Understanding By Design – Backwards Design Process Kellie Ouzts (Developed by Grant Wiggins and Jay McTighe, 2002) Stage 1 – Desired Results Content Standard(s):
SS4H4 The student will explain the causes, events, and results of the American Revolution. D. Describe key individuals in the American Revolution with emphasis on King George III, George Washington, Benjamin Franklin, Thomas Jefferson, Benedict Arnold, Patrick Henry, and John Adams.
Understanding (s)/goals Students will understand that: • Individuals can make a difference
Essential Question(s): • What impact did key individuals have on the American Revolution? • What information should you include in your speech? • How do I conduct a keyword search? • How do I create an awesome voicethread? • How do I offer peer evaluation tactfully?
Student objectives (outcomes): Students will be able to: • Search, locate, and synthesis information pertaining to their chosen individual to create a speech for our wax museum and wax museum voicethread. • Memorize speech • Create voicethread of speech and create an introduction thread. • Comment on classmates’ voicethreads (at least 10) • Listen and comment back on your own voicethread comments. • Write a self-reflection of your speech before and after listening to voicethread comments. Stage 2 – Assessment Evidence Performance Task(s): Other Evidence: Pre-test Test • Goal and Role: Your task is to Cumulative group assignment work either alone, with a
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group, or with a peer. Follow podcast directions in order to conduct a keyword search. Then, you will conduct a search on your chosen Revolutionary war individual and answer questions provided on your worksheet. Audience: Student(s) Situation: You will listen to the podcast and follow directions to complete the assignment Product: worksheets (2) Standards and Criteria for Success: To be considered successful, you will correctly answer 95% of all questions accurately. (explain) Goal and Role: Your task is to write a speech from the point of view of your chosen Revolutionary War individual. Audience: Your audience is the entire school, teachers, administrators, parents, and anyone who visits our voicethread. Situation: In this challenge you will find yourself writing a speech, memorizing it, delivering it at our school-wide wax museum, and recording it online at voicethread (explain, application, perspective, empathy) Product: You will deliver the speech, dressed as your individual, at our wax museum and online at voicethread. You will also comment on the voicethreads of your classmates. Standards and Criteria for Success: You be considered successful if you meet all rubric requirements and successfully record your voicethread and comment on
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pre-assessment thumbsup/thumbs-down keyword search questions Written reflection of your speech before viewing comments. Written reflection after viewing voicethread comments. Teacher conference. Project. (selfknowledge)
Homework: write a paper(at least one page) on how you can make a difference. (self-knowledge)
classmates voicethreads. You will meet with Mrs. Ouzts after reviewing all comments on your voice thread for a selfassessment conference of your project. (self-knowledge, empathy)
Stage 3 – Learning Plan Learning Activities: 1. Begin with an entry question, “How did individual people change the past?” H 2. Introduce essential questions. W 3. Introduce Wax Museum and Voice thread assignment. Go over rubrics and guidelines with the students. Tell them that they will be given copies of the rubric(s). Students are expected to use their rubrics and guidelines as resources when planning their speeches, voicethreads, and when commenting on peer voicethreads. They are to grade themselves on the rubrics and guidelines and also to bring these items with them to their teacher/student post conferences. Rubrics will be given for the presentation and voicethread. W, R, O,H,
E,E2 (journal) 4. Explain that students will first complete a lesson on choosing a search site. Explain that students will listen to podcast for further instructions. Students will work alone, with one peer, or with a small group (no more than four students per group). Before beginning, students should brainstorm what they know about internet search sites. W, E, H, T 4. Write on board: Write the following on the board: Yahoo! Kids!, Kids click!, Ask for Kids, Quintura for Kids, Fact Monster, and Awesome Library. Tell students that these are the sites they will be using to complete the choosing a Search Site activity. Explain to students that they will be working with a partner or in a small group (more than four). Each person in the group will choose a different site to work on. First, students will listen to the podcast for directions. Students should pause podcasts to answer questions on the back of page one. After completion of the assignment, students should debate which site would work best for their Wax Museum individual. E, R, T 5. The group should meet with the teacher to discuss their findings. The teacher will conduct an oral assessment for understanding. W 6. While groups begin working, the teacher will call small groups back for clarification based on pre-assessment results. Some
students many only be assigned the wax museum speech with trifold board. Entry level, T, R 7. Students start their Wax museum research using the search site of their choice. They will write their speech following the rubric guidelines and meet with the teacher periodically for a progress check. Students will peer edit their speeches. After the final peer edit, students will meet with the teacher and be given directions to put their speech on note-cards for memorization. Students will work with their group to memorize and practice speeches. Students will also work on presentations and costumes. E, R, 8. Take the class to the white board in the library and show them a student created voicethread. Explain that students will be creating a voicethread on their on. They will listen to a podcast and follow directions to complete the assignment. W 9. When the teacher feels that a student has his/her speech memorized, they will individually listen to the podcast and follow directions to record their voicethread. All students should have their voicethreads recorded BEFORE the wax museum presentation. Students should write a reflection of their voicethread presentation in their social studies journals before comments are posted. R, E2, E 10. After the wax museum school-wide presentations, the students will listen to and comment on the voicethreads of all their group mates. The teacher will pair up groups for comments so that all students have an equal number of comments on there voicethread. R 11. Students will address comments on their voicethread page. R, E2, E 12. Students will write a reflection of the suggestions and comments in their social studies journal and bring the journal with them to their final teacher conference. R, E2, O, E Homework: Write a paper (at least one page) on how you can make a difference. Volunteers will share their papers with the class. R, E2 Resources: CyberSmart: Lesson plan and worksheets http://cybersmartcurriculum.org/researchinfo/lessons/45/choosing_a_search_site/ Wax museum rubric retrieved from: www.ccboe.net/.../4B008BE84B9E47A789031E5A89906BE3.pdf
VoiceThread Rubric adapted from: http://caslworkshops.pbworks.com/VoiceThread Links: Podcast of CyberSmart Lesson: CyberSmart Podcast Podcast/Screencast of Voicethread Tutorial: Voicethread Lesson
Wax Museum Rubric Category
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Historical Accuracy
All historical Information appears to be accurate and in chronological order.
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Almost all Most of the Very little of historical historical the historical information information information appears to be appears to be appears to be accurate and accurate and accurate and in in in chronological chronological chronological order. order order Oral Oral Oral Oral Oral Presentation presentation presentation presentation presentation lasted at least lasted less lasted at least lasted less 3 minutes. than 3 2 minutes. than 1 Presenter minutes. Presentation minute. spoke clearly Presenter was choppy Presentation and portrayed spoke clearly and was choppy an accurate and portrayed portrayed and representation an accurate some portrayed of the representation accurate inaccurate individual. of the information. information. individual. Props/Costume Student uses Student uses Student uses Student uses several props 1-2 props that 1-2 props NO props, or (could accurately fit which make the chosen include the the time the props do not costume) that period, and presentation make the accurately fits make the better. presentation the time presentation better. period, show better. considerable work and
Points Earned
creativity. Comments:
VoiceThread Rubric Student Name:
Accuracy
Understan d-ing of Topic
Spelling and Grammar
Exemplary 4 Responses are accurate. There are no factual Errors.
Accomplished 3 Most of the responses are accurate, but there is one piece of information that might be inaccurate.
Developing 2 The responses are generally accurate, but one piece of information is clearly flawed or inaccurate.
Beginning 1 Responses are typically confusing or contain more that one factual error.
Students clearly understood the topic indepth and presented his or her information convincingly. Written responses have no misspellings or grammatical errors.
Student clearly understood the topic indepth and presented his or her topic with ease.
Student seemed to understand the main points of the topic and presented those with ease. Written responses have 1-2 grammatical errors but no misspellings.
Student did not show an adequate understandin g of the topic.
Written responses have 1-2 misspellings, but no grammatical errors.
Written responses have more than 2 grammatical and/or spelling errors.
Scor e
Voice
Recorded voice was always clear and Understandab le.
Recorded voice was mostly clear and understandab le.
Recorded voice was sometimes clear and understandab le.
Recorded voice was neither clear or understandab le.
Comments
Student made all required comments on peer voicethreads. Comments were analytical and tactful, and offered productive feedback.
Student made all but one comment on peer voicethreads. Comments were analytical and tactful, but offered no productive feedback.
Student made comments on all but two peer voicethereads Comments were tactful, but offered no productive Feedback.
Student did not comment on three or more peer voicethreads. Comments were not tactful and offered no productive feedback.
Comments:
People to Choose from for the Wax Museum Abigail Adams Jefferson John Adams King George III Washington Benjamin Franklin Thomas Jefferson Benedict Arnold Patrick Henry Crispus Attucks Paul Revere Hamilton James Madison Sybil Ludington Deborah Sampson Wheatley Betsy Ross Adams Benjamin Franklin Nathan Hale Benjamin Banneker Arnold John Hancock Pitcher Aaron Burr Henry Horatio Gates Nancy Morgan Hart Joseph Brant
Thomas Samuel Adams George
Ethan Allen Alexander Phyllis Abigail Benedict Molly Patrick John Paul Jones
Thomas Paine Marion Lord Cornwallis Cochran Corbin Marquis de Lafayette Nathanael Greene
Francis Margaret
Your speech must have an awesome opening and a great hook! You must include: where you were born where and how your person died if you were married what jobs you had what are you known for (MOST IMPORTANT INCLUDE ALL YOU CAN FIND) little known or cool facts conclusion that wraps up your speech and invites the listener to learn more about you!
