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Unit DesignSeventh Grade ELA/ELD

Around the Room and Back AgainComplete your response to the prompt on the yellow card.

What do you remember from the last day we

spent together?

Around the Room and Back Again

- Take your card and walk around the room. Share your response, mentally cataloguing the responses of others. (Goal - speak with at least 3 others)

- When your head is full, or when you are signaled, return to your seat and list the responses you heard from others.

(SL.7.1.abc)

“If we look at any successful human activity, we see that what led to success was the newly discovered capacity of people. They came together and invented new ways of doing something. They explored new realms of ingenuity. They made it happen by responding in the moment and by changing as they went along.” - Margaret Wheatley and Myron Kelner-Rogers

Agenda

I can state the steps in backward design planning. (SL.7.1d)

Synectic

Planning is like (what sport) because (the reason). (W.7.10)

Share your synectic with a partner. (SL.7.1ab)

California Standards for the Teaching Profession

Backward Design Planning

“To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction.” -Steven R. Covey, The Seven Habits of Highly Effective People

What is the differenceActivity-Oriented Design Backward Design

Key Concepts/Key Ideas1. Read through both documents looking for

key concepts and key ideas in each one. (RI.7.1)

2. Take notes. (W.7.9)3. Discuss with your partner.- What is the author trying to say?- Why do you think the author included these examples?- What is the author’s purpose in including these

samples? (RST.7.6)

Step One: Define Learning Goals

Big Idea -

Systems of organizations are forced or influenced into a constant re-evaluation of individuals’ own beliefs. (SS.7.9-11)

7th Grade’s are listed on Literacy Site

I can unpack ELA standards and group them for a unit of study. (RI.7.4)

Unpacking Standards

7th Grade ELA Standards

Think. Write. Pair Share. Write.

1. Choose one writing AND one research standard.

W.7.1a,b,c,d,e; W7.4,5,8,9,2d,3d; L.7.3a,6,1,2,3 RI.7.9; RH.7.1,2,3, RST.7.1,2,3,7,8,9; ; WL.7.8,9; RL.7.1 2. Unpack the standard independently.

ELA Concepts derived from Standards

Think. Write. Pair Share. Write.

3. Share your unpacking with a partner. Feel free to revise your thinking. (W.7.5)

Think. Write. Pair Share. Write. Share

Discuss the following question with the people at your table.

“How might this group of standards work together?” (RI.7.3)

Step One: Define Learning GoalsBig Idea - Systems or organizations are forced or influenced into a constant re-evaluation of individuals’ own beliefs. (Students will write an argument off of sources.)*Remember to: Only insert standards that will be assessed. Integrate reading, writing, speaking and listening, language standards, - a MINIMUM of four standards.)

Option 1 - Go to the standards and select the ones that make sense to pull together.

Option 2 - Think about expectations for students in this unit. Jot down some ideas, mull it over, and/or have a conversation with a colleague. From your list or conversation, begin identifying and grouping appropriate standards.

Step One: Define Learning Goals

Enduring Understandings & Essential Questions

ELA Concepts derived from Standards

Essential Questions

“questions that are not answerable with finality in a brief sentence...their aim is to stimulate thought, to provoke inquiry, and to spark more questions - including thoughtful student questions - not just pat answers.” - Wiggins and McTighe (106)

Sample Essential Questions

-Why do characters change?-In what order is a story best told?-Do narrators always tell the truth?-How do you win an argument?-Why do narrators leave some things unsaid?-How important are the details?

Categories for Essential QuestionsKey Concepts - How do you know that you comprehend what you are reading?Purpose/Value - Why should readers regularly monitor their comprehension?Strategy/Tactics - What do good readers do when they don’t understand the text?Context - When should you use the “fix up” reading strategies?

Brainstorm Essential Questions

-Choose one ELA concept.-Write that word on a post it.-Place the post it on the top of a page.-Brainstorm several essential questions in the space below. (Use the categories to assist.)-Repeat with a Social Studies concept.(W.7.10)

I can analyze assessment evidence.

Line Up

Alphabetical Order of the activity you most look forward to over Winter Break.

http://youtube.com/v/KSQxYWExG50

“What should students know and be able to do as a result of this unit?”

Step Two: Decide on Assessments

Step Two: Assessment Evidence

Sixth Grade Task

Read through entire task carefully.

Sort Cards1.On your own, brainstorm examples of evidence of learning on from assessment. Write one idea per post it.

2.With your group, share ideas round robin style, placing each idea on the chart.

3.As a group, categorize the ideas, label categories and make a display. (SL.7.5)

Gallery Walk

Small Group Discussion- What main ideas were presented in the various displays? What details supported those main

ideas? (SL.7.2)- What clarity did the displays add to your understanding of CCSS assessment evidence?

(SL.7.2)- What does this imply for the formative assessments created for units of study?

Step Two: Assessment Evidence

1. Read argument template tasks.2. Choose a template that matches the goals of

your “beliefs” unit. (Use essential questions.)3. Create a possible argumentative task for this

unit. Record idea on unit template. (W.7.10)4. Record other formative assessment possibilities

(pre-assessment, self-assessment, etc.)

Partners Report

-Engage in a conversation with your partner, sharing your ideas. Be aware that you may be asked to report out your partner’s idea.

-Paraphrase your partner’s ideas. (SL.7.b)

I can evaluate units of study. (RI.7.1)

Jigsaw Carousel

I can evaluate units of study.

Read your section of the Equip Rubric carefully. Annotate. (RI.7.1)

4 Corners

Take your rubric and walk to the corner that matches the section you are using.

Find a partner. Talk about what your section of the rubric is looking for. Clarify together.

As a group, clarify any language or ideas from the section of the rubric you are using. (SL.7.1c)

Jigsaw Carousel - Partner Work1. Skim the unit plan for a general understanding.

(*Add big idea to rubric.)2. Read closely to examine your section of the

EQuIP Rubric. 3. Determine if unit meets most-3, many-2, some-

1 or none-0 of the criteria on your section of the rubric. (RI.7.1)

Unit Plans2.Louisiana

A Christmas Carol

4.Santa Ana

The Power of Point of View

3.Massachusetts

Tom Sawyer

1. Expeditionary Learning

Screen Time & the Developing Brain

(Overview Documents)

Jigsaw Carousel

Have a standing meeting with the teachers from your site. Share your findings. (SL.7.1a,b)

You will have a total of 8 minutes to share.

Reflecting on Next StepsAfter analyzing the ELA unit plan, I’m thinking about…(W.7.10)

“We are not in a race to the top - we are on a journey to excellence.”- Regie Routman, Read, Write, Teach, Lead

Bibliography of ResourcesELA-CA Standards for the Teaching Profession-Universal Backward Design -Unpacking Template-Unpacked Standards (Columbia Univ.)-Unpacked Standards (Tulare)-ELA Concepts-Unit Matrix (blank) -ELA Anchor Standards-Equip Rubric-SBAC 7th Grade PTELD-AUSD ELD Website-Instructional Scaffolding for ELs

Extended Learning

Bring texts that will fit the “beliefs” unit to the next full day workshop on February 20th.

Business - Resources on “Literacy”

- “Big Idea” list - on 7th grade landing page- Webinar - Two sixth grade teachers talk

about using reading notebooks in unit of study (Literacy Site - AUSD Videos - K-8)

- ReadWorks.org has STEM Articles & Literary Paired Texts as a new feature

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