Template B.

1
The UbD Template, Version 2.0 2011 by Grant Wiggins and Jay McTighe

Name: Matthew Stroup Cadre: 30

Unit Topic: Visual Communication Subject(s): Media Arts / Digital Literacy Grade(s): 9 -10 Time Frame: 1 month

Stage 1: Desired Results

Established Goals Transfer

Big Idea 1 : Everyone who

develops visual communication
skills may utilize them to create
career opportunities in any
industry.
Continuing into the future, students will create original narratives using multimedia to market themselves, an idea or
product for gainful employment.
Throughout their professional lives, students will grow their personal network through online collaboration.

Big Idea 2: 21st-century skills Meaning

and digital citizenship help
develop a sense of cultural UNDERSTANDINGS ESSENTIAL QUESTIONS
awareness and empathy in a
global market. Students will develop a How do images affect an audience?
sense of companionship and How could a single persons life story may influence others understanding
compassion by sharing their of their culture?
4.0 Technology life events with each other. In what way does social media portrays an impression of reality?
Students know how to use
contemporary and emerging Students will discover that
technological resources in media empowers them to
diverse and changing personal, influence and educate.
community, and workplace
environments:
4.2 Understand the use of
technological resources to gain
access to, manipulate, and
produce
information, products, and
services.
4.7 Understand how technology
can reinforce, enhance, or alter
products and performances.

Leadership and Teamwork 9.0
9.0 Leadership and Teamwork
Students understand effective
leadership styles, key concepts of
group dynamics, team
and individual decision making,
the benefits of workforce diversity,
and conflict resolution:
9.5 Understand how to interact
with others in ways that
demonstrate respect for individual
and cultural differences and for
the attitudes and feelings of
others.
A1.2 Specific applications of
VPA Creative Expression
standards for Visual Arts at the
proficient level (grades nine
through twelve):
2.1 - Solve a visual arts problem
that involves the effective use of
the elements
of art and the principles of design.
2.2 - Prepare a portfolio of original
two- and three-dimensional works
of art
Code Evaluative Criteria
What criteria will be used
in each assessment?
K Effective use of
composition to
translate story through
image.
M Insightful self-reflection
Acquisition
Students will be skilled at...
Student will know the top ten
rules of photography and analyzing images using the rule of thirds and the elements of design.
how to frame a shot
according to them. creating aesthetically pleasing images with a digital camera.
Students will know the working in small groups to plan and organize a presentation of a series of
terminology used when events that have meaning and relevance.
discussing the composition
of an image. creating a narrative story from images via an asynchronous image
presentation with an audio voice over.
Students will arrange
sequential images together
to communicate a story.
Students will know how to
create a narrative story from
a summary of a group of
events.
Students will understand the
process of working together
within a team with people
from another culture or
school.
Stage 2: Evidence
PERFORMANCE TASK(S):
Students will collaborate with a group member from another school outside of their own culture.
Students will produce a narrative by using storytelling images to communicate events in their lives over time.
Students will write concise and engaging narrative of their story to support the images they create with an audio
recording as a voice over.
 and careful writing.

T Using imagery to
construct a narrative.

T Care in writing and

annunciation for
presentation.

OTHER EVIDENCE:
Students will show they have achieved Stage 1 goals by

Reflecting on their presentation compared to other students renditions of the same project.

Through teacher evaluation during the production process from planning to completion of the final
product.

The students will share an original narrative asynchronously using VoiceThread.

Stage 3: Learning Plan

Code PRE-ASSESSMENT
Students will be asked to find an image and describe, in their words, what makes that image appealing.
In small group, students will discuss and critique design elements present in an image that caught their attention using vocabulary from their class
lessons.
LEARNING EVENTS
Student success at transfer, meaning, and acquisition depends
upon
M understanding the established goals,the Big Ideas.
M an emphasis of the essential questions.
A an understanding of the nature of network based
workflow and cloud storage.
A an understanding of asynchronous communication
using VoiceThread.
T the importance of living in the moment and recognising
lifes story around them.
T the ability to notice and capture the elements of good
design through digital imagery.
A the students general understanding of digital camera
use.
A the students ability to transfer media to a computer
and cloud based storage.
T the students understanding of how to compose a
sequence of images to form a narrative.
A the students interpretation of a visual narrative in
written word.
A the students ability to record a voice over their visual
narrative in voicethread.
PROGRESS MONITORING
How will you monitor students progress toward acquisition, meaning, and transfer, during
lesson events?
The students progress towards acquisition, meaning, and transfer during the lesson
will be monitored through simple assessment and completion of study material,
class critique and class discussion.
What are potential rough spots and student misunderstandings?
The potential rough spots maybe technology based. Issues with network
connectivity, log in information, and digital device failure.
The potential student misunderstandings could be a lack of grasping how to pay
attention to the camera's viewfinder. Looking at the world through a lens and
crafting a story telling shot.
How will students get the feedback they need?
The students will get the feedback they need through instructor guidance, peer
discussion and critique as well as sell-assessment and reflection.
The project's content will be judged based on an instructor designed rubric. All
participants will be able use the rubric as a guide for peer assessment,
self-assessment and instructor assessment. Because of the nature of art and
design there is potential for abstract imagery to convey emotion and work well even
if work does not follow the elements of design. There will also be a guided questions
to accommodate students that bend or break the rules of a good composition and
the use of the rule of thirds.
M how students compare and contrast their cultural
routines with other from around the world.

M The students developing a sense of compassion and

oneness by identifying with the similarities in others
culture through collaboration.