Scribd
Upload
119 views3 pages

Lesson Plan 2 Ubd

This document provides a template for designing a lesson plan using the Understanding by Design framework. The template includes 4 steps: 1) Desired Results - the learning objectives and targets; 2) Assessment Evidence - how student learning will be assessed; 3) Learning Plan - the sequence of learning activities; and 4) Differentiation/Accommodation/Modifications - how instruction will be tailored for different students. An example is provided where the lesson teaches students about stereotypes through a Jigsaw activity analyzing perspectives on climate change, introduces Shakespeare's Merchant of Venice, and has students analyze stereotypes in the play.

Uploaded by

api-341119256
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
119 views3 pages

Lesson Plan 2 Ubd

This document provides a template for designing a lesson plan using the Understanding by Design framework. The template includes 4 steps: 1) Desired Results - the learning objectives and targets; 2) Assessment Evidence - how student learning will be assessed; 3) Learning Plan - the sequence of learning activities; and 4) Differentiation/Accommodation/Modifications - how instruction will be tailored for different students. An example is provided where the lesson teaches students about stereotypes through a Jigsaw activity analyzing perspectives on climate change, introduces Shakespeare's Merchant of Venice, and has students analyze stereotypes in the play.

Uploaded by

api-341119256
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 3

Understanding by Design Framework for Lesson Planning

Understanding by Design Framework for Lesson Planning Visuals 3


Backward Design Lesson Plan Template
Candidate Kelsey Easton Grade level 10

Lesson title: Stereotypes and Introduction to Merchant of Venice

Step 1Desired Results (What students will learn)


Standards, benchmarks, other objectives as needed. What should students know, understand, and be able to do as
a result of the lesson?

Students will thoughtfully reflect on stereotypes and how they influence society today.

Students will also engage in different perspectives and their relationships with each other
toward one subject when showing multiple perspectives in the Jigsaw.

Learning Target:
I will objectively view and appreciate different perspectives on similar topics and see how there
can be different perspectives from around the world.

I will reflect on stereotypes today and in the past and how they affect our relationships with
each other.

Step 2Assessment Evidence (Summative/Formative check for learning)


Student engagement during Jigsaw

Student answers to questions for the introduction to MOV during class

Step 3Learning Plan (detailed enough for another teacher to follow)


Learning activities: Steps for students. Use action verbs Notes for Teacher
(step by step from start to finish) 1. During Bell Work, write
1. (Introductory activity) 10 minutes: Bell Stereotypes and Discrimination
Work Students will draw and write on the board with directions for the
Color-Symbol-Image on the other
according to the Color-Symbol-Image board
prompt for Stereotypes and 2. Remember to collect last nights
Discrimination homework and grade for
2. 25 minutes: Students will form groups and completion
3. Students get 3 minutes to read out
discuss as a jigsaw the article that they loud.
read from NY Times Room for Debate 4. Students gather into groups based
Is a Global Climate Treaty Only a Pipe on which article they read to work
Dream? on the Jigsaw
5. Introduction questions first: How
3. 15 minutes: Introduce Merchant of Venice have stereotypes evolved? What
4. 40 minutes: Read and unpack MOV are current stereotypes? What
5. Closure: Relate how students are already were the stereotypes when the
starting to see stereotypes in the play as play took place?
6. Tell students were about to
they are reading it
6. HomeworkSticky Act 1, scenes i-ii explore different perspectives in a
classic Shakespeare play and how
it connects to what we see today

Resources, Timing, and Materials


Color-Symbol-Image: Students write one color; draw one symbol (like a question mark, a frowney face,
etc.); and draw one image that comes to mind when hearing the prompting words (in this case,
Stereotypes and Discrimination). They choose whatever makes the most sense to them; there is no right
or wrong answer.
Materials necessary will include the whiteboard/SmartBoard; students IWBs; sticky notes for homework;
and access to the students articles, either online or as a physical copy.

Step 4Differentiation/Accommodation/Modifications
Which strategies/methods will you use differentiate for different learning styles? How will you accommodations and
modifications for special needs students (IEP)?

Students who are more artistic will be able to express themselves during the Bell Work assignment, and students
who dislike drawing will not be required to share if they prefer not to. Students will have choice for which article they
read, which is advantageous for ELL students who may have needed more accessible articles. IEP students will be
given time to move around for the Jigsaw and will also benefit from the choice of article read.

Adapted from Tomlinson and McTighe, Integrating Differentiated Instruction + Understanding by Design, ASCD, 2006.

You might also like

pFad - Phonifier reborn

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.

Note: This service is not intended for secure transactions such as banking, social media, email, or purchasing. Use at your own risk. We assume no liability whatsoever for broken pages.


Alternative Proxies:

Alternative Proxy

pFad Proxy

pFad v3 Proxy

pFad v4 Proxy