UbD Template 2.
ESTABLISHED GOALS
Explain how exposition,
conflict, rising and falling action,
climax, and resolution function within
the narrative advance the plot
Identify personal attitudes and
beliefs about events, ideas, and
themes in text, and explain how these
shape their comprehension of the text.
Cite textual evidence that most
strongly supports an analysis of what
the text says explicitly as well as
inferences drawn from the text.
Analyze how particular lines of
dialogue or incidents in a story of
drama, propel the action, reveal
aspects of character, or provoke a
decision.
Analyze how differences in the
points of view of the characters and the
audience or reader create such effects
as suspense or humor.
Analyze the extent to which a
film or live production of a story or
drama stay faithful to or departs from
the text or script, evaluating the
choices made by the director or actors.
Stage 1 Desired Results
Transfer
Students will be able to independently use their learning to
Utilize text to understand situations from another person's point
of view.
How to use multiple types of texts to understand a situation
better.
Increase understanding of a variety of text types.
To look at history through the lens of a person that lived it and
empathize with that person/persons so as to be able to be a part of
ensuring history doesn't repeat itself.
Meaning
UNDERSTANDINGS ESSENTIAL QUESTIONS
Students will understand that How can I put aside my
preconceived attitudes toward
Background knowledge something to see it from
affects how we perceive text. another's point of view?
How to use textual How do stories from
evidence to support ideas.
different places and times
How authors create plot
apply to me?
and propel a story through the How do authors use story
use of specific elements. elements to portray mood in a
How point of view
drama as compared to other
affects a story
types of text?
How to use different
How do I use multiple
types of text for different
types of text to create a
purposes.
complete understanding?
 Why did the author
choose to use the format of a
play for this story?
How do we find the
strength to overcome
challenges that are beyond our
control?

Acquisition

Students will know Students will be skilled at

How to cite textual Effectively read a

evidence. dramatic play.
The facts of Anne Franks Using text evidence to
life. support ideas and opinions.
Basic history of the Breaking down a story
Holocaust and WWII. into elements of the text
The elements of a
dramatic play.

Stage 2 - Evidence
Evaluative Criteria Assessment Evidence

PERFORMANCE TASK(S):

Interpretation/perspectiv Journal writing prompts - Writing prompts require students to

e/empathy/self-knowledge write responses to various quotes, situations, issues that arise from
within the story. The questions take students into memories from
within their lives, connections with the storys characters and history,
and deep areas of thematic meaning.
 Interpretation/perspectiv Socratic seminar on Anne Frank and the Holocaust
e/empathy/self-knowledge

OTHER EVIDENCE:

Interpretation/applicatio Novel analysis packet - Character chart, conflict chart, plot chart
n/explanation Close read analysis of two informational texts on the Holocaust
Quizzes on content
Nazi propaganda response - small group work responding to Nazi
 propaganda videos and posters
Play vs. film analysis

Stage 3 Learning Plan

Summary of Key Learning Events and Instruction

1. Pre-reading Bias
2. Holocaust Timeline activity - Build a visual timeline in classroom that reflects victims, world
engagement, laws, and events
3. Drama analysis lesson/packet
4. Reading and analysis/story event timeline/quizzes/quickwrites/socratic seminar
5. How did the Holocaust happen? Photo Narrative and Reflection Activity
6. Anne Frank background http://www.annefrank.org/en/Anne-Frank/Anne-Franks-history-in-brief/
7. Close reading activity using entrys from Anne Franks diary
8. Nazi Propaganda lesson
9. Movie Comparison
10.Unit conclusion - what you learned