to
your eportfolio. In the final module you will be required to consolidate all the course assignments
into a cohesive section on your eportfolio, so we recommend that you add this to your eportfolio as
you go along rather then wait until the end.