Download Martha Smith FRIT 7430:Instructional Design Stage 2

Martha Smith
FRIT 7430:Instructional Design
Stage 2: Understanding by Design
Fall 2010
UbD Stage 2 Template
Stage 2 – Determine Acceptable Evidence
Title of
Unit
Complement of Verbs
Grade
Level
Sixth Grade
Stage 1 – Identify Desired Results
Students will understand that:
 How to locate a complement within a passage of an essay.
 The function of each complement within a sentence.
 How to compose a sentence correctly using complements.
 Predicate nouns and predicate adjectives follow linking verbs.
 Direct objects follow transitive verbs.
 Intransitive verbs do not have indirect objects or direct objects.
 Predicate nouns are used to rename the subject of a sentence.
 Predicate adjectives are used to describe the subject of a sentence.
 Direct objects receive the action of the verb.
 You cannot have an indirect object without a direct object.
 Indirect objects always precede their direct objects.
 Direct objects, predicate nouns, and indirect objects can be nouns or
pronouns
 Predicate Adjectives are adjectives.
 Indirect objects receive the direct object from the subject.
Essential Questions
(copy and paste from Stage 1)
Overarching Questions:
Topical Questions:
 How does one identify a direct
object from a predicate noun?
 What type of verb precedes a
direct object?
 What is the importance of using
direct objects, indirect objects,
predicate nouns, and predicate
adjectives when writing an essay
or poem?
 What is the function of a
predicate adjective?
 How does using a complement
change the meaning of a story?
 What is the purpose of using
a predicate noun in a
sentence?
 Which comes first in a
sentence: a direct object or
an indirect object?
 What types of words can be
indirect objects, direct
objects, and predicate nouns?
 What complements follow
linking verbs?
Stage 2 - Evidence
Performance Task(s)
Goal: Understanding the differences and purposes for each verb
complement.
Role: You will serve as a student designer of a verb complement
presentation.
Audience: Future sixth grade ELA students.
Situation: You will explain the difference between the four verb
complements and demonstrate how using each can affect our writing
in a more positive way. Your presentation should include games or
links to games, examples, and be visually creative.
Product Performance and Purpose: You are to create a presentation
using an online presentation tool in order to give future students an
online resource to study from at home. Keep in mind how you felt
when you first began studying the complements of verbs. What can
you do to help students have a better understanding? You will post a
link of the presentation to the class wiki page.
Standards and Criteria for Success: Your work will be judged by your
teacher and fellow students. Your product must meet the following
standard(s):
ELA6C1 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
a iv. Identifies and uses verbs – action (transitive/intransitive), linking, and
state-of-being.
a v. Identifies and uses verb phrases – main verbs and helping verbs.
b. Recognizes basic parts of a sentence (subject, verb, direct object, indirect
object, predicate noun, predicate adjectives.
Performance Task(s) Rubric(s)
Presentation Appearance and Content :
Verb Complement Presentation
Student Name:
CATEGORY
________________________________________
4
3
2
1
Content Accuracy
All content
throughout the
presentation is
accurate and meets
the given standards.
There are no factual
errors.
Most of the content
is accurate but there
is one piece of
information that
might be inaccurate.
The content is
generally accurate,
but one piece of
information is clearly
flawed or inaccurate.
Content is typically
confusing or
contains more than
one factual error.
Effectiveness
Project includes all
material needed to
gain a comfortable
understanding of the
topic. It is a highly
effective study guide.
Project includes
most material
needed to gain a
comfortable
understanding of the
material but is
lacking one or two
key elements. It is an
adequate study
guide.
Project is missing
more than two key
elements. It would
make an incomplete
study guide.
Project is lacking
several key
elements and has
inaccuracies that
make it a poor study
guide.
Sequencing of
Information
Information is
organized in a clear,
logical way. It is easy
to anticipate the type
of material that might
be on the next card.
Most information is
organized in a clear,
logical way. One
card or item of
information seems
out of place.
Some information is
logically sequenced.
An occasional card
or item of
information seems
out of place.
There is no clear
plan for the
organization of
information.
Originality
Presentation shows
considerable
originality and
inventiveness. The
content and ideas
are presented in a
unique and
interesting way.
Presentation shows
some originality and
inventiveness. The
content and ideas
are presented in an
interesting way.
Presentation shows
an attempt at
originality and
inventiveness on 1-2
cards.
Presentation is a
rehash of other
people's ideas
and/or graphics and
shows very little
attempt at original
thought.
Spelling and
Grammar
Presentation has no
misspellings or
grammatical errors.
Presentation has 1-2 Presentation has 1-2 Presentation has
misspellings, but no grammatical errors
more than 2
grammatical errors. but no misspellings. grammatical and/or
spelling errors.
Text - Font
Choice &
Formatting
Font formats (e.g.,
color, bold, italic)
have been carefully
planned to enhance
readability and
content.
Font formats have
been carefully
planned to enhance
readability.
Font formatting has
been carefully
planned to
complement the
content. It may be a
little hard to read.
Background
Background does
not detract from text
or other graphics.
Choice of
background is
consistent from card
to card and is
appropriate for the
topic.
Background does
Background does
not detract from text not detract from text
or other graphics.
or other graphics.
Choice of
background is
consistent from card
to card.
Font formatting
makes it very difficult
to read the material.
Background makes
it difficult to see text
or competes with
other graphics on
the page.
Other Evidence
(e.g. tests, quizzes, work samples, observations)
 Metaphor Poetry-Students will create a poem using predicate nouns
and predicate adjectives to create each metaphor within the poem.
 Worksheets-Students will identify direct objects and their indirect
objects within a sentence.
 Worksheet-Students will locate and identify direct objects and
predicate nouns in a sentence.
 Worksheet-Students will identify and locate predicate nouns and
predicate adjectives in a sentence.
 Quiz- Identify how each of the underlined words is being used in the
sentence.
 Poetry- Read the poem. Underline the predicate nominative or
predicate adjective in the poem. Explain how each change or enhance
the meaning of the sentence.
 Reading passage-Read each passage. Locate and circle the direct
objects or indirect objects within the passage.
 Create sentence illustrations by using a given set of subjects and verbs
and pictures from magazines, the internet, newspapers, or your own
drawings to identify the direct object and possibly an indirect object
in the sentence you create.
 Writing- Take a story of your choice out of your writing portfolio.
Rewrite the story by adding to direct objects, indirect objects,
predicate nouns, or predicate adjectives.
 Unit Test
 Teacher Observation
Student Self-Assessment and Reflection
 Self-Assess your presentation- If you were a new sixth grader, would
your presentation help you understand verb complements better?
Would you find your presentation appealing? Would you want to look
past slide two? What could you go back and do to improve its quality?
 Self-Assess your modified story—How did adding verb complement
change its meaning and appeal? Do you feel it made for a better story?
 Self-Assessment- Did you create a poem which uses either and
predicate noun or predicate adjective in each line? Did your each line
of your poem make sense and did the lines together work to create a
meaningful poem?
Sources:
McTighe, J. and Wiggins, G. (2004).Understand by Design: Professional Development
Workbook. Alexandria, VA. Association for Supervision and Curriculum Development.
ALTEC at University of Kansas. (2000-2008). Rubistar..http://rubistar.4teachers.org/ Web.
October 14, 2010
UbD Stage 2 Scoring Rubric
(0 Point)
(1-2 Points)
(3 Points)
Your
Score
1.
2.
3.
4.
5.
Assessments are not
representative of
different facets of
understanding.
Performance task(s)
are not authentic
Assessments appear to
utilize some facets to build
assessments for
understanding.
Designs performance task,
which requires learners to
exhibit understanding
through authentic
performance tasks.
Does not provide
scoring rubric for
the performance
task(s)
Selection of
assessment formats
is limited.
Designs appropriate
criterion-based scoring
rubric to evaluate learner
performance task(s)
Includes at least two
different formats of
assessment.
Fails to provide
opportunities for
learners to selfassess.
Provides opportunities for
learners to self-assess.
Your Total Score
Utilizes the six facets to
build assessments for
understanding.
Assessments clearly
identify the correlating
facet.
/3
Assessments demonstrate
congruency among goals
Designs authentic
performance task(s)
Task(s) in alignment with
goals and standards
Designs a scoring rubric that
includes distinct traits of
understanding and
successful performance
Includes a variety (at least 3
types) of appropriate
assessment formats within
the unit to provide
additional evidence of
learning
Self-assessments clearly
used as feedback and
reflection for students and
teachers, as well as for
evaluation.
/15
/3
/3
/3
/3