Standards and Backwards Mapping
Standards and Backwards Mapping
Background
The school where I work at uses different kinds of standards depending the subject area,
some subjects use the Common Core State Standards (CCSS), and some subjects use the
International accalaureate (IB) framework which has PYP, MYP and DP three programs,
some subjects follow Next Generation Science Standards (NGSS), and some follow
National Council for History Standards (NCHS). Since I plan to get a DC (District of
Columbia) teaching license and it has adapted the Common Core State Standard (CCSS);
the same as my school. In addition, the school uses Understanding By Design (UBD) and
Backwards Design (BD) to design a unit curriculum. Thus, I am going to follow the CCSS
framework to design a unit plan for language arts grade three students.
The school where I work at uses different kinds of standards depending the subject area,
some subjects use the Common Core State Standards (CCSS), and some subjects use the
International accalaureate (IB) framework which has PYP, MYP and DP three programs,
some subjects follow Next Generation Science Standards (NGSS), and some follow
National Council for History Standards (NCHS). Since I plan to get a DC (District of
Columbia) teaching license and it has adapted the Common Core State Standard (CCSS);
the same as my school. In addition, the school uses Understanding By Design (UBD) and
Backwards Design (BD) to design a unit curriculum. Thus, I am going to follow the CCSS
framework to design a unit plan for language arts grade three students.
Why I chose this standard
The two standards that I have been chosen from activity 1 are,
CCSS.ELA-LITERACY.RL.3.2
Recount stories, including fables, folktales, and myths from diverse cultures; determine the
central message, lesson, or moral and explain how it is conveyed through key details in the
text
central message, lesson, or moral and explain how it is conveyed through key details in the
text
CCSS.ELA-LITERACY.RL.3.3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how
their actions contribute to the sequence of events.
At the end of this unit, I am going to allow my grade three students to demonstrate their
understanding on producing a digital story book project by themselves, in this assignment,
I am going to select the CCSS RL.3.3 standard “Describe characters in a story (e.g., their
traits, motivations, or feelings) and explain how their actions contribute to the sequence of
events. “to develop a unit plan with 5 lessons.
The goals in teaching this foundation standard for my elementary school students is to
develop their deeper understanding literacy knowledge, high order thinking skills,
problem- solving skills and critical thinking skills to achieve their academic expectations.
their actions contribute to the sequence of events.
At the end of this unit, I am going to allow my grade three students to demonstrate their
understanding on producing a digital story book project by themselves, in this assignment,
I am going to select the CCSS RL.3.3 standard “Describe characters in a story (e.g., their
traits, motivations, or feelings) and explain how their actions contribute to the sequence of
events. “to develop a unit plan with 5 lessons.
The goals in teaching this foundation standard for my elementary school students is to
develop their deeper understanding literacy knowledge, high order thinking skills,
problem- solving skills and critical thinking skills to achieve their academic expectations.
In addition, this standard is quite complex, as it requires students to:
l Identify a characters’ traits, motivations, and feelings
l Identify the major events of a story
l Describe how a character reacts to the major events in the story
l Explain how the characters’ reactions/ actions drive the sequence of events in the story.
At the end of the unit, my grade three students can not only distinguish
characteristics or quality, especially of a story's role in the character's development,
but aslo define plot and setting among different genre contexts. Ultimately,
my grade three students can create an interdisciplinary project in which they will
demonstrate all the 21st century skills, technology integration, communication,
collaboration, creation and student's choice and voice to produce an online digital
story book which consists of characters and setting by themselves.
3 Proficiencies
At the end of the unit, students will be able to:
l Describe character in terms of traits, motivations or feelings in a story
l Plan the characters’ action contribute to the sequence of events in a story
l Create a story with characters, setting and plot
l Implement technology - My Sotrybook to create a story book
3 Asessements (The evidence of students meeting the goals and standards)
Backwards design requires teachers to start designing a lesson from the result that they
want to achieve, thus, after choosing standard and set up proficiencies for students, the
next step is to allow teachers to demonstrate an evidence to know how students meet the
goals and standards. The effective way for teachers to examine whether students are
meeting the learning objectives is to evaluate them by either formative or summative
assessments.
Formative assessment includes class work like art crafts, graphic organizers, and
class activities. It can help teachers grab a brief idea about weather students
comprehended what they learned in class which can be a benchmark for teachers
to modify the lesson or activity to support students to meet the standards.
Backwards design requires teachers to start designing a lesson from the result that they
want to achieve, thus, after choosing standard and set up proficiencies for students, the
next step is to allow teachers to demonstrate an evidence to know how students meet the
goals and standards. The effective way for teachers to examine whether students are
meeting the learning objectives is to evaluate them by either formative or summative
assessments.
Formative assessment includes class work like art crafts, graphic organizers, and
class activities. It can help teachers grab a brief idea about weather students
comprehended what they learned in class which can be a benchmark for teachers
to modify the lesson or activity to support students to meet the standards.
v Graphic organizers - characters’ traits, story setting and plot, sequence of events
v Classwork - art craft about describing yourself or friends
v Class activities - Snap Sequence
v Quiz - Q & A questions
v Observations
Summative assessment includes final project and evaluation rubric that
students are required to produce at the end of the unit. It challenges
students to integrate all the knowledge that they learn in a unit to create
their artwork. The project that students need to do is to create an integrated
story book.
Summative assessment includes final project and evaluation rubric that
students are required to produce at the end of the unit. It challenges
students to integrate all the knowledge that they learn in a unit to create
their artwork. The project that students need to do is to create an integrated
story book.
Three LEARNING experience of ACTIVITIES
(help students develop the knowledge and skills to meet the standard)
To help students develop the knowledge and skills to meet the standard, I plan
many activities in each lesson. Since the summative assessment is a digital story
book project, to help students to develop the skills to meet this goal, students will
learn the different skills in each lesson to meet the standard.
(help students develop the knowledge and skills to meet the standard)
To help students develop the knowledge and skills to meet the standard, I plan
many activities in each lesson. Since the summative assessment is a digital story
book project, to help students to develop the skills to meet this goal, students will
learn the different skills in each lesson to meet the standard.
v Describe yourself and your friends
This is an activity that aims to hook or connect students’ prior knowledge.
Through this activity, students need to use “descriptive words” to
describe himself or herself and one of his or her friends.
This is an activity that aims to hook or connect students’ prior knowledge.
Through this activity, students need to use “descriptive words” to
describe himself or herself and one of his or her friends.
v Character description
After students understand how to describe himself or herself, the next step is to read a
story and to circle the descriptive word that describe a character in the story. Students
are required to write down their findings on a worksheet.
After students understand how to describe himself or herself, the next step is to read a
story and to circle the descriptive word that describe a character in the story. Students
are required to write down their findings on a worksheet.
v Character's Actions, Words, and Motives:
The main purpose of the standard is allow students to understand how
character’s action contributes to the event of a story, thus, students need to learn
this skill. This activity asks students to take notes on the character's actions and
words, and decide what may have motivated those words and actions.
character’s action contributes to the event of a story, thus, students need to learn
this skill. This activity asks students to take notes on the character's actions and
words, and decide what may have motivated those words and actions.
v Character Dolls:
Character dolls activity makes sure whether students understand character’s
action, words and motivations in a story. Students need to design paper dolls
that write with character's feelings and actions on the arms and legs.
After completing the character dolls, students summarize the
character’s actions and how they contributed to the sequence of events.
Character dolls activity makes sure whether students understand character’s
action, words and motivations in a story. Students need to design paper dolls
that write with character's feelings and actions on the arms and legs.
After completing the character dolls, students summarize the
character’s actions and how they contributed to the sequence of events.
v Before and After:
The other way to reinforce students’ understand about character’s action is to
use compare and contrast skill to allow students sketch drawings or write words
on a T-Chart with the “Before” and "After” side to communicate the traits,
feelings and motivations of the character in the story.
The other way to reinforce students’ understand about character’s action is to
use compare and contrast skill to allow students sketch drawings or write words
on a T-Chart with the “Before” and "After” side to communicate the traits,
feelings and motivations of the character in the story.
v Understand how to create a digital story book by using My Storybook software
(https://www.mystorybook.com/)
Since the final work is asking the students to create a digital story book, thus
students need to understand how to use this tool to design their project.
Students need to create the first draft of the story first, and then they can
start to design their story by using the My Storybook tool.
(https://www.mystorybook.com/)
Since the final work is asking the students to create a digital story book, thus
students need to understand how to use this tool to design their project.
Students need to create the first draft of the story first, and then they can
start to design their story by using the My Storybook tool.
Through the above activities, students can identify and recognize the concepts
and apply them in their project.
Conclusion
In sum, backwards design facilitates teachers to design a lesson according to
students’ needs, which is based on student-centered lesson framework.
It helps students to access meaningful learning and teachers can implements
the 21st century learning skills in the lesson that is connecting to the real world.
It also is important in that it helps teachers stay organized. When you know the
final assessment of a unit first, you can plan around that assessment, building to
it and scaffolding to it carefully. It gives the teacher a clear goal in terms of planning.
In sum, backwards design facilitates teachers to design a lesson according to
students’ needs, which is based on student-centered lesson framework.
It helps students to access meaningful learning and teachers can implements
the 21st century learning skills in the lesson that is connecting to the real world.
It also is important in that it helps teachers stay organized. When you know the
final assessment of a unit first, you can plan around that assessment, building to
it and scaffolding to it carefully. It gives the teacher a clear goal in terms of planning.
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