CNMI PSS Office of Instructional Services 1

Students First


CNMI Public School System
Understanding by Design
Collaborative Curriculum Unit Planning

School: Hopwood J r. High Grade Level: 7
th
& 8
th
Grade Week(s) of: Sep 15-19, 2014
Teacher: Zack Camacho Subject: Computer

Stage 1: I dentify Desired Results

ESTABLISHED GOALS
Standard(s) and Benchmark(s):
CTE St. 8- Technology- Students select, apply, maintain, and troubleshoot a variety of technologies.
CTE St. 1: Basic Skill Student use basic skills to succeed in the workforce, including reading, writing,
interpreting, communicating, listening, and performing mathematical operation.
Tech St. 1: Students demonstrate developmentally appropriate technology operations and concepts.
Tech St. 2: Students demonstrate use of basic applications and tools.


Content Objective(s):
SWBAT complete their autobiography
SWBAT present their PowerPoint.
SWBAT log in weebly.com and build a site.

Language Objective(s)
You will listen and demonstrate class procedures.
You will follow the guide on Rubric provided to present in front of the class.
You will

WHAT UNDERSTANDINGS ARE DESIRED?
Big I dea(s)-Students will understand that
Rubrics function as a guide to a good presentation.
Do not read your PowerPoint.
Do not type a full paragraph onto a slide unless necessary.
The school song promotes unity.
What essential questions will be considered?
Rules & Procedures are important because _____________.
Why are rules in place?
Why is an email address important? Will it be useful in their future?

WHAT KEY KNOWLEDGE AND SKILLS WILL STUDENTS ACQUIRE AS A RESULT
OF THIS UNIT?
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Students First


Students will know
How to create a desktop acct.
Class Rules & Procedures
How to create an email address
Their email address
Microsoft PowerPoint



Students will be able to
Understand the Class Rules
Present formally in front of their peers.
Sign in to their assigned User on computer
Log in to student.weebly.com and build their
website.
Submit their work into Student Portfolio in
server


Stage 2: Determine Acceptable Evidence
WHAT EVIDENCE WILL SHOW THAT STUDENTS UNDERSTAND?
Performance Task(s) (summary in GRASPS form-See Reference):
SWBAT demonstrate class procedures
Performance Task Rubric:

Criteria Advance (4) Proficient (3) Developing (2) Beginning (1)
POWERPOI NT
POI NTS
40-31



30-21 20-11 10-5










Add more rows as necessary

Other Evidence(s), quizzes, tests, prompts, observations, dialogues, work sample:
Students will submit completed PowerPoints.
Students will present in front of peers.
Students will rate their peers presentation.

Student Self-Assessment and Reflection:
Students are to
Students will
Note: See Facet of Understanding Reference



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Stage 3: Plan Learning Experiences and Instruction

Activity Bank (See Reference on WHERETO Elements for guided questions to plan activities): List all
activities for the week(s)- class work, projects, homework, learning tasks, assessments, etc.
Monday
1. Roll Call
2. Submit all PowerPoints to class server
3. Review rubric
4. Presentations may begin if everybody is ready.

Tuesday
Scheduled day of presentations
1. Prepare rubrics at stations(computers)
2. Go over rules for presentations and audience
3. Time will only allow 4-5 presentations

Wednesday
1. Presentations continue
2. Rating of peers continue

Thursday
1. Presentations continue
2. Rating of peers continue
3. If presentations conclude- commence weebly log in infousername and password

Friday
1. Review the weeks turn out / lessons
2. Intro to editing/building website via weebly



RESPONSE TO INTERVENTION (RtI)
Tier I Activities:



Tier I I Activities:
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Tier I I I Activities:




SWD AND ELL NEEDS- STEP WISE PROCESS
Student(s) w/ Disabilities ELL Student(s)
What barriers are keeping the students from accessing instruction, participating in activities, demonstrating learning, etc?
Student 1: Hearing impaired. Student 1:
What supports will reduce identified barriers?
Student 1: Aides are there to read test questions and
assist SWD students. Students will take a modified test.
Hearing impaired students will have to sit in front of
class. Teacher might need to repeat phrases for student.
Student 1: Other SWD students do not need assistance
of an Aide.
How will the support assist the students in accessing instruction, participating in activities, demonstrating learning, etc?
Student 1: The Aide may re-read a test question or modify
words in test using symbols. (Mr. Luis)
Student 1:
4. TARGET SPECIFIC IEP OBJECTIVES AND FOUNDATIONAL SKILLS THAT CAN BE ADDRESSED
DURING THE UNIT (SPED). List key words from IEP objectives and/or foundational skills and indicate which IEP
objectives and foundational skills can be addressed within each instructional activity.
IEP objectives &
foundational skills
(write key words)

Unit instructional
activities (write the
number of the
activity or key
words)


Reference
Instructional Strategies (CITW) Technology Materials/ Resources: Student Work/Evidences:
Identifying Similarities &
Differences:
Compare
Classify
Data Collection
Brainstorming/ Idea
Mapping Software
Play/Skits
Creating new poem/short
stories/songs
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Metaphor
Analogy
Generating & Testing Hypothesis:
Decision Making
Experimental
Inquiry
Historical Investigation
Invention
Problem Solving
Systems Analysis
Non-Linguistic Representation:
Kinesthetic
Mental Imagery/Senses
Physical Model
Pictograph
Other:
Advance Organizer
Cues and Questions
Note Taking
Practice
Providing Feedback
Providing Recognition
Reinforcing Effort
Setting Objectives

Diagnostic Prescriptive
System
Calculators
Display Tools
Clickers
Interactive Whiteboard
Collaborative Application
Educational games
Communication Tools
Virtual manipulative
Multimedia (watching)
Multimedia (creating)
Spreadsheet
Web-based Research
Word Processing
Other (make note)

Projects (3D models,
dioramas, etc.)
Group discussion
Peer/Self Evaluation
Debates
Interviews
Peer Teaching
Problem Solving
Summarizing
Outline
Compare & Contrast
Student Demonstration
Silent Reading
Journaling/Writing
Reports
Oral Presentations
Graphic Organizers
Investigation/Experiment
Learning Games
Paraphrasing/Retell
Illustrate
Memorize
Worksheets
Note-taking/ Listing
Discussion
Hands-on Learning

Blooms Taxonomy
Remember Understand Apply Analyze Evaluate Create
Tell, list,
describe, relate,
locate, write,
find, state,
name, identify,
label, recall,
define,
recognize,
match
reproduce,
memorize,
draw, select,
recite
Explain,
interpret,
outline, discuss,
distinguish,
predict, restate,
translate,
compare,
describe, relate,
generalize,
summarize, put
in own words,
paraphrase,
convert,
demonstrate,
visualize, find
out more info
Solve, show,
use, illustrate,
construct,
complete,
examine,
classify, choose,
interpret, make,
put together,
change, apply,
produce,
translate,
calculate,
manipulate,
modify, put into
practice
Analyze,
distinguish,
examine,
compare,
contrast,
investigate,
categorize,
identify,
explain,
separate,
advertise, take
apart,
differentiate,
subdivide,
deduce
Judge, select,
choose, decide,
justify, debate,
verify, argue,
recommend,
assess, discuss,
rate, prioritize,
determine,
critique, weigh,
value, estimate,
defend
Create, invent,
compose,
predict, plan,
construct,
propose, devise,
formulate,
combine,
hypothesize,
originate, add
to, forecast


CONSTRUCTING A PERFORMANCE TASK USING GRASPS
Goal Role Audience Situation
Product,
Performance and
Purpose
Standards and
Criteria for
Success
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Students First


Your task
is
The goal is
to
The
problem or
challenge
is
The
obstacles to
overcome...
You are
You have
been asked
to
Your job
is
Your clients
are
The target
audience
You need to
convince

The context you
find yourself in
is
The challenge
involves dealing
with
You will
create a __ in
order to___.
You need to
develop___
so that___.
Your
performance
needs to
Your work will
be judged by
Your product
must meet the
following
standards
A successful
result will

SIX FACETS OF UNDERSTANDING
Example of Using 6 Facets of
Understanding (Topic: Nutrition)
1. EXPLANATION: What are the key ideas in..? What are
examples of..? What are the characteristics and parts of..? What
caused..? What are the effects of..? How might we prove, confirm,
justify..? How is..connected to..? What might happen if..? What are
the common misconceptions about..? How did this come about? Why
is this so?
Develop a brochure to help young
students understand what is meant by a
balanced diet
2. INTERPRETATION: What is the meaning of..? What are the
implications of..? What doesreveal about..? How
islike(analogy or metaphor)? How doesrelate to me or us? So
what? Why does it matter?
Discuss what the popularity of fast
foods say about modern life?
3. APPLICATION: How isapplied in the larger world? How
mighthelp to..? How could we use to overcome..? How and when
can we use this (knowledge or process)?
Plan a menu for a class party consisting
of healthy, yet tasty snacks.
4. PERSPECTIVE: What are the different points of view about..?
How might this look from a different perspective? How is this similar
to or different from..? What are other possible reactions to..? What
are the strengths and weaknesses of..? What are the limits of..? What
is the evidence for..? Is the evidence reliable? Sufficient?
Conduct a research to find out if the
Food Pyramid guidelines apply in the
other regions (e.g. Antarctica, Asia, the
Middle East) and the impact of diverse
diets on health and longevity.
5. EMPATHY: What would it be like to walk in s shoes? How
mightfeel about..? How might we reach an understanding
about..?What wastrying to make us feel and see?
Imagine: How might it feel like to live
with a dietary restriction due to a
medical condition>
6. SELF-KNOWLEDGE: How do I know..? What are the limits of
my knowledge of..? What are my blind spots about..? How can I
best show..? How are my views aboutshaped by..(experiences,
habits, prejudices, style)? What are my strengths and weaknesses in..?
Reflect: To what extent are you a
healthy eater? How might you become a
healthier eater?

WHERETO ELEMENTS
W H E R E T O
Where are
we going?
Why? What
is expected?
How will we
hook and
hold student
interest?
How will we
equip students
for expected
performances?
How will we
help students
to rethink and
revise?
How will
students self-
evaluate and
reflect on their
learning?
How will we
tailor learning
to varied
needs,
interests,
styles?
How will we
organize and
sequence the
learning?