UbD Lesson Plan Template

VITAL INFORMATION
Author
*Subject(s)
Topic or Unit of
Study
*Grade/Level
*Summary

Rachel Stinton & Cori McCallister

English
To Kill a Mocking Bird
9th
Students will analyze the lyrics of A Wake, by Malckemore and Ryan Lewis in order
to make connections with common themes presented in the lyrics, To Kill a
Mockingbird and issues in society today. The knowledge of these connections will be
presented in a short research presentation.

STANDARDS
*Standards

CCSS.ELA-LITERACY.RI.9-10.4
Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the cumulative impact of
specific word choices on meaning and tone (e.g., how the language of a court opinion
differs from that of a newspaper).
CCSS.ELA-LITERACY.RI.9-10.6
Determine an author's point of view or purpose in a text and analyze how an author
uses rhetoric to advance that point of view or purpose.
CCSS.ELA-LITERACY.RH.9-10.6
Compare the point of view of two or more authors for how they treat the same or
similar topics, including which details they include and emphasize in their respective
accounts.

UBD (UNDERSTANDING BY DESIGN) LESSON PLAN ELEMENTS

REQUIRED:
STAGE 1 DESIRED
RESULTS
Students
will further explore race and ethnicity and its effects on society.
Established Goals

Students will question race in regards to the various cases.

Students will apply knowledge to reflect on photos that portray racism and protest.

Understanding
s Overarching
Understanding

Students will know how to read different mediums of texts.

Racial tensions in the United States in the past and present.
How racial issues impact society as a whole, with all individuals.

Related
Misconceptions

What message is the artist trying to convey in A Wake?

connections of racial issues can you make with two different texts and current
events?

Essential Questions What

Knowledge

Skill
s

Making connections with various texts.

Using reliable sources to do research presentation.

UBD (UNDERSTANDING BY DESIGN) LESSON PLAN ELEMENTS

REQUIRED:
STAGE 2: Assessment Evidence

Performance Task Description:

What authentic performance tasks will students demonstrate the desired understandings?
By what criteria will performances be judged?
Through what evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will
students demonstrate achievement of the desired results?

How will students reflect upon and self assess their learning:
Goal Students will make connections

between various texts and present it in

a presentation that meets ninth grade level requirements.
Role Students will listen, write, connect, research and present.

Audience

The teacher evaluating their presentation as well as their peers who

will be listening to their presentations.

Situation
Product/Performance

Standards

A short presentation on current event regarding racial issues/tensions

in society.
CCSS.ELA-LITERACY.RI.9-10.4
Determine the meaning of words and phrases as they are used in a
text, including figurative, connotative, and technical meanings; analyze
the cumulative impact of specific word choices on meaning and tone
(e.g., how the language of a court opinion differs from that of a
newspaper).
CCSS.ELA-LITERACY.RI.9-10.6
Determine an author's point of view or purpose in a text and analyze
how an author uses rhetoric to advance that point of view or purpose.
CCSS.ELA-LITERACY.RH.9-10.6
Compare the point of view of two or more authors for how they treat the
same or similar topics, including which details they include and
emphasize in their respective accounts.

UBD (UNDERSTANDING BY DESIGN) LESSON PLAN ELEMENTS

REQUIRED:
STAGE 3: Learning Plan
What learning experiences and instruction will enable students to
achieve the desired results? How will the design:

Where are your students headed?

Where have they been?
How will you make sure the students know where they are
going?

How will you hook students at the beginning of the unit?

What events will help students experience and explore the
big idea and questions in the unit?
How will you equip them with needed skills and knowledge?
How will you cause students to reflect and rethink? How will
you guide them in rehearsing, revising, and refining their
work?
How will you help students to exhibit and self-evaluate their
growing skills, knowledge, and understanding throughout the
unit?
How will you tailor and otherwise personalize the learning
plan to optimize the engagement and effectiveness of ALL
students, without compromising the goals of the unit?

Students will be able to pull out information from

various texts, such as a novel and lyrics, in order to
make concise connections. By doing so, students will
be more aware of current events happening throughout
the United States, in order to make more meaningful
connections and understanding about To Kill a
Mockingbird.
So far students, have been through half of the novel,
and have made connections and gained new insights
on perspectives, gender and growing up.
Listening to a song that they might be familiar with
already.
Depicting the background information and connotations
of the lyrics. Do a close reading of different passages
from To Kill a Mockingbird. Explore their own current
event they are interested in.
Students will reflect and rethink with classroom
discussion, conducting their own research and deciding
what information to present.
Students will continue to keep journals throughout the
unit and there will be multiple days where the content is
scaffold.
Class discussion will give a sense of individuality based
on the fact students should feel comfortable enough to
contribute their own thoughts an opinions. Additionally,
the research project will be self-driven and guided by
their interest on various cases.