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The Weekly Template Understanding By Design: Stage 3

The Weekly Template Understanding By Design: Stage 3. Daily Lesson Plans & Finding Resources. Daily Lesson Plans. At-A-Glance!. Sequential order of lessons leading to the Culminating Task Benchmarks and Scaffolding. The Weekly Plan (non-UBD!).

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The Weekly Template Understanding By Design: Stage 3

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  1. The Weekly TemplateUnderstanding By Design: Stage 3 Daily Lesson Plans & Finding Resources

  2. Daily Lesson Plans At-A-Glance! • Sequential order of lessons leading to the Culminating Task • Benchmarks and Scaffolding

  3. The Weekly Plan (non-UBD!) Test, Quiz, Project, Essay, book report UBD has its own terminology . . . .

  4. The Weekly Plan (for UBD!) • Weekly assessment-

  5. The UBD Terminology Your way Understanding by Design Aim, teaching point, learning objective Motivation, “Do Now”, warm up, problem of the day Activity, exercises, problems Quiz, test, essay (mirrors the standardized assessments) Content Focus Hook Work Period/Daily Assessment Weekly Assessment

  6. Finding ResourcesUnderstanding By Design: Stage 3 Now that you have written the outline of your unit, it is time to find resources that you can use to support your unit and flesh out your lessons.

  7. Why should we find resources? • We can find resources for: • Our students to use in completing the activities and culminating tasks that we already developed • Ourselves to use when we are writing units • Include your resource list on the last page of the UBD template.

  8. Textbooks – for students to use • Give students the basic information and overview of a subject • Allow students to see information as relative to time and place • Teach, review, and actively use the features of non-fiction when using the textbook • Table of Contents • Index • Bibliography • Glossary • Subheadings • Text and style changes (bold, italics, color, etc.) • Use the textbook as one of many tools, showing students how to use it as a jumping off point to find more and deeper information

  9. Textbooks – for writing units • Look at the word problems • Special “investigations” • Teacher edition • Example: 7th Grade Math textbook, Percents chapter: • Many health authorities recommend that a healthy diet contains no more than 30% of its Calories from fat. If Jennie consumes 1,500 Calories each day, what is the maximum number of Calories she should consume from fat? (Glencoe Mathematics Course 3, page 222)

  10. Books and Anthologies • Books and anthologies can be used in different ways to help students to understand content and skills. • What texts you choose to use and how you employ them depends on what you are trying to do.

  11. Whole Class Texts and Mentor Texts • Helps students to read above their independent reading level. • Can be used to help students to understand complicated concepts and information. • Can be used to show students how to employ certain reading skills.

  12. Reading Groups and Independent Texts • Helps students to practice applying skills on their own or in small groups. • Allows for differentiation in reading levels. • Allows students to focus on areas of interest within a unit of study.

  13. Our favorite websites • Google (e.g. search for “math art middle school”) • http://schools.nyc.gov Academics  Educator Resources • Professional development • Renzulli Learning • Google Scholar (http://scholar.google.com) • Search scholarly journals/periodicals • Google Books (http://books.google.com) • Full-text and previews of many books • Amazon.com or Barnes and Noble (www.BN.com) • Search for books and have your Magnet specialist order them • Your local library’s website (e.g. www.queenslibrary.org) • Access full-text of magazines, newspapers and more

  14. Collaboration with experts • Reach out to public organizations • MTA/NYC Transit • Museums • Art Galleries

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