TSU Understanding by Design Lesson Plan Template

From Integrating Understanding by Design & Differentiated Instruction: Connecting Content and Kids
Carol Ann Tomlinson & Jay McTighe, ASCD, 2006

Date____8/14/15______________

Grade Level_____12_______________

IRA/NCTE Standards: 12. Students use spoken language to accomplish their own
purposes (eg. learning, and the exchange of information)________
time needed for lesson___90_______

Instructional Model____Discussion_____

Step 1- Desired Results (what students will learn and do)

A. Brief narrative overview of lesson that describes how you will achieve your
enduring understanding and essential question (Refer to your UBD Handout.)
This lesson is going to entail large amounts of guided practice in taking the concepts the
students have learned from the previous class period and applying them to The Absolutely
True Diary of a Part Time Indian (ATDPTI). We will first, as a class, read preselected
excerpts out loud from the text. Then I will guide the class in discussion through an
analysis of each of the passages.
B. General Learner Outcome (GLO: What will student known and be able to do?)
Apply concepts in Marxist criticism to a text.
C. Essential Question(s)
How does class function in ATDPTI? How are lower-class or minority individuals
portrayed in this book/ how are they viewed by those of a different class standing?
Step 2- Assessment Evidence (summative check for learning)
A. Performance Task (what will students do to demonstrate their learning?)-Guided
and/or Independent Practice
Students will participate in guided practice large group discussion of the excerpts.
Students will also participate in independent practice in small groups in their discussion
of excerpts which particularly stuck out to them.
B. Performance Criteria (How good is good enough? Provide checklists, rubrics,
or criteria.)

student contributes meaningful comments or questions during either large or

small group discussion
Step 3- Active Learning Plan (detailed enough for another teacher to follow)
A. Steps for Student (use active verbs)
-Lead activity (How will you introduce your desired results and ask your essential
question; connect with student experience-Prior Knowledge).
students will first answer a two part journal question when they enter class: What are
your first impressions of ATDPTI? And where do you see class as a factor in Juniors
story, if at all?
-Student-centered learning steps (Provide a detailed sequencing of lesson; specify
formative assessment during practice and summative assessment in conclusion.)
as a class we will read excerpts from ATDPTI aloud (pages 7-14, 24-31, 32-43) After
each excerpt we will stop and discuss as a class issues of poverty, colonialism, and
(mis)education.
Some general questions can include How is poverty represented in these excerpts?
How are Indians portrayed as Indians and is this reflective of their portrayal in larger
society?
after large group discussion students will break up into smaller groups and discuss
excerpts which they found most interesting from a Marxist perspective. In this way
students will have a larger opportunity to voice their own opinions and practice applying
a Marxist analysis outside of the guided practice.
further reading of ATDPTI will be assigned and students will be asked to keep in mind
issues of class, poverty, and race, especially when reading Juniors first few days in his
new school.