UBD Unit Template

Stage 1 Desired Results

Unit Summary: This civics unit will be taught at the beginning of the semester to teach students what a responsible citizen looks like in a community. Big Idea-Community; Responsible citizens Established Goals: Social Studies; Standard 4; Civics 4.1 Responsible community members advocate for their ideas Understandings: These are generalizations that capture what students need to understand about the big ideas of the unit. Responsible citizens improve the community. Responsible citizens share their ideas respectfully. Responsible citizens learn about and honor other cultures and beliefs. Students will know These are the key terms, definitions, facts, important events, and details that students need to know. What the PRIDE acronym represents What appropriate behavior looks like Essential Questions: These are designed to provoke and sustain inquiry, and stimulate vital, ongoing thinking about the big ideas. Why be a responsible citizen? What are beliefs that help people live together in communities? How can different cultures and beliefs influence a community? Students will be able to Measurable skills (not activities) that demonstrate proficiency. Refer to pg. 106 in your guide for some helpful verbs. Adapt behaviors appropriately to different environments throughout school building Explain appropriate behaviors Evaluate (self-assess) own behavior

UBD Unit Template

Stage 2 Assessment Evidence

Performance Tasks: Create a PBIS video demonstrating appropriate PRIDE behaviors Other Evidence: Appropriate classroom behavior

UBD Unit Template Guiding questions: What pre-assessments will you use to check prior knowledge, skills, and potential misconceptions? What is the goal for each learning event? Indicate which facet or facets apply for each task.

Stage 3 Learning Plan

Lesson Title (in sequential order) Pre-assessment Lesson 1: Classroom PRIDE *Read Story for each trait *Create classroom posters for each trait Lesson 2: School PRIDE *Actors model correct/incorrect behaviors in different building environments *Interact with actors to identify positive behavior traits Lesson 3: PRIDE book *In writers workshop, students will write an example (multiple sentences!) of how they will demonstrate each letter in classroom and school settings Performance Assessment: PRIDE/PBIS video *In small groups, students express/demonstrate what PRIDE/PBIS behaviors look like throughout building *Teacher videotapes their responses Desired Results and Facets of Understanding that apply (see Stage 1 and 6 Facets of Understanding handout) Explain and describe each letter of the PRIDE/PBIS acronym Identify and explain PRIDE/PBIS acronym in the learning environment Resource Needs (include technology, assessments, rubrics, handouts, etc. here) *Handout of blank PRIDE acrostic *BookFlix of stories demonstrating PRIDE/PBIS traits Suggested Duration 30 minutes (max.) 5 days (30 minute sessions)

Identify and explain PRIDE/PBIS acronym in all school environments (cafeteria, hallways, playground, etc.)

*PRIDE/PBIS Building Matrix Handout

3 days (30-40 minute sessions)

Apply PRIDE/PBIS acronym/learnings to self

*PRIDE/PBIS posters 5 days *Digital Photograph of student (30 minute demonstrating desired sessions) behavior *Handouts: Student Book/Page Templates

*Write a script for their part of the acronym (what letter trait they are modeling and how they will perform the trait for the audience) *Practice with small group *Create PRIDE/PBIS video

*Video camera *Computer to edit *Microphone *PRIDE Rubric (see johnsontech.weebly.com September)

3 days (30 minute sessions)