Feedback and observations of intruction

Understanding By Design Template

UNDERSTANDING BY DESIGN EXTENDED DESIGN TEMPLATE Name: Katiusca Lopez Date: 5/7/2021 Lesson Title: Rhyme Corner Grade Level: K-1 Subject: Reading/Literacy

Brief Summary of Lesson (Describe the context for this lesson within a larger unit or the curriculum, and the curricular aims of the lesson.)

During this lesson, students will practice rhyming words with each other, which will help them with word association and sounding out words. This, in turn, will improve their reading skills, as they will familiarize themselves with the way words sound and look. Students will also read poems and books like Dr. Seuss’ in order to get a grasp on written rhymes, not only spoken ones

Stage One – Desired Results

Establish Goals: (Standards of Learning, content standards)

 Students will be able to point out what words sound the same.  Students will get a grasp on the basics of suffixes, which will give them an

advantage for the future.  Students will be engaged  Build student’s overall communication skills

Understandings: What will learners understand about what big ideas as a result of the lesson (which may be part of a larger unit)? “Learners will understand that…”

 Similar sounding words usually have the same suffix.

 Suffixes are the endings of words

Essential Questions: What arguable, recurring, and thought-provoking questions will guide inquiry and point toward the big ideas of the lesson (which may be part of a larger unit)?

 What is a suffix?  How do rhymes help me read?  What does this word sound

like?  What does this word look

like?  Do these two words have the

same ending/suffix?

Possible Misunderstandings: What learner misunderstandings could be anticipated in this lesson or unit?

Students may mix up words that sound and look similar What key knowledge and skills are needed to develop the desired understandings and meet the goals of the lesson? What knowledge and skills relate to the content standards on which the lesson is focused?

Learners will know:

 Suffixes  Word Association

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Understanding By Design Template

 Ways to improve pronunciation

Learners will be able to:

 Rhyme easily  Sound out words better  Point out similarities/differences in words

Stage Two – Assessment

Performance Tasks: What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skill attained, and the state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes, observations, and so on.]

Students will be asked to create 3 drawings, each containing two things that rhyme with each other. For example, a bee and a tree, or a cat and a hat. They will also have to write out the words themselves, a practice exercise will first be done so that they understand how it works. Through the drawing of two words that rhyme and correctly spelling them out. It will also be far more desirable if the student were to go above and beyond the required amount, which will demonstrate their complete understanding. We will have conversations with the students and give them the opportunity to ask questions so that we can gather information on what they learned from the lesson. We will also have role play to give the students an opportunity to display their understanding of the lesson

Other Evidence: (Quizzes, tests and so on. Include learner self-assessment and reflection where appropriate and feasible.)

 Tests asking students to indicate which of the words sound the same.  Handouts asking the students to list at least 5 sets of words that rhyme.  A rubric will be constructed on a scale of 1-3, with 3 being a complete

understanding of the assignment and exercise at hand, and 1 being confusion or inability to grasp the assignment

 A student must be able to somewhat express the idea of a rhyme,

© Capella University, 2004. All rights reserved. www.capella.edu Course ID: ED5500

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Understanding By Design Template

regardless of spelling, although that is something that must be worked on.

© Capella University, 2004. All rights reserved. www.capella.edu Course ID: ED5500

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Understanding By Design Template

Stage Three – Learning Plan Learning Activities: What sequence of learning activities and teaching will enable learners to perform well at the understandings in Stage 2 and thus display evidence of the desired results in stage one? Optional: Use the WHERETO acronym to design activities (see below).

As part of this learning activity, we will be watching The Cat in The Hat, Some children are more visual and get bored easily. This will make the class more interesting for them. We will also look into interactive rhyming games on the Smart Board and their IPads. We will also have a puppet show so that children can role play. Giving them the opportunity to act out what they learned during the lesson.

WHERETO (Wiggins and McTighe, 2004, p. 214) W – Where are we going? Why? What is expected? H – How will we hook and hold student interest? E – How will we equip students for expected performances? R – How will we help students rethink and revise? E – How will students self-evaluate and reflect on their learning? T – How will we tailor learning to varied needs, interests, styles? O – How will we organize and sequence the learning?

W: I will guide my students to the next grade level by challenging them intellectually and giving them an opportunity to learn things in advance. They know that eventually they will need to “graduate” their current grade level, so I will ensure that they are ready to progress through weekly check-ins.

H: It is difficult to retain the attention of a child, especially when mentioning school-work, so bringing in something that they are interested in will hook and hold their interest/enthusiasm. From my experience, sing-along songs are usually the best way of calling a child’s attention, so my rhyming lesson will begin with one of these.

E: Rhymes are not only spoken, but written, so when we read things like Cat in the Hat, the student is not only improving their rhyming skills, but their reading skills as well.

R: Rhymes are easy to remember and absorb, as they are catchy and can easily be made into a song, so in order for my students to reflect on our lesson, we can collectively make a jingle for them to recite so they can remember the contents of our lesson.

E: Through homework and class discussions, students can express their understandings and engage with one another.

T: Every student learns at a different pace, so in order to tailor my lesson to a student’s specific needs, there will always be a time for one-on-one learning after the collective

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Understanding By Design Template

lesson.

O: Our lessons will evolve as the class progresses, when a certain milestone is achieved, we will move on to independent applications and gradually increase the difficulty of the lesson.

Template is adapted from Understanding by Design Template available online, the Understanding by Design: Professional Development Workbook, and the appendix of Understanding by Design (2005) text.

References: Wiggins, G., & McTighe, J. (n.d.). Understanding by Design Exchange. Retrieved November 2, 2004 from http://www.ubdexchange.org/ McTighe, J., & Wiggins, G. (2004). Understanding by design: Professional development workbook. Alexandria, VA: ASCD. Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd Edition). Alexandria, VA: ASCD.

© Capella University, 2004. All rights reserved. www.capella.edu Course ID: ED5500

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