D-Quadrant Backward Planning

Lesson Title
Judy Moody Declares Independence – 2nd grade

What is it you Want Students to Know and Be Able to Do? – Content Standards
The students should be able to relate information they have learned about the Boston Tea Party, Paul Revere, Amelia Bloomer, the Declaration of Independence and signers John Hancock and Benjamin Franklin
They will be able to recite the first stanza of Longfellow’s Paul Revere’s Midnight Ride.
The students will be able to use World Book databases to look up historical information as well as biographies of characters referred to in the book.
21st Century Skills (ISTE NETS) What will you assess, specifically?
Information literacy, collaboration
Transfer: Students will be able to independently use their knowledge, understandings, and skills acquired to do research projects and/or look up information as they are reading books on their own using databases.
Essential Question Big, broad open question not subject specific
How does the past impact our lives today?
Enduring Understanding: What do you hope students to remember 10 years from now?
How the past impacts our lives today.
Unit Questions: Open questions – subject specific
What would our lives be like if these events didn’t happen?
Content/Guiding Questions: Closed questions – fact finding
Can you tell me the names of some people who signed the Declaration of Independence?
Where did Judy go on her trip?
Who is Judy’s new friend that she met on her trip?
As you are reading a book, how could you find information on the events that happened in this book?
What is the importance of these events in the history of the United States?
What is the first stanza of Longfellow’s Paul Revere’s Midnight Ride?
How will you know they know it? Formative & Summative Assessment Strategies of content and skills

Formative Assessments:
Recite the first stanza of Longfellow’s Paul Revere’s Midnight Ride
Tell who Paul Revere was and what he is famous for.
Tell what the purpose of the Boston Tea Party was.
Summative Assessments:

Performance Assessment Task – G.R.A.S.P.S.

Goal: The “hook”Your task is…anengaging introduction that kids can connect with – the “real world” situation
Take a trip to Boston, Massachussets and learn about some people who used to live there.

The Role - Who does this kind of work or problem solving in the “real world?”

The Audience – Who will you present your product to (other than the teacher)?
2nd grade classmates

The Situation – More details on the goal

The productWhat would you turn in to your boss?

Kids could recite first stanza of Longfellow's Paul Revere's Midnight Ride__

Standards & Criteria for Success – Rubric criteria – what is expected? Should align with learning goals