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Unit Design Self-Assessment Tool - UbD Stage 1

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Maria & Lexie's UbD: Unit 3: Othello & The Media

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10th grade Visual Arts Unit 3 UBD Plan 2021-22

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Seems like such an intersting unit and highly relevant. Wonder about Othello - in the title, but not in the knowledge.. curious if articulating the particular knowledge about Othello in relationship to the EQ is helpful...or if it really is secondary and the main point is the skill list. Which might be completely fine!

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Obvious connection between material to be taught and the students' lives through analysis and reflections. Thus, making their thinking and learning visible oil formative as swell as summative assessments.

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Amazing attention to detail! Love the table for Knowledge/Standards/Themes. Consider adding a table of contents?

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It digs deep on helping students understand analytic writing and create themes within their claims and conclusions. 

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It digs deep on helping students understand analytic writing and create themes within their claims and conclusions. 

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stage 2: end of unit summative effectively measures students' content and skills mastery, as accompanied by daily assessments listed in stage 1. Synthesizing their understanding of genocide while making a deeper connection to current issues around the world. really making thinking visible and owning their learning!

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Essential learning and great to see the focus on universe of obligation. Curious the "what" about the genocides - in the knowledge list wonder if a more articulated outline of what about genocide will be the takeaway.

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A strong clear connection to what students are learning and applying to their world, by looking at the influence social media has on their daily lives

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Wow - "How am I an artist" is an inspiring EQ that is a lifelong question. That got me excited!

Wow - the enduring understanding is communications 101 (aligning intention with impact). To get this via art and visual expression is powerful!

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I like how they provided specific details on the Stage 3 portion of the schedule of what they had planned. It seems pretty well thought out.

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WOW your essential question is great and definitely allows students with space to think and build connections!
Wonder: Using UbD, which standard (1-5) did you focus on first in order to build your unit? I know different people start in different places. What was the most helpful for you?

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Interesting that it pairs the text with issues related to social media.

Wondering about they tied it together throughout the unit.

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your standards can be aligned with connecting themes

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Strong alignment between selected skills and content standards with the final product.

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Great essential questions that will engage everyone

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Exploring inner artists and what that means is essential learning. Curious about the wording of the EQs - wonder if they can be written in a more provocative way to stimulate ongoing curiosity.

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the transferable goals deep and have students doing more unpacking

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Strong, open ended EQs encourage deeper learning

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Curious about how much time will be devoted to each genocide, and what kinds of comparisons students will be asked to make.

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The knowledge has many topics to explore. I wonder how we would prove in an assignment that cross connecting themes were met.

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Wow: Matching artists with specific core competencies. Bringing art into the students' immediate community.
Wonder: What will be the process for students to work on the murals?

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wows - really interesting essential questions
wonders - how can our grad profile competencies be explicitly/implicitly taugh within the unit?

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WOW: I love how your topic is connected with their community. Your stage one shows that is meaningful and relevant for students. This is reflected in the enduring skills and the texts you are using.
Wonder: Are you adding more activities to the stage 3? or each activity takes more time for students to complete and assimilate?