Paul — unit plan idea

Paul Neet

2 / 5 / 2014

A: UBD, stage 1



Unit Planning Framework

Stage 1 – Desired Results

Established Goals:


  • ELA Writing standard 2B (grades 9-10): “Develop the topic with well-chosen, relevant, and sufficient facts … concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.”
  • ELA Speaking and Listening standard 4 (grades 9-10):”Present information [and] findings … clearly, concisely, and logically such that … the organization, development, substance, and style are appropriate to purpose, audience, and task.”
  • ELA Speaking and Listening standard 5 (grades 9-10): “Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.”
Understandings (including Propositions ++):

Students will understand that…

  • Writers / presenters should consider their audience (interest, level of understanding) when preparing a written work or presentation.
  • Writers / presenters should consider their particular purpose and task when preparing a written work or presentation.
  •  Digital media (textual, graphical, audio, visual, interactive elements) can enhance presentations.
Unit/Essential Questions:

  • What are different ways that individuals can improve their communities?
  • What leads people to contribute to their communities?

Stage 1 – Desired Results (cont.) Learning Targets (Standards deconstructed below)

Knowledge (Refer to Cappuis & Stiggins pp. 44-47)

  • Students will be able to…
  • … use technology (audio / video recording equipment, photography) in the creation of an article.
  • … determine which details / quotes are most relevant or interesting for a particular purpose.
Reasoning (Refer to Cappuis and Stiggins pp. 47 – 53)

  • Students will be able to…
  • … determine what language and presentation choices are appropriate for a particular audience.
Skills (Refer to Cappuis and Stiggins pp. 54-55)

  • Students will be able to…
  • … develop appropriate / relevant questions and conduct an interview with a community member.
  • … present information in different contexts for different audiences.

(Refer to Cappuis and Stiggins pp.  55-57)

  • Students will be able to…
  • … write a newspaper letter to the editor that is organized, concise, well-developed, and in the appropriate format.
  • … create a multimedia presentation for children that is age-appropriate, engaging, and informative.
  • … create a profile article of a community member.




B-C: 5-6 types of technology, tech brainstorm




  Camera (photography) Audio recording equipment PowerPoint Video editing software Online image / music databases
Activity type(s) –Taking photographs for article / presentation –Recording interviews –Making presentations –Making video presentations –Finding / selecting images and music for presentations
How it might support learning –Choosing relevant / powerful / engaging images; defending choices; exploring different ways of communicating information / making a point –Aiding in transcribing interviews; double-checking information; ensuring accuracy; resource for vivid description (i.e. tone of voice) Incorporating multimedia elements; choosing what details to highlight; ordering / summarizing information; aid in working on public speaking skills –Incorporating multimedia elements; visual storytelling (organizing information); choosing what details to highlight. –Learning about copyright / Creative Commons / online searches; determining emotional / visual impacts on audience
What I might need to anticipate / learn about in planning to help students use tech effectively –Do some basic research on principles of photography Emphasize the importance of taking notes; prepare for the possibility of recording being lost / not working; research norms / ethics on paraphrasing or altering quotes Come up with understanding / general rules for the difference between relevant, connected use and “bells and whistles” –Research basic editing techniques –Research / have information ready about particular web sites to use; ethics




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