Regina

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The process of creating this lesson was long and involved. I like the way the material is presented. It really makes you focus on the big picture or idea. I also like how the book gives you key vocabulary for each topic i.e. roles, audiences. It was slightly difficult to apply this to my content area since most of my work is completed orally in only thrity minute sessions. I don't think UBD would apply to articulation voice or fluency but it could be very useful for language and social skills lessons.====== The amount of information that is required to complete the graphic organiers is tremendous. I don't know how practical it is to have teachers write this much for every unit. It would need to be adapted to be more practical once the 'gist' of the method is attained. True. The "meat" of UbD is the EQ and the assessments to demonstrate understanding. BB CCCS 3.3- All Students will speak for a variety of real purposes and audiences. Strand 9.4 B.2- Use language to describe feelings, people, objects, and events. || *Feelings are human emotions that change with life events. Your essential questions are just enough for a week long unit of study. The overarching understandings fit in nicely with the essential questions. |||| Other people don’t understand how you feel. It’s not important to consider another person’s feelings. || Students will know… |||||| ** Skills ** Students will be able to… ||
 * ** Title of Lesson ** |||| Social Skills/Pragmatics || ** Grade Level ** |||| K-6- Special Education Population ||
 * ** Curriculum Area ** |||| Language Arts/ Speaking || ** Time Frame ** |||| 1 Month (group meets 4x per month ||
 * ** Developed By ** |||||||||| Keri Regina- Speech Pathologist ||
 * ** Identify Desired Results (Stage 1) ** ||
 * ** Content Standards ** ||
 * ** Understandings ** |||||| ** Essential Question(s) ** ||
 * ** Overarching Understanding ** |||| ** Overarching ** || ** Topical ** ||
 * The students will understand that the ability to empathize with other people will establish strong friendships.
 * The students will understand that the ability to empathize with other people will establish strong friendships.
 * 1) How do people express feelings?
 * 2) What are the different ways you can tell how a person is feeling? ||
 * 3) How does your face change with your feelings?
 * 4) How does your voice change with your feelings?
 * 5) What words are used to describe feelings? ||
 * ** Related Misconceptions ** ||
 * ** Knowledge **
 * # Body Language
 * 1) Vocal Characteristics
 * 2) Emotional Language/ Vocabulary

|||||| > develop such intricate plans. I would have liked to have seen you use the more basic template. || Observations, Student Work Samples, Performance Tasks
 * 1) Evaluate how a person feels based on body language and non-verbal expression. How will they show this?
 * 1) Categorize and associate feelings with events.
 * 2) Predict how a person may feel given a picture or an event. ||
 * ** Assessment Evidence (Stage 2) ** ||
 * ** Performance Task Description (Lesson 1) ** ||
 * ** Goal ** |||||||||| Your goal is to demonstrate knowledge of emotional vocabulary words. ||
 * ** Role ** |||||||||| Your job is to be a movie character who acts out emotional scenes. ||
 * ** Audience ** |||||||||| Your target audience is your peers who will be watching your show. (Peers and performers rotate) ||
 * ** Situation ** |||||||||| The context you find yourself is varying emotion scenarios on cue cards. ||
 * ** Product/Performance ** |||||||||| Your will need to create a performance that depicts an emotion without words ||
 * ** Standards ** |||||||||| Your work will be judged by your classmates who must accurately describe your emotion using the novel emotion vocabulary. ||
 * ** Assessment Evidence (Stage 2) ** ||
 * ** Performance Task Description (Lesson 2) ** ||
 * ** Goal ** |||||||||| Your goal is to evaluate the book “Today I feel Silly” by Jamie Lee Curtis. ||
 * ** Role ** |||||||||| Your role is to be an editor to make sure the picture in the book match the emotions described. ||
 * ** Audience ** |||||||||| Your target audience is your boss who wants to publish this book for young children. ||
 * ** Situation ** |||||||||| The context you will find yourself in is a conversation with two peer editors to determine a correct match. ||
 * ** Product/Performance ** |||||||||| You will need to create an oral presentation that will verbally describe how pictures and emotionally vocabulary are related. ||
 * ** Standards ** |||||||||| Your work will be judged by your bosses (peers) who must have the same finding as your group. (Boss groups and editor groups rotate; each evaluates two pictures from the book.) ||
 * ** Assessment Evidence (Stage 2) ** ||
 * ** Performance Task Description (Lesson 3) ** ||
 * ** Goal ** |||||||||| Your goal is to analyze a person’s voice for emotional change. ||
 * ** Role ** |||||||||| Your goal is to be a friend who will be saying ‘hello’. ||
 * ** Audience ** |||||||||| Your target audience is your friend who is passing you in the hallway. ||
 * ** Situation ** |||||||||| The context you will find yourself in is having to vary your voice to show emotional changes when saying the same word. ||
 * ** Product/Performance ** |||||||||| You will need to create a four scene skit saying ‘hello’ with four different emotional inflections (2 students per group; they will switch roles) ||
 * ** Standards ** |||||||||| Your work will be judged by your friend who must guess how you are feeling that day. ||
 * ** Assessment Evidence (Stage 2) ** ||
 * ** Performance Task Description (Lesson 4) ** ||
 * ** Goal ** |||||||||| Your goal is to assume the role of two characters in a social scenario. ||
 * ** Role ** |||||||||| Your job is to act out with a partner both sides of an emotional scenario. ||
 * ** Audience ** |||||||||| Your target audience is your peers who will be watching your social scenario. ||
 * ** Situation ** |||||||||| The context you will find your self in is how to relate to how a person is feeling. ||
 * ** Product/Performance ** |||||||||| You will need to have a discussion that demonstrates that you have understood and/or solved an emotional situation. ||
 * ** Standards ** |||||||||| Your work will be judge by your ability to relate to a problem presented by your partner. ||
 * ** Other Evidence **Your performance task descriptions are fantastic, but unrealistic. I can't imagine any teacher taking the time to
 * 

|| Keri, I think this is an excellent unit plan. Your WHERETO framework is very thorough. You have some very good ideas. I was thinking of my English language learners while reading through some of your performance tasks. They are not easy tasks, but I like how you tailor your learning plan to accomodate the needs of all students based on their ability level. Great job! -Dua Obeidallah
 * ** Learning Plan (Stage 3) ** ||
 * ** Where are your students headed? Where have they been? How will you make sure the students know where they are going? ** |||||||| TLW develop a keen understanding of emotions to develop strong friendships. These students are on the Autism spectrum and have difficulty with emotions and relating to other people. They will be monitored during free play for generalization. ||
 * ** How will you hook students at the beginning of the unit? ** |||||||| The students will watch the teacher engage in “Show, Don’t tell” where the teacher is a performer acting out emotions non-verbally. ||
 * ** What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge? ** |||||||| The students will explore events and emotional situations in their own lives. They will discuss how they felt and how they thought the other individual may have felt. The will be given H.W. to describe various emotional events in their lives i.e. happy, sad, scared ||
 * ** How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? ** |||||||| The students will practice and rehearse their social scenes to accurately depict all the parts of the emotional problems. We will revise and refine if incorrect. They will reflect using think-alouds in their groups. ||
 * ** How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit? ** |||||||| TL’sW have to answer two questions for every lesson:
 * 1) How was acting out this emotion difficult?
 * 2) What would/could you do differently? ||
 * ** How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit? ** |||||||| Students will be grouped according to ability levels. Scenarios and topics will be tailored to the ability level of the group. Students will have the experience of being both presenter and audience for each lesson. ||
 * ** How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students? ** |||||||| The learning activities are sequenced through four different GRASPS assessments culminating in the application of learned knowledge. ||

I like your EQ and the performance task that you created. Nice work! BB