Obeidallah

 || TESOL ESL Standards Goal 1: Standard 3 To use English to communicate in social settings: Students will use learning strategies to extend their communicative competence. Goal 2 : Standard 2 To use English to achieve academically in all content areas: Students will use English to obtain, process, construct, and provide subject matter information in spoken and written form Students will be able to apply knowledge of word origins and derivations to extend vocabulary development.
 * **//__ Stage 1 – Desired Results __//**
 * **//__ Established Goals: __//**

|| - Students will be able to recognize vocabulary terms in various texts. -Students will be able to apply knowledge of word origins and derivations to extend vocabulary development. -Students will be able to use reading strategies to comprehend the meanings of words and text. -Students will be able to use vocabulary terms correctly in written and oral communication.
 * **//__ Understandings: __//**

|| **//__ Essential Questions: __//** - How do I use context clues to determine meaning of vocabulary? - What are the steps in defining vocabulary terms? - Can I use vocabulary terms correctly through written and oral communication? Too many essential questions for a one week unit of study. || -Classroom steps on defining a vocabulary term. -Students will have an understanding of context clues.
 * **//__ Students will know: __//**

- Students believe that if they know the definition of a word, learning stops there. Students need to be aware that they truly know a word when they can use it through written and oral communication. || **//__ Students will be able to: __//** -Apply the steps in defining vocabulary terms. -Use context clues to determine the meaning of vocabulary terms. -Demonstrate their knowledge of vocabulary terms through various means (written, oral, music, etc.)
 * //__ Misconceptions: __//**

|| || -An educated guess on the meaning of vocabulary terms, using context clues. -Vocabulary term definitions and the steps used in defining them. -Choose from a variety of projects to demonstrate their knowledge of meaning of vocabulary terms - **role-play** (perform a skit displaying meanings of the word), **song** (create a song that stresses the meaning of the word), **acrostic poem** (develop an acrostic poem that explains the meaning of the vocabulary term). || **//__ Other Evidence: __//** -Vocabulary quizzes and tests -Journals -Written projects -Informal observations (conversations between students, questions during independent work time, participation). I think your informal observations will confirm if students are using vocabulary correctly in oral communication. || || - Discuss and practice using context clues for learning new vocabulary terms. -Learn and apply the steps in defining new vocabulary terms. -Recognize vocabulary terms in various texts. -Be able to use new words through various writing projects. -Completed projects.
 * **//__ Stage 2- Assessment Evidence __//**
 * **//__ Performance Tasks: __//**
 * **//__ Stage 3 – Learning Plans __//**
 * **//__ Learning Activities: __//**

|| What I liked about the Understanding by Design lesson plan format is that the process focuses on the student and the learning outcomes. As a teacher, it is easy getting wrapped up in covering a chapter /topic. UBD forces you to think about learning and create lessons that help students develop a deep conceptual understanding of what they are studying. What I didn’t like about UBD is that it is very tedious. It took a lot of thinking and revising just to do one lesson. I couldn’t imagine doing this kind of planning on top of the work load I and most teachers already have. Stage I was the most difficult for me. I had a very difficult time coming up with essential questions, and often found I was being very repetitive and had to revise and rethink what I was doing. On the flip side, it can lead to a much higher level of instruction and presumably get easier and become less time consuming once the format is used on a regular basis. - **Dua Obeidallah** Dua, I liked you unit on vocabulary. Being a speech therapist, I also spend large amounts of time on word usage. In addition, I also use informal observations to measure progress. How do you collect your data for assessment? I also liked the way UBD accounts for verbal interaction as a means to measure success. I think many times teachers use standard assessment and abandon instruction, whereas our fields require oral communication to demonstrate knowledge. Keri
 * Reflection: **

The best part of this plan is the application of knowledge, where you have student write a song or a skit using the words. This way you see a transfer of knowledge and can assess the depth of their understanding. Great! BB