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Glossary Self-study

Glossary Self-study. This sample biography unit, appropriate for various ages, can be used with your glossary handout to better understand what each part of the UbD framework entails. Illustrative Example: Unit on Biography. Unit Course : Possible for multiple Ages and Contents

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Glossary Self-study

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  1. Glossary Self-study This sample biography unit, appropriate for various ages, can be used with your glossary handout to better understand what each part of the UbD framework entails.

  2. Illustrative Example:Unit on Biography Unit Course: Possible for multiple Ages and Contents Unit 3: Biography (2–3 weeks) Focus: Students exploration includes- What makes a good story / biography subject The decisions biographers make about structure, style, content The value of thorough research The power of the writing process to improve writing

  3. Illustrative Example:Biography Unit Goals from Writing 1.4 Established Goals CC.1.4.11–12.A-Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately. CC.1.4.11–12.V--Conducting Research CC.1.4.11–12.W-Evaluating Sources CC.1.4.11–12.M - Write narratives to develop real or imagined experiences or events. CC.1.4.11–12.T: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. CC.1.4.11–12.U: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments and information.

  4. Illustrative Example:Transfer Goals Use the characteristics of a written genre to produce a written text that is appropriate for the task, purpose, and audience for publication. Comprehend a variety of texts by getting the main idea (the “gist”), interpreting (“between the lines”), critically appraising, and making personal connections.

  5. Illustrative Example: Understandings • A powerful biography extends beyond the facts and paints a revealing and coherent picture of a person’s character. • Biographers have important decisions to make regarding the subject and language they use. • Biographers sometimes take small but defensible liberties to tell a more revealing story (e.g., inferring motive, hiding some facts to protect the innocent). • Readers support their conclusions (inferences and interpretations) by citing appropriate evidence within the text. • Putting more “sweat” into the revision and editing step of the writing process ensures a higher-quality product.

  6. Illustrative Example: Essential Questions • Who has a story worth telling? Who might be interested in this story? • As a biographer, what responsibilities do I have to my subject and to my reader? • As a biographer, what kind of research will be the most valuable and helpful for me? How do I find what I’m looking for? • What kinds of decisions must I make as a biographer, regarding structure, subject, and use of language? • How do I know what to believe as I read? • How do I logically make and support inferences? • How can I increase my effort in revising and editing my work?

  7. Illustrative Example: Acquisition Knowledge • Structural components of a biography • Stylistic techniques chosen by writers to create interest • Characteristics of credible sources

  8. Illustrative Example: Acquisition Skill • Make inferences and critically appraise a text • Conduct an interview • Use the writing process

  9. Illustrative Example: Performance Task Task #1: Students select an individual who has inspired a range of biographers to capture that individual’s essence (e.g., motivating forces, childhood memories, legacy). Select two biographies and compare the treatment of the subject through examination of key events and how those events informed the point of view of the biographer. Students post their work to an online book communityto generate a conversation about the students’ responses and analyses. Students periodically check back on these services and report on any interesting responses.

  10. Illustrative Example: Performance Task Task #2: Produce a biography of an unsung community hero by interviewing that person (if still alive), researching his or her contributions (via interviews, newspaper articles, etc.), and crafting a biography that honors the subject. Take information used to create the biography and modify it to fit an online application to get the subject local or national recognition for his or her contributions. Teachers can create such a template in conjunction with community members to induct heroes into a hall of fame.

  11. Illustrative Example: Established Criteria Task #1 (upper elementary to high school) • Evaluating a biographer’s examination of key events. • Comparing conclusions drawn about the biography subject, supported with text-based evidence. • Use of grammar and mechanics appropriate to the audience. Task #2 • Using quality research to depictcontributions. • Developing a thesisthrough assertion and supportingevidence. • Using grammar and mechanicsappropriate to the audience.

  12. Illustrative Example: Learning Plan • (A, M) Students learn techniques and practice reading for main idea, inferences, personal connections • (M) Students read multiple biographies about the same person and record initial comparisons. • (A,M) Students learn research techniques and conduct research on their chosen biography subject. • (M, T) Students interview a chosen subject and write their own biography

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