for the Thinking Classroom
•
•
Credit
Weebly
http://conceptbasedinstruction.weebly.com/
© 2010 H. Lynn Erickson
We will increase thinking classrooms by writing units that:
- Clearly identify big ideas, understandings, knowledge &
skills before beginning a unit (Stage 1)
- Articulate how to know students have learned (Stage 2)
- Include instruction where teachers: (Stage 3)
-Target expected outcomes
-Engage students in tasks that are meaningful,
worthwhile, & challenging
-Let students struggle appropriately
-Require students transfer their learning to new & novel
situations
3
Participate in all sessions
2) Collaboratively write an ELA
unit
3) Self-assess your unit quality
4) Implement the unit
1)
4
To enable you to do your job by:
 Facilitating PD sessions
 Providing feedback on unit
development
 Coaching implementation of unit
 Distance &/or in-classroom
support
5
Desired Outcomes – For Today
Learner Outcomes:

Participants will understand that concept-based
curriculum is a three-dimensional curriculum
design model that frames the factual content of
subject areas with disciplinary concepts and
generalizations when writing units.
Participants will be able to (on their own):
 Write generalizations/big ideas that are
transferable and are conceptual understandings
drawn from, and supported by, the critical
content of a discipline.






Why conceptual teaching?
Structure of Knowledge/Process
Choosing Conceptual Lens
Transfer Goals
Create Unit Webs
Write Generalizations/Understandings
◦ By next time……You will need to have completed:
 Transfer Goals
 Unit Web
 Generalizations
7
Introduce yourselves at tables and
discuss any questions you have so far.
Throughout the day, please write any
questions on index cards relating to
concept-based lesson planning
teaching and give them to the
facilitator.
8
Identify with whom you will write your ELA
unit.
 Groups should be about 3-4 teachers
 You will want to work with teachers at your
own grade level.
 Implemented in Spring 2015
9
Exchange email addresses
 Identify a recorder/contact for your
group
 Consider using Google Docs as your
collaboration tool
 K-2: Send unit or link to Tabitha
DeMey
 3-6: Send unit or link to Heidi McGuire

10
Have you ever seen young
children who hold
misconceptions of important
events in history?
Let’s look at some actual
answers to questions on a 5th
grade history test!

One of the causes of the Revolutionary War was the
English put tacks in their tea. Also, the colonists would
send their parcels through the post without stamps.
Finally, the colonists won the war and no longer had to
pay for taxis. Delegates from the original 13 states formed
the Contented Congress.
Abraham Lincoln became America’s greatest Precedent.
Lincoln’s mother died in infancy, and he was born in a log
cabin which he built with his own hands. Abraham Lincoln
freed the slaves by signing the Enunciation Proclamation.
On the night of April 14, 1865, Lincoln went to the theater
and got shot in his seat by one of the actors in a moving
picture show. The believed assinator was John Wilkes Booth,
a supposingly insane actor. This ruined Booth’s career.

The sun never set on the British Empire because the British
Empire is in the East and the sun sets in the West. Queen
Victoria was the longest queen. She sat on a thorn for 63
years. She was a moral woman who practiced virtue. Her
death was the final event which ended her reign.
Let’s think about…
What do thinking classrooms
look like?
How can we move from a twodimensional…
© 2010 H. Lynn
Erickson
to a more effective threedimensional model for
curriculum
and instruction to foster thinkin
How is knowledge structured?
How is process structured?
How can we use these
structures to focus teaching
and learning,
improve
and significantly
the academic
performance
of all
© 2010 H. Lynn Erickson
What is concept-based curriculum?
How is it different from the
traditional topic/skill-
based
curriculum?
How do we scaffold thinking
from lower to higher levels?
© 2010 H. Lynn Erickson
What does concept-based
instruction look like?
© 2010 H. Lynn Erickson
What is the difference
between an activity, and a
performance of deep
understanding?
What are the
critical
components for a
quality curriculum?
© 2010 H. Lynn Erickson
Intentional Teaching
© 2010 H. Lynn Erickson
Social Change
Forces Impacting
Education
•
•
•
•
Expanding role of technology
Changing job demands
Increasing global interdependence of people
Changing social norms and value structures
• Worldwide competition and
markets
• Rapid growth of knowledge
• Environmental concerns
© 2010 H. Lynn Erickson
Our Changing World
© 2010 H. Lynn
Erickson
Lynn Erickson
Jay McTighe

Clarify results & evidence before lesson design

Thinking like an assessor is key to effective


design
The work is only “coverage” or “nice activity”
unless focused on questions and big ideas,
related to the standards
Instruction has become an activity in repeating
the teacher
2
4
I want students to
understand…
I want students to
understand THAT…
The US Constitution
The US Constitution was a
solution based on
compromise to real and
pressing problems and
(this is content!)
disagreements in
government
The three branches of US They were a brilliant
government
balance and limit of
2
powers.
5
Information without Intellect is Meaningless
Critical, Creative, Reflective
Curious,
Playful
© 2010 H. Lynn
Erickson
Metacognitiv
e
Traditional Curriculum... is Topic
Based
HISTORY:
Early European Migration
World War I and II
Indigenous Peoples of Australia
Irish Potato Famine
Adolph Hitler
The Holocaust
The Industrial Revolution…
© 2010 H.
Lynn Erickson
Science:
The Earth’s crust
The solar system,
The human body
The Periodic Table…
Traditional Curriculum... is Topic Based
Language Arts:
The Cat in the Hat
Shakespeare
British literature
The eight parts of speech …
© 2014 H. Lynn Erickson and Lois Lanning
What Does Iowa Core
Say?
Iowa Core ELA book p. 7
Students who are Collage and Career Ready
in Reading, Writing, Speaking, Listening, and
Language
© 2010 H. Lynn Erickson
versus
© 2012 H. Lynn Erickson
Two-dimensional versus Three-dimensional
Coverage-centered
“inch deep, mile wide”
to
ideas.
Idea-centered
-facts and skills provide a foundation
understand conceptual, transferable
Intellectually shallow
- lacks a conceptual focus
focus, requires
to ignite synergistic thinking
lower and
thinking—producing
and
© 2010 H. Lynn Erickson
Intellectual depth
-a “conceptual lens,” or
mental processing between the
conceptual levels of
intellectual depth
understanding.
31
Two-dimensional versus Threedimensional
Inability to transfer
factual knowledge
- facts do not transfer;
locked in time, place, or
situation.
Concepts and Generalizations Transfer
-allows the brain to make connections
and see patterns.
Fails to meet the intellectual
Develops the intellect to handle a world
demands of the 21st century
of increasing complexity and
accelerating
change.
© 2010 H. Lynn Erickson
Are You a Teacher?
Are you a teacher?
33
Think of
Factual Knowledge
which is locked in time, place or situation
Understanding
Conceptual
ransfers through
time, across cultures, and
across situations
© 2010 H. Lynn Erickson
which
The Structure of Knowledge
Topics:
• Specific
• Locked in time, place or
situation.
• Do not transfer.
Facts:
•
•
•
Provide support for
Principles and
Generalizations.
Locked in time, place or
situation.
Do not transfer.
The Structure of Knowledge
Concepts:
• Mental constructs
drawn from the topic
• Transfer across
time, culture and
situations
• 1 or 2 words or a
small phrase
• Timeless,
• Universal,
• Abstract to different
degrees
The Structure of Knowledge
Principle:
• A generalization that
rises to the level of a
Law or Axiom.
• Does not use
qualifiers.
Generalization:
• Two or more concepts
stated in a sentence of
relationship
• Transfers through time
across cultures and
across situations.
• Supported by the facts.
The Structure of Knowledge
Theory:
• A supposition or set
of conceptual ideas used
to explain a phenomenon
or practice.
The Structure of Knowledge
Knowledge
• People migrate to meet a
variety of needs.
• Migration may lead to
new opportunities or
greater freedom.
• Migration • Opportunity
• Needs
• Hardship
Westward
Movement
Early
© 2010 H.
Lynn
Erickson
American
settlers
migrated
west.
Early American
settlers looked for
new
opportunities.
The Structure of
Knowledge
Grade 2 - Example
Using the appropriate tools aids
measurement accuracy.
Standard length units express how
much longer one object is than
another.
•length unit
object
• equivalence
• tools
•
• accuracy
Measurement
*Since mathematics is a
conceptual language, the “Topics”
are actually broader concepts
which break down into microconcepts at the next level.
3
2
1
© 2010 H. Lynn Erickson
The Structure of Process
The student understands that…Readers
make inferences about characters using
background knowledge and text
evidence.
•Inference
•Background Knowledge
•Character
•Text Evidence
Reading Process
© Lois Lanning, 2012
The student understands
that…_____________
_________________
_________________
_______.
Concept or
Topic?
Transportation
A concept is an organizing Intelligence
idea;
a mental construct...
| Timeless |Universal
| Abstract (to different degrees)
| Represented by 1 or 2 words
| Examples share common
attributes
© 2010 H. Lynn Erickson
Examples of Subject Area
Concepts
Concepts in
Science
Social Studies
Text
Order
Organism
Population
System
Change
Evolution
Cycle
Interaction
Energy/Matte
r
Equilibrium
Habitat
Conflict/Cooperation
Patterns
Scarcity
System
Change/Continuity
Culture
Supply/Demand
Civilization
Migration/Immigratio
n
Interdependence
Prejudice
Perspective
Conflict
Cooperatio
n
Power
Relationshi
ps
Envy
Emotions
Oppression
Influence
Writer’s
Craft
Reader’s
Craft
Organizati
on
Word
Choice
TextConvention
s
Fluency
Voice
Presentatio
n
Symbolism
Allegory
Metaphor
Protagonist
Antagonist
Inference
Context
Clues
Meaning
Paraphrase
Summary
Text
Structure
Directionalit
y
Self –
regulation
Imagery
Genre
Background
Knowledge
Which are “macro-concepts?” Which are “microconcepts?”
© 2010 H. Lynn
Erickson
and Lois Lanning
Concepts
•
•
•
•
•
•
•
•
•
•
•
Interdependence/Dependence/Independence
Classification
Solution
Perception
Decisions
Systems
Change
Continuity
Order
Conflict
Cooperation
© 2010 H. Lynn
Erickson
Social Studies Concepts
Geography Concepts
Macro-concepts:
• Place
• Space
• Region
• Location
• Interaction
* Interdependence
© 2010 H. Lynn
Erickson
Micro-concepts:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Physical environment
Landforms
Geographical Patterns
Natural Processes
Migration
Population density
Growth rates
Cultural landscapes
Urbanization
Settlement patterns
Geographical locations
Rural/urban
Natural resources
Technology
Natural disasters
Spatial organization
Power
Identity
Survival
Fear
Inner/Outer conflict
Courage
Love
Relationships
Loss
Friendships
Caring/Sharing
Jealousy
Tolerance
Idealism
Isolationism
Greed
Sacrifice
Compromise
Control
Justice
Humanity/Inhumanity
Elements of Genre
53
Comprehension/Understanding (of text)
•
•
•
•
•
•
•
•
•
•
•
•
Strategies/Skills
•
Directionality
Phonological Awareness
Phonics
Self-Regulation
•
Problem Solving
•
Metacognition
•
Self-Correction
•
Reading Rate
Text language/Vocabulary
Inference
Summary
Connections
Imagery
Text structures/features
Background Knowledge
•
Purpose
•
•
•
•
•
Response (to
text)
•
•
•
•
•
•
•
Aesthetic pleasure
Information
Entertainment
Explanation
Research
•
•
Connections
Discourse protocols
Collaboration
Perspective
Personal reflection
Text evidence
Cultural
understanding
Motication/appeal
Critiquing Text
•
•
•
•
•
•
Literary criticism
Evaluation
Judgment
Believability
Appreciation/recognitio
n of author’s craft
Relevance
•
•
•
•
Production (of
text)
Voice
•
• Tone
• Mood
• Dialect
Organization
• Transitions
• Text structure
• Leads
•
• details
Fluency
• Rhythm
• Cadence
• Flow
Writing/speaking conventions
• Grammar
• Language (formal/informal)
• Mechanics
• Literary Devices
• Format
• Alliteration
• Word choice/usage
• Hyperbole
• Audience awareness
• Imagery
• Persuasive techniques • Metaphor
• Allusion
Writing Process
• Figurative
• Brainstorm
language
• Draft
• Simile
• Response
• Onomatopoei
• Revision
a
• Publication
• Symbolism’
Conceptual lens:
???
The Power of a
Conceptual Lens
Significant Individuals in Histor
The conceptual lens “integrates
thinking”
© 2010 H. Lynn
Erickson
The Power of a
Conceptual Lens
Leadershi
p
Significant Individuals in History
© 2010 H. Lynn
Erickson
Power/Change
The Power of a
Conceptual Lens
Significant Individuals in History
© 2010 H. Lynn
Erickson
Looking at a topic through a
“conceptual lens” engages
the personal intellect and
emotions
of the student…
 creates a deeper level of
understanding,
 helps retain the factual information
because it must be processed at a
deeper level in the brain, and
 facilitates a greater love of learning.
© 2010 H. Lynn
Erickson
National Media
© 2010 H. Lynn
Erickson
Lens: Persuasive Force
National Media
© 2010 H. Lynn
Erickson
Conceptual lens ______________________
Topic:
Stories from Around the
World: Folktales
© 2010 H. Lynn
Erickson
Sample Conceptual Lenses
Conflict
Complexity
Beliefs/Values
Paradox
Interdependenc
e
Interactions
Freedom
Transformation
s
Force
© 2010 H. Lynn
Erickson
Identity
Patterns
Relationships
Origins
Change
Revolution
Perspective
Reform
Heroes
Power
Influence
System
Balance
Structure/functio
n
Innovation
Design
Genius
Aesthetics
Creativity
To develop the intellect and increase motivation for
learning, curriculum and instruction must create a
“synergy” between the lower (factual) and higher
(conceptual) levels of thinking.
Cartoons by David Ford
davidford@cablespeed.com
© 2010 H. Lynn Erickson
The Conceptual
Mind
© 2010 H. Lynn Erickson
© 2005 H. Lynn Erickson
Cartoon by David Ford
© 2005 H. Lynn Erickson
Cartoon by David Ford
It is the Conceptual Mind that
….
creates connections to prior experience
and finds relevance
 synergistically works with the factual
level
of knowledge, and lower level
process
skills
 sees patterns
across examples which reveal deeper,
to
develop the
intellect
transferable
understandings
recognizes the transferability
of knowledge
> creates
the motivation for learning
© 2010 H. Lynn Erickson and Lois
Lanning
Integration
refers to the cognitive
process of seeing
patterns and
connections
at the conceptual level
of thinking.
© 2010 H. Lynn
Erickson
Coordinated, Multidisciplinary Unit
A little art
Use of
Language
Processes
A little math
The Human Body
A little
science
A little
literature
The “Potpourri Unit” of Facts and
Activities
© 2010 H. Lynn Erickson
INTEGRATED,
INTERDISCIPLINARY
CURRICULUM…
looks at a topically-based theme,
problem, or issue through…
an integrating, “conceptual lens”
such as Interdependence or System.
© 2010 H. Lynn
Erickson
Integrated, Interdisciplinary Unit
Health
Conceptual Lens:
System
Wellness
Nutrition
Eating Disorders
Weight Management
Substance Abuse
Diseases
Science
Circulatory System
Respiratory System
Digestive System, etc.
Function & structure
Interdependence
Math
Literacy
The Human Body
Calculations: heart rate, body
mass,
Statistics
Measurements: height, weight
Ratios
Charts;
graphs
© 2010 H. Lynn Erickson and Lois
Lanning
Art
Research Process
Reading
Comprehension
Presentation
Writing Conventions
Physical
Body Control
Education
Movement
Draw a body:
symmetry, line,
shape
Human forms art
realism, abstract,
Coordination
Muscle System
Fitness
Endurance
The goal of
integration...
is to facilitate integrated,
higher level thinking.
The conceptual lens
pulls thinking to the
integration level.
© 2010 H. Lynn
Erickson
1. Identify Desired
Results
What is it that I want the
students to understand and
know and be able to do?
How will I know that they know
2. Determine
Acceptable Evidence what I want them to know?
3. Plan Learning
Experiences
What do I need to do in the
classroom to prepare them for
the assessment?
7
6
Stage 1- Desired Results
Transfer Goals:
Generalizations/Understandings:
Essential Questions:
Students will understand that…
Students will know…
Students will be able to…
Stage 2- Assessment Evidence
Performance Tasks:
Other Evidence:
Stage 3- Learning Plan
Learning Activities:
7
7
Writing Transfer Goals
A transfer goal-
• states what students should be able
to do with knowledge and skill, on
their own, in general terms, in the
long run.
• Answers the “Why?” and “What can
you do with this?” questions.
The transfer goal is at the heart of
the unit.
© 2010 H. Lynn Erickson
The Generalizations derived
from the web will indicate
the content that will be addressed
in the unit instruction. Not everything
on the web will be included in
the instruction.
Grade 2
Conceptual Lens:
Culture
Interdependence
• community
• neighborhoods
• Cooperation in a community
to solve problems
Economics
History
•collaboration to build a
community
Geography
• Interdependence
of land and people
in our community
• communities use
resources to meet needs
and wants
• goods & services
Our
• Cost/benefit
Community
• Wants/needs
• Inventions -new products
• Advertising
• Workers - wages
(incentives, e.g., pay) Government/Civics
Transfer Goals:
• Local government
 Jobs
Students will be able to
- leaders: mayor, city council
independently use their learning to:
- roles
• Apply concepts and systems of
• Laws, rules in our community
economics to participate
• Citizenship - rights and responsibilities
productively in a global
• Citizens working together
economy.
•
Apply knowledge of political and
social systems to participate
actively as an informed citizen
Conceptual Lens
Concepts in:
Understanding Text
Concepts in:
Critiquing Text
Unit Title
Concepts in:
Responding to
Text
Concepts in:
Producing Text
Transfer Goals:
Source: © 2009 Dr. Lois Lanning
Avon, Connecticut
© 2010 H. Lynn Erickson
Conceptual Lens:
Characterization
Understanding
Text: (R, L)
Responding To Text: (S, W)
•
•
•
•
Meaningful connections to characters
Text Evidence
Partner read/share
Similarities and differences of
characters across texts
Key ideas and details
Comprehensive descriptions
Major events & challenges
Story elements of narrative text
•
Characters’ points of view
•
Character traits, dialogue, actions
Critiquing Text: (L, S, W,
Character’s voice
Unit Title
R)
Vocabulary
Qualities of friendship
• Opinions of author’s
Character
Summary
depiction of characters
Study: How
Grade level phonics & word
supported by text evidence
analysis
• Believability of character
do
we
get
to
• Inference
• Realistic problem/solution
• Questions to support
• Quality of text illustrations
know
comprehension
• Conclusions
Producing
Text
:
(W)
characters?
• Fluency
• Oral/written responses (to literal,
Transfer Goals:
interpretive and open ended questions)
Students will be able to independently use their
• Shared writing
learning to:
• Narrative Writing
• Analyze how and why individuals, events, and
• Writing Conventions
ideas develop and interact over the course of a
• Writing process
text.
• *Temporal words
• Assess how point of view or purpose shapes
• *Transition words
the content and style of a text.
• *Eye contact, speaking voice
• Write narratives to develop real or imagined
• *Opinion pieces (writing journals)
experiences or events using effective
technique,
well-chosen
details,
well- Core
Source: Designing Concept-based Curriculum for English
Language
Arts, Meeting
theand
Common
85
structured
even sequences.
with Intellectual Integrity, K-12, By Lois Lanning.Corwing
Press Copyright
2013
•
•
•
•
•
•
•
•
•
GENERALIZATIONS are
SUMMARIES OF THOUGHT
“WHAT DO I UNDERSTAND
as a result of my study that
I can TRANSFER?”
© 2010 H. Lynn Erickson
GENERALIZATION=
Essential or Enduring
Understanding, Statement of
Two
or
more
concepts
Inquiry or Central Idea
in a relationship...
CONCEPTUAL IDEAS THAT TRANSFER
DEVELOP “DEEP UNDERSTANDING”
©1997 H. Lynn
Erickson
Writing Generalizations
>No proper or personal nouns
>No pronouns in sentence
(“our, we, they…”)
>Has a present tense verb
>Contains at least two concepts
>Is a transferable idea that is supported by the factual
content
>May need a qualifier
(“often, can, may”)
if not true in all situations—
but is still an important idea
© 2010 H. Lynn Erickson
Level 1 Verbs (“No No” Verbs)
affects | impacts | influence | is, are, have
© 2010 H. Lynn
Erickson
The Structure of Knowledge
The student understands
that…_People buy goods and
3.
services to meet their wants
and needs.
Goods &
Services
Wants &
Needs
People
Our Community
© 2010 H. Lynn
Erickson
Producers &
Consumers
2.
1.
People should care for the environment.
Error: Value Statement……..ask Why?
Improved:
People care for the environment to preserve natural
resources.
92
Writers’ rely on the plot to carry the story.
Error: Not True – Writers rely more on character
development than plot.
Improved:
Writers’ rely on the characters to carry the plot of
a story.
93
Writers tell enough about a topic so
others can understand what they are
writing about and can answer
questions they may have and know
why they are writing.
Errors: Awkward sentence, unclear, uses
pronoun
Improved
• Effective writers provide relevant information to
convey a clear message.
• Writers incorporate text structure and content
area vocabulary for the purpose of imparting
94
Readers rely on text connections in order to
comprehend.
Errors: Value Statement – needs qualifier
Improved:
• Readers integrate and cross check multiple
strategies and skills to deepen
comprehension of text.
• Readers may rely on text connections to
© 2010 H. Lynn Erickson
Informed citizens must read widely.
Error: Value Statement
Only 1 concept
Improved:
• Reading about issues from a variety of
perspectives develops a more informed
citizenry.
• Gathering issues from multiple sources
© 2010 H. Lynn Erickson
Established Goals
(Standards):
National Driver
Development Standards
G1 Demonstrate a
working knowledge or
rules, regulations and
procedures of operating
an automobile
G2 Use visual search
skills to obtain correct
information and make
reduced-risk decisions for
effective speed and
position adjustments
Stage 1 –Desired Results
Transfer Goals
Students will be able to independently use their learning to:
 Drive courteously and defensively without accidents or needless risk.
 Anticipate and adapt their knowledge of safe and defensive driving to
various traffic, road and weather conditions.
Meaning-Making
Generalizations/Understandings:
Generalizations/Understan Essential Questions
Students
Students will keep considering…
dings: will understand that…


Students will understand
that…

G3 Interact with other
users within the Highway
Transportation System by
Acquisition of Knowledge and Skill
adjusting speed, space,
and communications to
Students will know…
Students will be skilled at…
avoid conflicts and reduce

risk
G4 Demonstrate balanced
vehicle movement through
steering, braking, and
accelerating in a precise
97
Checking Our Generalizations
>No proper or personal nouns
>No pronouns in sentence
(“our, we, they…”)
>Has a present tense verb
>Contains at least two concepts
>Is a transferable idea that is supported by the factual
content
>May need a qualifier
(“often, can, may”)
if not true in all situations—
but is still an important idea
© 2010 H. Lynn Erickson
Established Goals
(Standards):
National Driver
Development Standards
Stage 1 –Desired Results
Transfer Goals
Students will be able to independently use their learning to:
 Drive courteously and defensively without accidents or needless risk.
 Anticipate and adapt their knowledge of safe and defensive driving to
various traffic, road and weather conditions.
G1 Demonstrate a
Meaning-Making
working knowledge or
Generalizations/Understandings:
Essential Questions
rules, regulations and
Students will understand that…
Students will keep considering…
procedures of operating


A motor vehicle can become a
an automobile
lethal weapon, and driving one
demands constant attention.
G2 Use visual search
 Defensive driving assumes that
skills to obtain correct
other drivers are not attentive and
information and make
that they might make sudden or illreduced-risk decisions for
advised moves.
effective speed and
 Effective drivers constantly adapt to
position adjustments
the various traffic, road, and
weather conditions.
G3 Interact with other
users within the Highway
Transportation System by
Acquisition of Knowledge and Skill
adjusting speed, space,
and communications to
Students will know…
Students will be skilled at…
avoid conflicts and reduce

risk
G4 Demonstrate balanced
vehicle movement through
steering, braking, and
accelerating in a precise
99
Grade 2
Conceptual Lens:
Interdependence
Culture
•collaboration to build a
community over time
• community
• neighborhoods
• Cooperation in a community
to solve problems
Economics
History
Geography
• Interdependence
of land and people
in our community
• communities use
resources to meet needs
and wants
Our
• goods & services
Community
• Cost/benefit
• Wants & needs
• Inventions -new products
• Advertising
• Workers - wages
(incentives, e.g., pay) Government/Civics
Transfer Goals:
• Local government
 Jobs
Students will be able to
- leaders: mayor, city council
independently use their learning to:
- roles
• Apply concepts and systems of
• Laws, rules in our community
economics to participate
• Citizenship - rights and responsibilities
productively in a global
• Citizens working together
economy.
•
Apply knowledge of political and
social systems to participate
actively as an informed citizen
Interdependence in Our Community
Culture
1. A community can consist of a
neighborhood or many
neighborhoods that share public
services such as schools, law
enforcement
and hospitals.
2. People in a community cooperate to
solve problems that affect their daily
lives.
Grade 2
Conceptual Lens:
Characterization
Understanding
Text: (R, L)
Responding To Text: (S, W)
•
•
•
•
Meaningful connections to characters
Text Evidence
Partner read/share
Similarities and differences of
characters across texts
Key ideas and details
Comprehensive descriptions
Major events & challenges
Story elements of narrative text
•
Characters’ points of view
•
Character traits, dialogue, actions
Critiquing Text: (L, S, W,
Character’s voice
Unit Title
R)
Vocabulary
Qualities of friendship
• Opinions of author’s
Character
Summary
depiction of characters
Study: How
Grade level phonics & word
supported by text evidence
analysis
• Believability of character
do
we
get
to
• Inference
• Realistic problem/solution
• Questions to support
• Quality of text illustrations
know
comprehension
• Conclusions
Producing
Text
:
(W)
characters?
• Fluency
• Oral/written responses (to literal,
Transfer Goals:
interpretive and open ended questions)
Students will be able to independently use their
• Shared writing
learning to:
• Narrative Writing
• Analyze how and why individuals, events, and
• Writing Conventions
ideas develop and interact over the course of a
• Writing process
text.
• *Temporal words
• Assess how point of view or purpose shapes
• *Transition words
the content and style of a text.
• *Eye contact, speaking voice
• Write narratives to develop real or imagined
• *Opinion pieces (writing journals)
experiences or events using effective
technique,
well-chosen
details,
well- Core
Source: Designing Concept-based Curriculum for English
Language
Arts, Meeting
theand
Common
102
structured
even sequences.
with Intellectual Integrity, K-12, By Lois Lanning.Corwing
Press Copyright
2013
•
•
•
•
•
•
•
•
•
Character Study: How do we get to know characters?
Grade 2
1. Character dialogue and actions reveal
character traits.
2. Background experiences help readers
identify and relate to story characters.
3. Authors develop a story and its
characters based on genre and
purpose.
4. Character relationships shape and
drive events in a story
5. Readers make inferences about
characters using evidence from the
text.
When we teach to the
levels of concepts and
generalizations we are
teaching for
deep understanding and
the transfer of knowledge.
© 2010 H. Lynn Erickson
• Brainstorm your unit web –
keeping your conceptual lens
in mind when identifying the
concepts for each strand.
• Write generalizations for your
conceptual lens, and for each
strand around your unit title-1 or 2 per strand.
Send completed web &
generalizations to:
K-2: Tabitha:
tdemey@aea8.k12.ia.us
or
© 2010 H. Lynn Erickson