Unpacking the Standards

 HowDo I Know
What to Teach
and How to
Teach It?
 The Nature of Standards
Standards indicators may contain one or more elements
State Standard

indicator indicator indicator

element element element

element element
 Be able to KNOW and DO
Knowledge (Declarative) Skills (Procedural)
What we want What we want
students to be able to
students to know:
do:
 Vocabulary
 Decoding, computation
 Definitions  Communication skills-
 Concepts listening, speaking, writing
 Laws, Formulas  Thinking skills – compare,
 Key facts infer, analyze
 Critical details  Research – inquiry,
 Sequence & timelines investigate
 Study Skills – notetaking
 Group skills

Grant Wiggins, Jay McTighe, Understanding by Design, 2004

 Types of Memory
Eric Jensen

Uses language, text, Learn by doing, hands-on Associating what’s going

words, symbols. experience. on with where you are.
Word association. Movement, position, Revisiting initial learning
Repetition, rhymes, posture, tastes, feeling, conditions, locations, time
mnemonics states or aromas. and circumstances.

High Low-Moderate Minimal

Unlimited – chunking Unlimited Unlimited
uses short/long term
memory
 Declarative and Procedural Knowledge
Networks

Kris Nei, 2000

 Unpacking Standards

SS-HS-1.1.1
Students will compare and contrast (purposes,
sources of power) various forms of government in
the world (e.g., monarchy, democracy, republic,
dictatorship) and evaluate how effective they have
been in establishing order, providing security and
accomplishing common goals.
 Unpacking Standards
Standard Verbs (How Nouns (What
students will students are
show what is required to know)
required)
SS-HS-1.1.1 Forms of Government:
Students will compare
and contrast (purposes, Compare Monarchy
sources of power) various Democracy
forms of government in Contrast
the world (e.g., monarchy, Republic
democracy, republic, Evaluate Dictatorship
dictatorship) and evaluate
how effective they have Order
been in establishing Security
order, providing security
and accomplishing
Common goals
common goals.
 Unpacking your standard…

 In pairs, select a Core Content

standard

 Circle verbs

 Underline nouns

 Create a graphic organizer

 Evaluation
Synthesis
A quick look at Bloom!

Analysis
Application
Comprehension
Knowledge
Skill (Verb)
 Bloom’s Taxonomy
• Knowledge: defines, describes, identifies, knows, labels, lists, matches,
names, outlines, recalls, recognizes, reproduces, selects, states
• Comprehension: comprehends, converts, defends, distinguishes, estimates,
explains, extends, generalizes, gives examples, infers, interprets, paraphrases,
predicts, rewrites, summarizes, translates
• Application: applies, changes, computes, constructs, demonstrates,
discovers, manipulates, modifies, operates, predicts, prepares, produces,
relates, shows, solves, uses
• Analysis: analyzes, breaks down, compares, contrasts, diagrams,
deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates,
infers, outlines, relates, selects, separates
• Synthesis: categorizes, combines, compiles, composes, creates, devises,
designs, explains, generates, modifies, organizes, plans, rearranges,
reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes
• Evaluation: appraises, compares, concludes, contrasts, criticizes, critiques,
defends, describes, discriminates, evaluates, explains, interprets, justifies,
relates, summarizes, supports.
 What about the…

BIG Ideas
Essential Questions
 Communicating Standards

Current research (Marzano, McREL, Ruby

Payne) reveals that communicating learning
objectives or goals clearly to students
increases student achievement and
motivation.
 USING
STANDARDS
AS
A TEACHING
TOOL
 Create a Graphic Organizer
• If done by teacher, can be used
by students as preview prior to
teaching.
• If done by students can be used
as a word wall
Using word walls or graphic organizers can provide
conceptual frameworks as part of the content. Graphic
organizers give students the ability to identify main
concepts, assign specific labels to concepts, and sort
relevant and non-relevant cues.
 Unpacking Standards with Students!

Students will describe WORD WALLS

the migrations and

settlements of
various ethnic groups
and explain their
impact on the
development of the
region.
 SS-HS-1.1.1
 Students will compare and contrast
(purposes, sources of power) various forms
of government in the world (e.g., monarchy,
democracy, republic, dictatorship) and
evaluate how effective they have been in
establishing order, providing security and
accomplishing common goals.
 Social Studies Standard Concept Map
HS-SS-1.1.1

Forms of government

Monarchy Dictatorship Democracy Republic

Evaluate effectiveness compare & contrast

Accomplishing Sources of
Establishing Purposes
Order Providing Common Goals Power
Security
RD-05-3.0.9
Students will identify commonly used persuasive techniques
(bandwagon, emotional appeal, testimonial, expert opinion) used in a
passage.
bandwagon

Emotional appeal
Persuasive
Identify Techniques
Testimonial

I can explain what the bandwagon technique is. Expert Opinion

I can identify the bandwagon persuasive technique in a reading

passage. This means I can pick out places where the writer is using the
bandwagon technique to convince the reader
MA-04-4.1.3
Students will construct data displays (pictographs, bar graphs, line plots,
Venn diagrams, tables).
DOK 2
Construct

Data Displays tables

pictographs

Bar graphs Venn diagrams

Line plots
Ready to unpack?