Sandra+R

Ideas
Critical thinking and reasoning would be my primary focus.

**D-Quadrant Backward Planning **


 * Lesson Title: Bringing Biographies to Life **

__**What is it you Want Students to Know and Be Able to Do? – **//Content Standards //__

1. Oral Expression and Listening 1. Effective communication requires speakers to express an opinion, provide information, describe a process, and persuade an audience

3. Writing and Composition 1. The recursive writing process contributes to the creative and unique literary genres for a variety of audiences and purposes

2. Reading for All Purposes 1. Literary texts are understood and interpreted using a range of strategies

4. Research and Reasoning 3. Quality reasoning requires asking questions and analyzing and evaluating viewpoints

__**21st Century Skills (ISTE NETS) **//What will you assess, specifically? //__ __Invention__: -Apply existing knowledge to generate new ideas, products, or processes -Create original works as a means of personal expression __Collaboration__: Communicate information and ideas effectively to multiple audiences using a variety of media and formats. __Information Literacy__: Understand and use technology systems Process data and report results __**Transfer **: //Students will be able to independently use their knowledge, understandings, and skills acquired to //__//_// //create a converstation between their person researched and themselves in the format of a comic strip.//

__**Essential Question **//Big, broad open question not subject specific //__ How do important people impact the past, present and future? __**Enduring Understanding: **// What do you hope students to remember 10 years from now? //__ The importance of a biography, and that they will remember why their person is important.

__**Unit Questions: **//Open questions – subject specific //__ What

__**Content/Guiding Questions: **//<span style="font-family: Arial,sans-serif; font-size: 10pt;">Closed questions – fact finding //__

__**<span style="font-family: Arial,sans-serif;">How will you know they know it? **//<span style="font-family: Arial,sans-serif; font-size: 10pt;">Formative & Summative Assessment Strategies of content //__//and __skills__//

<span style="font-family: Arial,sans-serif;">Formative Assessments:

<span style="font-family: Arial,sans-serif;">Summative Assessments:


 * <span style="font-family: Arial,sans-serif;">Performance Assessment Task – G.R.A.S.P.S. __**


 * <span style="font-family: Arial,sans-serif;">Goal: **//<span style="font-family: Arial,sans-serif; font-size: 10pt;">The “hook” //<span style="font-family: Arial,sans-serif;">– //<span style="font-family: Arial,sans-serif; font-size: 10pt;">Your task is… ////<span style="font-family: Arial,sans-serif; font-size: 10pt;">an ////<span style="font-family: Arial,sans-serif; font-size: 10pt;">engaging introduction that kids can connect with – the “real world” situation //


 * <span style="font-family: Arial,sans-serif;">The Role **<span style="font-family: Arial,sans-serif;"> - //<span style="font-family: Arial,sans-serif; font-size: 10pt;">Who does this kind of work or problem solving in the “real world?” //


 * <span style="font-family: Arial,sans-serif;">The Audience – **//<span style="font-family: Arial,sans-serif; font-size: 10pt;">Who will you present your product to (other than the teacher)? //


 * <span style="font-family: Arial,sans-serif;">The Situation – **//<span style="font-family: Arial,sans-serif; font-size: 10pt;">More details on the goal //


 * <span style="font-family: Arial,sans-serif;">The product **<span style="font-family: Arial,sans-serif;"> – //<span style="font-family: Arial,sans-serif; font-size: 10pt;">What would you turn in to your boss? //


 * <span style="font-family: Arial,sans-serif;">Standards & Criteria for Success – **//<span style="font-family: Arial,sans-serif; font-size: 10pt;">Rubric criteria – what is expected? Should align with learning goals //