Escolar Documentos
Profissional Documentos
Cultura Documentos
Summer 2010
UbD Stage 2 Template
Stage 2 – Determine Acceptable
Evidence
Title of Variety is the Spice of Grade 8
Unit Writing Level
Stage 1 – Identify Desired Results
List the understandings of your unit:
(copy and paste from Stage 1)
Content Standards:
ELA8C1 The student demonstrates understanding and control of the rules
of the English language, realizing that usage involves the appropriate
application of conventions and grammar in both written and spoken
formats. The student:
b. Analyzes and uses simple, compound, complex, and compound-complex
sentences correctly, punctuates properly, and avoids fragments and run-
ons.
Essential Questions
(copy and paste from Stage 1)
Why is the correct use of sentence How can our use of sentence
structure important? structure affect how others perceive
us?
How does the author’s use of
sentence structure impact the How can varying sentence structure
reader’s comprehension? improve my writing?
Performance Task(s)
Be sure to indicate:
CATEGORY 4 3 2 1
Required The poster includes Nine sentences are Eight sentences are Seven or fewer
Elements all 10 of the required included on the included on the sentences are
sentences as well as poster. poster. included on the
additional poster.
information.
Sentence There are at least There are at least There at least two Each structure is
Structure two sentences for two sentences for sentences for two represented once or
each structure. three structures. structures. less.
Mechanics Capitalization and There is 1 error in There are 2 errors in There are more than
punctuation are capitalization or capitalization or 2 errors in
correct throughout punctuation. punctuation. capitalization or
the poster. punctuation.
Other Evidence
(e.g. tests, quizzes, work samples, observations)
Written quiz- Describe how clauses form
sentences. ELA8C1b- Analyzes and uses simple, compound,
complex, and compound-complex sentences correctly (explain)
Assessments
demonstrate
congruency among
goals
2 Performance Designs performance Designs authentic
. task(s) are not task, which requires performance task(s)
authentic learners to exhibit
understanding through Task(s) in alignment
authentic performance with goals and
tasks. standards /3
3 Does not provide Designs appropriate Designs a scoring rubric
. scoring rubric for criterion-based scoring that includes distinct
the performance rubric to evaluate traits of understanding
task(s) learner performance and successful /3
task(s) performance
4 Selection of Includes at least two Includes a variety (at
. assessment different formats of least 3 types) of
formats is assessment. appropriate assessment
limited. formats within the unit /3
to provide additional
evidence of learning
5 Fails to provide Provides opportunities Self-assessments
. opportunities for for learners to self- clearly used as /3
learners to self- assess. feedback and reflection
assess. for students and
teachers, as well as for
evaluation.
Your Total Score
/15