week 4 assignment 1


          


I enjoyed working on the template for UBD for my ELA reading and writing. My understanding of the desired result is, to be able to get the kids to answer questions that are phrased to them one way, take that and apply it someplace else.  They should add it to their knowledge, so that they can apply it in other places in learning. The essential questions I use are ones that will get my kids to think, not necessarily ones that will get them to the right answer. Ones that will get them to uncover new thoughts and ideas. So what I did was looked at the curriculum, what needs to be taught. So in reading I want them to understand the story, in a deeper way, understand the characters role, why their personality is this way, and how does that effect the story. Therefor some of my essential questions were, what did the author mean to say with this phrase? How did you figure that out? Can you describe me this characters personality? Prove to me with words from the story. I want them to use their own knowledge and think so that they don’t become puppets who just answer questions, I want them to really understand what they are reading. In writing one of my essential questions were did I choose the right words to catch the reader’s attention? Do I have a good opening sentence? This is something that they will gain, and be able to use in all areas of life. They will have an ability to engage an audience. I believe that as a teacher it is very important to use templates since this way one can get a lesson across clearly. Not just students will understand what’s being taught now, but they will be able to reflect it, and transfer it to other areas in life. If students learn how to read and understand the text it can help them be part of their community, and society. Whereas in writing when students learn how to clearly write out their goals and be able to create an exciting opening sentence, they will be able to catch an audience’s attention, and learn to express themselves clearly through writing.



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