UBD+Template

**STAGE 1**
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 * ESTABLISHED GOALS:**
 * NYS Language Standard 1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
 * NYS Language Standard 3 - Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
 * NYS Reading Standard 3 - Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
 * NYS Reading Standard 4 - Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
 * NYS Reading Standard 5 - Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
 * NYS Reading Standard 6 - Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
 * NYS Writing Standard 2 - Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content
 * NYS Writing Standard 4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
 * NYS Speaking and Listening Standard 1- Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
 * NYS Speaking and Listening Standard 3 - Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
 * ESSENTIAL QUESTIONS:**
 * How are historical events constructed differently throughout texts?
 * Why are these events constructed in such differing ways?
 * How do these different historical portrayals reflect specific rhetorical goals?


 * UNDERSTANDINGS:**
 * Textual constructions of historical events
 * constructions can be culturally seeded*
 * Author's manipulate text to reflect their own perspectives
 * Texts have agendas
 * Specific language choices are made throughout texts to reflect their conveyed message
 * Discourses and frameworks influence different portrayals of the same event


 * STUDENTS WILL KNOW:**
 * Students will know that the same historical event can be depicted differently based on cultural constructions
 * Students will know that texts are constructed based on author's own agenda, motives, and perspectives
 * Students will know that an author may present (or not present) information in order to satisfy their own rhetorical goals
 * Students will know that what and how information is depicted may alter the meaning of the text


 * STUDENTS WILL BE ABLE TO:**
 * Students will be able to read texts critically
 * Students will be able to identify the discourses which influence texts
 * Students will be able to recognize the way author's construct texts based on their cultural understandings
 * Students will be able to view historical texts as portrayals of the author's own intended perspective
 * Students will be able to recognize the way author's rhetorical goals are met through the use of language
 * Students will be able to identify an author's use of information as part of a construction that satisfies a specific agenda
 * Students will be able to write an expository essay

**STAGE 2:**

 * PERFORMANCE TASKS:**
 * Students will participate in several free-write activities
 * Students will annotate their texts as they read
 * Students will be evaluated on their performance and participation during group activities
 * Students will bring in appropriate, relevant non-fiction articles
 * Students will hand in their homework on time and completed correctly


 * OTHER EVIDENCE:**
 * Participation in in-class discussions
 * Participation in Socratic Seminars (either as leaders and/or as contributing members)
 * Completing the assigned writing prompts on time and in a satisfactory manner

**STAGE 3**

 * LEARNING ACTIVITIES:**


 * W ** = Help the students know **W**here the unit is going and **W**hat is expected? Help the teacher know **W**here the students are coming from (prior knowledge, interests)?
 * I will list the objective for that day on the board at the beginning of class everyday so that students will be aware of what they are expected to accomplish.
 * I will hand out a syllabus at the beginning of the unit so students know what to expect and they can plan accordingly.


 * H ** = **H**ook all students and **H**old their interest
 * Before the unit starts, I will ask what they know about 9/11; Allowing students to share their own thoughts and experiences makes the unit relevant and interesting to the students.
 * After discussing 9/11, I will introduce the fulcrum text and begin to teach how this text may be influenced by the author’s own experiences.
 * Students will read //Extremely Loud and Incredibly Close ////by Jonathon Foer //, along with several other texts, to understand how the same historical event can be constructed in differing ways.
 * Students will read a wide range of texts to provide a comprehensive view on the different portrayals of the same event, 9/11.


 * E ** = Equip students, help them **E**xperience the key ideas and **E**xplore the issues?
 * By looking at different literary texts and online tools, students will recognize how author’s language usage and discourses can effect they way 9/11 is illustrated.
 * They will read widely about 9/11 (and view a short YouTube clip) to see the different constructions.


 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">R **<span style="font-family: Arial,sans-serif; font-size: 10pt;"> = Provide opportunities to **R**ethink and **R**evise their understandings and work?
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Students will have the opportunity to meet for mini-conferences about their findings for literature circles.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Students will be given the opportunity to revise their work as many times as needed until they feel satisfied with its quality (this would occur during WEEK FOUR).


 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">E **<span style="font-family: Arial,sans-serif; font-size: 10pt;"> = Allow students to **E**valuate their work and its implications
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Students will discuss their ideas and findings with peers in small groups and class share outs.
 * <span style="background-color: white; font-family: Arial,sans-serif; font-size: 10pt;">Students will write according to provided essay prompts that guide their thinking about the unit topics.


 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">T **<span style="font-family: Arial,sans-serif; font-size: 10pt;"> = Be **T**ailored (personalized) to the different needs, interests and abilities of learners?
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Students will have to read //<span style="font-family: Arial,sans-serif; font-size: 10pt;">Extremely Loud and Incredibly Close //<span style="font-family: Arial,sans-serif; font-size: 10pt;">, but they can seek extra help if needed.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Students will only have to read excerpts from different texts which will vary on the reading spectrum.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">I will adjust the assignments or homework if need be for lower learners.


 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">O **<span style="font-family: Arial,sans-serif; font-size: 10pt;"> = Be **O**rganized to maximize initial and sustained engagement as well as effective learning?
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Feedback will be given as soon as possible so the students can make the appropriate adjustments if necessary.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">I will be available during free periods and before and after school for anyone that needs help.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Students have a syllabus which will help them keep track of the up-coming assignments.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">I will have a calendar in the room dedicated to announcements about up-coming assignments.