1. Daily Lesson Plans & Finding Resources T HE W EEKLY T EMPLATE Understanding By Design: Stage 3

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

3. What are the STANDARDS? What are the goals for the end of the unit? What do the students already know? How can we REVISE and RETHINK their understandings ? Allow students to EVALUATE work and implications. Differentiate work to student needs. Be ORGANIZED to maximize engagement. How does this fit with the theme of the school? What relevance does this have to the culminating activity? MondayTuesdayWednesdayThursdayFriday Aim: Do now: Activity: Aim: Do now: Activity: Aim: Do now: Activity: Aim: Do now: Activity: Aim: Do now: Activity: Test, Quiz, Project, Essay, book report The Weekly Plan (non-UBD!) UBD has its own terminology....

4. The Weekly Plan (for UBD!) Weekly assessment- WHERE is the student going and what is expected HOOK with needed skills to experience and explore to REVISE and RETHINK their understanding Allow students to EVALUATE work and implications TAILOR work to student needs Be ORGANIZED to maximize engagement MondayTuesdayWednesdayThursdayFriday Content Focus: Hook: Work Period: Daily Assessment: Content Focus: Hook: Work Period : Daily Assessment: Content Focus: Hook: Work Period : Daily Assessment: Content Focus: Hook: Work Period : Daily Assessment: Content Focus: Hook: Work Period : Daily Assessment:

5. The UBD Terminology Your wayUnderstanding 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. 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. F INDING R ESOURCES U NDERSTANDING B Y D ESIGN : S TAGE 3

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: 7 th 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”) Google http://schools.nyc.gov  Academics  Educator Resources http://schools.nyc.gov Professional development Renzulli Learning Google Scholar (http://scholar.google.com)http://scholar.google.com Search scholarly journals/periodicals Google Books (http://books.google.com)http://books.google.com Full-text and previews of many books Amazon.com or Barnes and Noble (www.BN.com) Amazon.com Search for books and have your Magnet specialist order them Your local library’s website (e.g. www.queenslibrary.org)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