Understanding By Design Unit Template - GSSD Blogs

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Assessment Evidence (Stage 2)Performance Task DescriptionThe PERFORMANCE TASK describes the learning activity in “story” form. Typically, the P.T. describes ascenario or situation that requires students to apply knowledge and skills to demonstrate theirunderstanding in a real life situation. Describe your performance task scenario below:You are a news reporter for the Melville Advance. Your job is to investigate an important eventor person from Melville. You will present your article using Microsoft Publisher.Role- News ReporterAudience- School membersForm- 1 paragraph with at least six sentences and pictures addedTopic- Local Community HistoryStandards: See attachmentsHelpful tips for writing aperformance task.Goal:What should studentsaccomplish by completingthis task?Role:What role (perspective)will your students betaking?Audience:Who is the relevantaudience?Situation:The context or challengeprovided to the student.Product/Performance:What product/performancewill the student create?Standards(Create the rubric for thePerformance Task)
BLOOMS TAXONOMY:REMEMBERING: Can the students recall or remember the information?UNDERSTANDING: Can the students explain ideas or concepts?APPLYING: Can the students use the information in a new way?ANALYZING: Can the students distinguish between the different parts?EVALUATING: Can the students justify a stand or decision?CREATING: Can the students create new product or point of view?Digital Taxonomy for Bloom:KNOWLEDGE: Highlighting, bookmarking, social networking, searching, googlingCOMPREHENSION: Advanced searches, blog journaling, twittering, commentingAPPLICATION: Running, loading, playing, operating, hacking, uploading, sharing, editingANALYSIS: Mashing, linking, tagging, validating, cracking, reverse-engineeringSYNTHESIS: Programming, filming, animating, blogging, wiki-ing, publishing, podcasting,video castingEVALUATION: Blog commenting, reviewing, posting, moderating, collaborating,networking, posting moderatingOther Assessment Evidence: (Formative and summative assessments used throughout the unit to arrive at the outcomes.)Conversation Observation Product-Self Assessment for Indvidualcontributions to Group Discussion (seeattachments)-Sample Holistic Representing Rubric (Seeattachments)Learning Plan (Stage 3)Where are your students headed? Where have they been? How will you make sure the students know where they are going?Students should already know what a community is and the different community groups they can belong in.How will you hook students at the beginning of the unit? (motivational set) Begin with a KWL chart. What do students already know about their community of Melville?to know? (H, W)What do they wantWhat events will help students experience and explore the enduring understandings and essential questions in the unit? How will youequip them with needed skills and knowledge? How will you organize and sequence the learning activities to optimize the engagement andachievement of all students?Time Frame
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