Unit Design Consideration<\/p>\n
| <\/td>\n | Questions for Teacher<\/td>\n | Responses from the Teacher<\/td>\n<\/tr>\n | ||||||||||||
| <\/p>\n W<\/td>\n | How will you help students know where<\/em> they are headed and why<\/em> (e.g. major assignments, performance tasks, and the criteria by which the work will be judged?)<\/td>\n| The students will be filling a chart in as a class to help decipher the differences between Noun, Adjective, and Verb<\/p>\n | The students will learn different songs created by Ms. Liz about Nouns, Verbs, and Adjectives<\/p>\n The students will create a PowerPoint project<\/p>\n The students will record ideas in their journals including pictures of the parts of speech<\/p>\n Students will be taking two different tests to see where they are<\/td>\n<\/tr>\n <\/p>\n | H<\/td>\n How will you hook<\/em> the students through engaging and thought-provoking experiences (issues, oddities, problems, and challenges); that point toward essential and unit questions, core ideas and performance tasks?<\/td>\n | BrainPOPJr. on Parts of Speech<\/p>\n | Design a parts of speech play, song, act out<\/p>\n Putting the students into group so they have the support of their peers to research, answer questions, and present their findings to their class<\/td>\n<\/tr>\n <\/p>\n | E<\/td>\n What learning experiences will engage<\/em> students in exploring the big ideas and essential and unit questions? What instruction is needed to equip<\/em> students for the final performances?<\/td>\n | They will experience the idea of researching, gathering data, and applying it to what they are learning about<\/p>\n | Students can partake in charades to have other students guess what they are and which part of speech they are acting out<\/p>\n The students will need to be aware of their topics, their task, and the results from their conclusions: What methods and pieces of technology did they use to solve the problems and create solutions? (PowerPoint, google, educational videos )<\/p>\n What specifically did they notice that helped reassure them of the meaning of the different Parts of Speech<\/td>\n<\/tr>\n <\/p>\n | R<\/td>\n How will you cause students to reflect<\/em> and rethink to dig deeper into the core ideas? How will you guide students in revising<\/em> and refining<\/em> their work based on feedback and self-assessment?<\/td>\n | The students are to document their research and findings in their journal.<\/p>\n | The students are responsible for finding the meaning behind a noun, verb, and adjective<\/p>\n I will observe their research, interpretation, and understanding in order to have them better develop an understanding for the Parts of Speech<\/p>\n Students<\/p>\n Students will be given guidance and feedback based on their notes and their presentations<\/td>\n<\/tr>\n <\/p>\n | E<\/td>\n How will students exhibi<\/em>t their understanding through final performances and products? How will you guide them in self-evaluation<\/em> to identify the strengths and weaknesses in their work and set future goals?<\/td>\n | Students are required to present a PowerPoint presentation to show their knowledge and understanding of the different Parts of Speech<\/p>\n | They will present their documentation in their journals and welcome feedback from the teacher and classmates<\/p>\n Students will take two different tests on the computer to test their knowledge and understanding<\/p>\n Students will be assessed on how well they work in a group environment, including their contribution to the project(s)<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n <\/p>\n","protected":false},"excerpt":{"rendered":" Unit Design Consideration Questions for Teacher Responses from the Teacher W How will you help students know where they are headed and why (e.g. major assignments, performance tasks, and the criteria by which the work will be judged?)…<\/p>\n |