UbD Lesson Plan Template

Teacher’s Name: Subject/Course: English Language Arts

Gabe Hernandez
Lesson Title: Grade Level:
Author’s Purpose Development Process 8th grade
Approximate Time Frame:
5 Days
Essential Vocabulary:
Authors purpose, dynamic/static character, symbolism, metaphors, similes, imagery, figurative
language, alliteration, hyperbole.

Brief Overview (Summary) of the Unit:

The summary and purpose of this unit is to teach students to independently use their learning as they
read and analyze selections from various literary nonfiction texts. Students should also use the texts we
did in class in order to model for their own compositions. Students should be able to compose written
responses from brief responses, like exit tickets, as they can continue using critical thinking skills to
develop longer and more complex writing. Through author’s purpose and literary analysis students
should be able to identify the different types of characterization to show readers each individual
character.

Stage 1 – Desired Results (Acquisition, Meaning Making and Transfer)

Key Standards (Common Core ELA, Math or District AND Indian Education for All Essential
Understandings):
Explain that literary nonfiction uses figurative language, sensory details, and imagery. Guide students
through the process of analyzing, marking up, and model reading literary nonfiction texts to help their
fluency. Have students compare and contrast ideas in similar literary nonfiction texts.

Transfer: Students will demonstrate understanding of synthesizing information and apply it to a new
(What kinds of long-term, independent accomplishments are desired?)

Students will inquire about what it means to connect with texts to evaluate claims and identify main
idea in reading passages. Students will develop fluency as they read more texts aloud and perform thin
kalends to build comprehension. Students will ask questions as they read nonfiction texts to identify
claims and evidence.

Meaning Making: Students will understand and keep considering…

Understandings: Students will understand that…reading is an active process where he/she is expected
to ask the following: Who, What, Where, When, Why, and How?

Essential Questions (Long Term and Topical):

How does the following theme or life lesson affect the reader and characters in the story? How
does this shape or determine the qualities of characters? Are they round or flat/static or dynamic?

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Acquisition of Knowledge and Skill

Knowledge: Students will know…the strategy for building comprehension includes rereading texts and
making connections as they read.

Skills/Performance: Students will be able to… Students will use appropriate grammar, diction to
express how authors evoke meaning through a literary analysis essay.

Stage 2 – Assessment Evidence

Performance Task or Other Key Evidence of learning (What will students understand and/or be able to
do?) Students will be able to engage in composing simple, complex, and compound sentences. Providing
as much feedback as possible, they will understand the purposes of rubrics in helping them create
meaningful and well thought of paragraphs in order to convey and use components of fiction in their
personal narratives.

Key criteria to measure Performance Task(s) or Key Evidence:

Examples: 1. Rubric for Presenting
2. Self check points list

Other Evidence to reflect student learning (formative and/or summative measures)

I will provide opportunities for students to do peer work when they are answering multiple choice
questions. These questions are STAAR like so they challenge students to think critically about them. In
addition, my students do group work when they are preparing to give a presentation to the class about
a poem, or self selected text.

Stage 3 - Learning Plan, Experiences, and Instruction:

Learning Activities: Consider the WHERETO elements – Who’s the Hardest Working Person in
the Room?
The Teacher will… The Student will…
W The teacher will explain objectives to The student will form comments and
Where are we going? students so they will set purposes for questions as a strategy to connect
What is expected? learning. I expect them to contribute with the text.
and participate ideas and commentary
on literary texts.

H The teacher will introduce and assess The students will complete a KWL and
How will we hook prior knowledge through the KWL have it marked as completion grade.
(Introduce this to) the chart. Teacher will informally assess They will be further informed when
students? what students know and don’t know. filling out their “What have I learned”
How will we pre-assess portion of the chart.
student knowledge,
understanding and skills
to inform instruction?

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E The teacher will equip students with
How will we equip dictionaries, highlighters, mark up
students for expected materials to make annotations on
performances? texts. The teacher will make sure
students are working independently on
STAAR like reading
The student will be equipped with
dictionaries, highlighters, mark up
materials to make annotations on
texts.

R
How will we rethink or The teacher will prepare students to Students will be offered a “fast
revise? (on-going, rethink as offering interpretative minute” one minute quiz in order to
formative, keep coming advice to students. The teacher will revise or readdress the intentions or
back as needed) also model instruction to help students claims of a text.
think aloud as they work
independently.

E
How will students self- The teacher will provide students
evaluate and reflect opportunities to reevaluate or reflect
their learning? by providing a clear answer to students
questions and their “missed” target
objective on fast minute.
The student will compare his or her
answer to the teachers explanation
and reflect how to approach or
understand topics before answering.

T
How will we tailor Accommodations will be provided by The student will think critically and
learning to varied the teacher for students with IEP or respond to the verbal questioning by
needs, interests, and attention deficit difficulties by the teacher. Students are expected to
learning styles? engaging them in verbal response type find textual evidence for every
(differentiation, questions. response.
accommodation,
modification)

O
How will we organize The teacher will lay out the following The student will be exposed to the
the sequence of sequence of learning for students: following sequence of learning.
learning? (please 1. Lecture Students must understand the
include the sequence) 2. Independent short reading or background for these and know it
analyzing. helps and aids the learning process.
3. Fast minute quiz for comprehension Lecture
4. Independent reading 1. Independent short reading or
5. Longer Test analyzing.
6. Revision 2. Fast minute quiz for comprehension
7. Reflect (metacognitive strategic 3. Independent reading
methods explained to students). 4. Longer Test
5. Revision
6. Reflect (metacognitive strategic
methods explained to students).

Special Needs (include all learners on the continuum from disabled to gifted & twice
exceptional):
Modifications (changes to the Core standard(s) Accommodations (supports or instructional
and level of proficiency expected): adjustments):
Scaffolding provided for ELL students by Extended time, repeated instructions, offer in
assessing vocabulary knowledge and writing. depth explanations/clarifications on
Simpler vocabulary will be offered and grade definitions for writing process.
level words will be defined.
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Plans for after this lesson/competency is complete (How will you extend, enrich?):
Teacher will pose questions during discussion; in class assignments will be evaluated. Students will be
evaluated on their ability to organize thoughts and express ideas to their classmates. Students will
also engage in socratic seminars after they have successfully completed the learning steps outlined
previously.

Key Resources Used: Websites, books, film clips, etc.

Type of Resource(s): Name of Resource(s):
https://cmsw.mit.edu/writing-and- Writing Process WS
communication-center/resources/writers/
writing-process/
https://www.youtube.com/watch? Metacognitive Strategies
v=O_sfNC5WPUU

Literature Textbook-Holt Mcdougal Grade level Textbook

readworks.org Readworks reading passages

Authentic Assessment: Fast minute in correlation with Wesley Harris’ Account reading.

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