1. Unpacking the Standards
HowDo I Know
What to Teach
and How to
Teach It?

2. The Nature of Standards
Standards indicators may contain one or more elements
State Standard
indicator indicator indicator
element element element
element element

3. Be able to K N O W 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
Grant Wiggins, Jay McTighe, Understanding by Design, 2004 Group skills

4. 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

5. Declarative and Procedural Knowledge
Networks
Kris Nei, 2000

6. U n p a c k in g
S ta n d a rd s
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.

7. U n p a c k in g
Standard
S t a n d a r dNouns (What
Verbs (How
s
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 Republic
the world (e.g., monarchy, Evaluate Dictatorship
democracy, republic,
dictatorship) and evaluate Order
how effective they have Security
been in establishing Common goals
order, providing security
and accomplishing
common goals.

8. U n p a c k in g y o u r
s ta n d a rd …
In pairs, select a Core Content
standard
Circle verbs
Underline nouns
Create a graphic organizer

9. Evaluation
Synthesis
Analysis
A q u ic k lo o k a t
Application
Comprehension
Bloom !
Knowledge
Skill (Verb)

10. 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.

11. What about the…
BIG Ideas
Essential Questions

12. Communicating Standards
Current research (Marzano, McREL, Ruby
Payne) reveals that communicating learning
objectives or goals clearly to students
increases student achievement and
motivation.

13. USING
STANDARDS
AS
A TEACHING
TOOL

14. C r e a t e a G r a p h ic
O r g a n iz e r
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.

15. U n p a c k in g S t a n d a r d s
w it h S t u d e n t s !
WORD WALLS
Students will describe
the migrations and
settlements of
various ethnic groups
and explain their
impact on the
development of the
region.

16. 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.

17. S o c ia l S t u d ie s S t a n d a r d
HS-SS-1.1.1 C o nc e p t Ma p
Forms of government
Monarchy Dictatorship Democracy Republic
Evaluate effectiveness compare contrast
Accomplishing Sources of
Establishing Purposes
Order Providing Common Goals Power
Security

18. 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

19. 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

20. Ready to unpack?