Loretta Cooper EDTC524 / Spring 2013 Backward Design Unit American Hero for Grade 3 Stage 1 Established Goals:

: Students focus on developing and understanding citizenship through the lives of famous Americans who took risks to secure freedoms. The students will develop a sense of historical empathy. Students will develop awareness between historical events and the individuals who made them happen. Transfer Students will be able to independently use their learning to Discuss the life of an American Hero and his/her efforts to expand peoples rights and freedoms in a democracy. Conduct short research project that build knowledge about a topic. Write a narrative to develop real events using effective technique, descriptive details, and clear event sequences. Meaning Understandings Students will understand that A persons actions, choices, and contribution can make a person a hero. Heroes make a positive impact on our world today. It is important for us to celebrate and honor their contributions. Essential Questions Students will keep considering What is a hero? What would our country be life if these American Heroes had not fought for our freedom? What kinds of contributions can I make to our society? Acquisition Students will know What contributions their American Hero made. When and where their American Hero lived. What impact their American Hero made on our lives. Who and what influenced their American Hero to take the path they took. Students will be skilled at Researching information on their American Hero. Summarizing and organizing information. Create a 1 to 3 minute video and posting it to a classroom website. Stage 2 Evaluative Criteria: Historically Correct, Revealing and Informative, Good detail, Well Spoken: projects voice and speaks clearly, human emotion and experience

Evidence: Performance Tasks: Evidence is needed of student ability to project American Hero experience. Performance Tasks: Gather information about American Hero using a graphic organizer. Explain what was your hero famous for? When/where did your hero live? Who/what influenced your hero? What are the ordinary things that make your hero just life you? Apply understanding (empathize) through an Oral presentation using props and costume. Create a one to three minute video from oral presentation. Post video on Classroom Website. Other Evidence: Student reflect; Using 3-2-1 feedback, 3- things that I have in common with my hero, 2 unanswered questions about my hero, 1 -way I can help my community. Teacher uses rubric to assess oral presentation and video. Students use rubric to assess fellow student's videos.

Stage 3 Learning Plan Week 1 Teach models oral presentation for students Mary Cassatt Artist, wearing a hat, and holding an artists paintbrush and palette. Teacher presents a 2 minute prepared oral presentation about the life of the artist. Teacher model self-reflection using 3-2-1 rubric. Teacher shows finished video of oral presentation on classroom website. Introduces American Hero graphic organizer: What makes your hero famous? When/where did your hero live? Who/what influenced your hero? What are the ordinary things that make your hero just like you? Teacher reads about Mary Cassatt from the book 50 American Heroes by Roscoe and Denenberg. Teacher models graphic organizers Students select their American Hero reads story, fills out graphic organizer. Week 2 Students use graphic organizer to write oral presentation narrative student/teacher editing conference. Week 3 Students select appropriate props and costume/ present oral presentation to class on specific date. Assessment: Student uses 3-2-1 rubric for self-reflection. Teacher uses rubric for assessment of oral presentation. Week 4 (Creating Video and posting on website) Students use Animoto to create a 1 to 3 minute video. Students work in collaborative groups (3-4) to create video.

Students use digital camera to take four still shots (four different poses with props and costume) of each American Hero. Students use still shots and written narration (three sentences of attributes that have in common with hero and one sentence of how students can help their community to create video). Students post video on classroom website. Assessment: In the same collaborative group students assess each others videos using a scoring rubric. Class celebration: Viewing finished projects and sharing results of student rubrics.