Design Topic ____________________________ Subject(s) ______________________ Grade(s) _______ Designer(s) ___________________________

Stage 3--Learning Matrix

Pupils will be apprised Fifth-graders will Students will learn

Week 1

of the difference receive education about gender-

between male and regarding the male and differentiated

female duties in the female roles of responsibilities of the

Hupa tribe. members of the Shasta Yurok tribe.

tribe.

Students will be split up Students will read and The class will be
Week 2

into groups of six (as listen to myths and educated about the

either males or females folktales of the pre- Shamanistic practices

belonging to one of the colonial Shasta, Yurok, that were present in all

three tribes) and will be and Hupa tribes. As of the tribes.

assigned the task of pupils read, the

advocating for the instructor will conduct

establishment of a an informal, formative

Women’s Day or a assessment through

Men’s Day within the observation.

pre-colonial Shasta, Subsequently, fifth-

Yurok, or Hupa tribes. graders will be required

In this debate, which to write their own myth

will serve as a formal or folktale, which is

and summative reminiscent of those

1
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Design Topic ____________________________ Subject(s) ______________________ Grade(s) _______ Designer(s) ___________________________

assessment, students that they just read or

will be graded on their listened to. The

ability to cite evidence composition will be

regarding the roles of graded and regarded as

either of the tribal a formal, summative

genders in order to assessment. As an

justify their positions informal and formative

and demonstrate an self-assessment,

understanding of the students will then be

facet of empathy. required to complete a

“one-minute essay…in

which [they] summarize

the two or three main

points [of the lesson]

and the questions that

still remain for them”

(Wiggins & McTighe,

2005, p. 216).

Fifth-grade students Students will learn Fifth-grade pupils will

Week 3

will learn about some of about prominent embark on a field trip to

the dances and religious figures of each the Autry Museum of

ceremonies that are tribe. the American West to

associated with each of

2
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Design Topic ____________________________ Subject(s) ______________________ Grade(s) _______ Designer(s) ___________________________

view traditional and

the three tribes.
modern pieces related to

the Shasta, Yurok, and

Hupa tribes.

Furthermore, by going

to the museum, students

will be apprised of the

environmental

challenges that tribal

descendants face in

their attempts to

conserve certain

spiritual rituals.

Subsequently, the class

will discuss and debrief

the aforementioned

museum visit. Topics of

conversation will

include personal

thoughts about the field

trip, and how it is

3
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Design Topic ____________________________ Subject(s) ______________________ Grade(s) _______ Designer(s) ___________________________

relevant to the current

unit and students’ lives.

Students will learn Students will learn Students will learn

Week 4

about the styles and about the styles and about the styles and

functions of Yurok functions of Shasta functions of Hupa

basketry. basketry. basketry.

Week 5 The class will review The graded Students will complete

elements of Hupa, performance task, a an end of unit test on

Yurok, and Shasta type of formal and discrete knowledge;

basketry through an oral summative assessment, specifically, concerning

question and answer will be introduced and the religious beliefs,

session, which will students will be given ceremonies, gender

serve as an informal, the remainder of the roles and basketry of

formative assessment. period to work on it. At the Shasta, Yurok, and

Furthermore, fifth- the end of the period, Hupa tribes.

graders will learn about pupils will complete a

the components of “How well do I think I

abstract art through did?” (Wiggins &

direct instruction and McTighe, 2005, p. 167)

modeling. self-assessment, which

will be included as part

of their grade for the

performance task.

4
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Design Topic ____________________________ Subject(s) ______________________ Grade(s) _______ Designer(s) ___________________________

5
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)