T & L Lesson Plan Understanding by Design (UbD) Template

(Adapted with permission from Understanding by Design Professional Development Workbook (p. 31), by J. McTighe and G. Wiggins, 2004, Alexandria, VA: Association for Supervision and Curriculum Development. Copyright 2004 by ASCD). All rights reserved.

Descriptive Data_________________________________________________________ Teacher: Britney Jo Block Lesson Topic: Interactive Read Aloud Grade Level: 3rd grade Teaching Date(s): October 11, 2013 Stage 1 Desired Results__________________________________________________ Content Standards/Goals: RL3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a basis for the answers. RL3.2: Recount stories and determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. RL3.4: Determine the meaning of words and phrases as they are used in the text, distinguishing literal from nonliteral language. RL3.6: Distinguish their own point of view from that of the narrator or those of the characters. SL3.1: Engage effectively in a range of collaborative discussions, building on others ideas and expressing their own clearly. SL3.1d: Explain their own ideas and understanding in light of the discussion. Understandings: Students will understand that . . . Good readers are able to follow story events and understand the plot Good readers make predictions about the text Good readers think about the characters (development, changes, actions and consequences) Good readers use graphics or illustrations to gain meaning or information Good readers respond to the story appropriately

Essential Questions: What is going on in the story? What was the purpose of the younger brother writing a survival guide? What are some things we learned from the survival guide? Knowledge: New vocabulary and phrases introduced in this story include: She gets me to experiment with mine. And, My parents say my sister and I run around the house like wild animals. Skills: Students will be able to think along and activate comprehension strategies including, schema, making connections both text-to-self, and text-to-text, predicting and questioning.

Students will articulate their thinking and piggyback off others ideas. Students will think about characters actions and consequences.

Stage 2 Assessment Evidence_____________________________________________ Performance Tasks: Since this is an interactive read aloud, the teacher will read the story to the students. However, students are expected to think along, making connections, and engaging in small group discussions throughout the read aloud experience. Other Evidence: Anecdotal observations and recordings relative to students interactions with the story. Pay close attention to student understanding related to literary elements and comprehension strategies (schema, inferring, questioning, etc) Evaluative Criteria: Use of rubrics or evaluation standards. This is an opportunity for informal assessment. However, if students are asked to respond in their reading notebooks, student samples could serve as an assessment of student connection and understanding.

Stage 3 Learning Plan___________________________________________________ Preparation Prior to Teaching Pre-Assessment: Using the Literacy Box idea will help students to predict how items connect to the story. Their ideas are evidence they are thinking and preparing for the interactive read aloud. Differentiated Instruction: The book chosen for an interactive read aloud is appropriate for all children (no matter the grade level). However, if there are ELL students, more attention to frontloading vocabulary before or after reading would be appropriate. Accommodations: This read aloud is interactive, so listeners will be naturally engaged, however, asking students to choose a smart spot on the carpet before beginning may prevent issues, also PROXIMITY is a must for students who are challenged to attend while on the carpet. Technology: Share Lisa Kopelke website Extensions & Enrichment: Students could respond in their reading notebooks (write their own survival guide, relate to a character, share their favorite part) Students will use their personal stories as a writing idea for Writers Workshop.

Sources: http://www.lisakopelke.com

Procedure for Teaching Materials Needed: Literacy Box full of items linked to story The Younger Brothers Survival Guide by Lisa Kopelke Readers Notebooks Post-its Show items in Literacy Box and have students predict. What do you think the book I brought is going to be about after looking at everything in my reading mystery box? Students share predictions. Show cover of book. Are you ready to see the title of the book? Here it isThe Younger Brothers Survival Guide! So now that you know the titlewould you like to make any changes to your predictions?Allow time for students to share their ideas. Those are great ideas! Now lets get started and see if our predictions were correct!.

DURING READING Well, lets get started and see what happens. Think along while I read because I will be stopping here and there for you to have a chance to discuss your ideas, connections and predictions with each other. Begin reading. Look at this Title Page.It looks like its a piece of notebook paper! I love how the author has put the story in the younger brothers words. Almost like he wrote the book. 1st post-it: What does it mean by Survival Guide? Have any of you ever heard of a Survival guide before? (Vocabulary and text to self connection) 2nd post-it: What does it look like she is putting into his drink? Do you think he will drink it? (Questioning) 3rd posit-it: Who do you see reappearing on every page so far? (Questioning) 4th post-it: What does it mean by experimenting with mine, have any of you ever experimented with candy? (Vocabulary and text to self connection) 5th post-it: Who is missing from this picture? (Questioning) 6th: What does it mean when the he says run around the house like wild animals? (Vocabulary) 7th post-it: Have any of you ever been locked out of the house? (Text to self) How do you think he is feeling right now? (Connecting to character) 8th post-it- What is different about these pictures compared to the rest of the story. (Questioning) 9th post-it-What nice things do you think he is going to do for her? (Predicting) 10th post-it- What are some of the things you can see that he did to her room? (Questioning) Do you think she is going to like it? What do you think she will do to him? (Predicting) AFTER READING

So, what do you think? Wait for students to share their thoughts about the text. I predict they will say that they liked it, that it was funny, etc. Follow up questions and comments are a result of student responses. So, what kinds of things did Lisa Kopelke do as an author to make this different from other stories?? Do you think it would be neat to make your own survival guide? Its something to brainstorm about! NOTE: I could use the extension activities here: Students respond in their readers notebooks and make their own survival guide.

Reflection following Teaching All teachers reflect on their practice. Prompts: