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    Lesson Plan 2 Ubd

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    api-341119256
    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.

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    Lesson Plan 2 Ubd

    Uploaded by

    api-341119256
    56 views3 pages
    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.

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    lesson plan 2 ubd

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    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.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    56 views3 pages

    Lesson Plan 2 Ubd

    Uploaded by

    api-341119256
    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.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 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.

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