Understanding by Design Lesson Plan
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Understanding by Design Lesson Plan

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Understanding by Design Lesson Plan

Understanding by Design Lesson Plan

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Understanding by Design Lesson Plan Understanding by Design Lesson Plan Presentation Transcript

  • Understanding by Design Lesson PlanSubject Level: English 4Title: Education for LifeNo. of Meetings: 5 daysTopics: Taking down notes, word analysis, structuring dialogues and performing a play Established Goals UnderstandingAt the end of the week unit the Essential understandings Transferlearners will be able to: Students will understand that… The student, in the long term and on his/herG. 1 own will be able to…Assess the effectiveness of 1. Every speaker has a strong purpose. 1. Write and perform a short play withlistening strategies employed 2. A word, phrase or sentence can reflect correct grammar intonation and feelings.considering text types, the the culture, personality and background 2. Communicate confidently to conveylistening task and purpose for of the speaker. his/her ideas with correct delivery,listening to be able to produce 3. Reading is a way to understand each projection and gestures.an effective play-acting. other or people of other races or ethnicity. 3. Engage in creative and purposeful projects.G. 2 Essential QuestionsDevelop strategies for coping 1. Why do you want to learn?with unknown words and 2. How do you want to learn?ambiguous sentence structures 3. Do you believe that people live what they learn? Why? Why not?and discourse for organizing Knowledge and Skillsdialogues. Students will know how to: Students will be skilled at: 1. Analyze words and sentences 1. Understanding and analyzing unknown 2. Relate written text to real life words or sentence structures 3. Use the concepts of listening strategies 2. Listening attentively to what is spoken 4. Value teamwork and team effort 3. Writing dialogues 4. Identifying the speaker’s tone, attitude and purpose. 6. Voicing out his/her opinions and emotions about a text.
  • Stage 1 Alignment Evaluative Criteria Assessment EvidenceTo obtain evidence of… Where performance is judged in terms Students will need to show their learning by… of… Analytic Rubrics: Performance Task(s): Content / Ideas Drama/Role Playing Acting Skill G - D – Dynamics of the group. Everyone must Fluency participate. No one must be left out in the team. Volume and Quality of Voice R - R – Reveal the creativity in every student. Group Dynamics A - A – Acting prowess must be displayed. Costume and Props S - M – Must show effort and hard work. P - A – Ability to capture audience interest. S – S – Sensational performance and delivery. Other Evidences: Recitation Enrichment Activity Self Check Questions Summary of Key Learning Events and InstructionDay 1: Note Taking (Hook)1. Introduce the essential questions.2. Allow the students to answer according to their own experiences. Don’t correct their answers.3. Inform them about the output which would be producing a drama or play and present to them the criteria on how theirperformance will be graded.4. Present a listening text, The Analects by Confucius, to the students and let them answer the questions which will behelpful in checking their note taking, vocabulary and comprehension skills.5. Give the students an assigned reading text to be discussed next meeting.
  • Day 1: Listening Text Questions (The Analects by Confucius)1. How did the author begin his topic?2. Who, do you think, are his specific target readers? Explain.3. According to Confucius "Learning without thought is a snare: thought without learning is a danger." Do you agree with him? Why?4. Give illustrations to the truth of the statement: "The man of wisdom does not vacillate; the man of natural goodness does not fret; the man of valor does not fear."5. Comment on the authors view that the maxim of charity is ought to be acted upon throughout ones life. Support your answer.6. Think about Confucius views on the qualities of a noble man. Which of these do you believe most exemplify an educated or learned man? A thinking man? Which of his arguments are still relevant today?7. What do you think is the authors purpose in his essay?8. What generalization or basic truth in life or human experience is expressed in the essay?9. How does the title help contribute to the clarification of this truth about life?Day 2: Word/Sentences/Discourse Analysis (Make meaning)1. Instruct students to underline the unfamiliar words in the assigned reading text, “A Tell Tale Heart” by Edgar Allan Poe.2. Unlock the meaning of the following words in the story by using word analysis.3. Ask the students to do a brief reaction paper to the story to be passed on the next meeting. Unfamiliar Word Word or Sentence Analysis (Root word + Affixes) or Meaning Context Clues from the discourse can be usedhearkencautiouslyprofoundmotionlessdissembletolerablegesticulationsaudacityconcealmentunperceived
  • Day 3: Writing a Short Play (Make meaning)1. After collecting their homework, assign a random grouping for the students and give each group a title which they willwork on in writing their short play.2. Give them refresher tips for writing and time to brainstorm.3. Check their progress.Day 4: Performance Task Making1. Using the short play their group created on the previous meeting; let the group practice the play for whole period.2. If other groups haven’t finished writing their play let them finish up and then join the rehearsals.3. Remind students about teamwork and the criteria before dismissing them.Day 5:Presentation of Performance Task(Please scroll down to see next page for rubrics)
  • Analytic Rubrics: Criteria 5pts. 3pts. 2pts.Content / Ideas Not all ideas make sense. All ideas make sense. Stays All ideas make sense. Stays Some parts go off the track. on track. Includes many on track. Includes some Does not have interesting interesting details. interesting details. details.Acting Skill Feelings and ideas are Feelings and ideas were not expressed in interesting Feelings and ideas are properly expressed. It lacked ways. Various emotions and expressed. Emotions were strong emotions where it strong acting prowess were strongly expressed. was needed most. displayed.Fluency / Organization Strong beginning and Strong beginning and most Weak beginning. Few sentences are tied together. sentences are tied together. sentences tie together. Details are presented in Details are somewhat Details are mixed-up or not order. Presentation begins presented in order. in order. Many sentences with different words some Presentation begins with begin with the same words. sentences are short and different words. Some Most of the sentences are some are longer and sentences are short and short. Few words are used. complex. Many power some are long. Some power words were used. words were used.Volume and Quality of Voices were not loud Voices were clearly heard Voices were clearly heardVoice enough to be heard by the and all the words were most were properly whole class. Some words enunciated properly with pronounced with correct were properly stressed and correct stress and pauses. stress and pauses. pronounced.Group Dynamics All members were able to Most members were able to Few members were able to contribute ideas and contribute ideas and contribute ideas and few organized the final output organized the final output. organized the final output. together.Costume and Props The costumes were very The costumes were creative. The props were significant to the setting of No costumes were used. very realistic and add color the story. The Props are Props were not used. to the performance. appropriate.
  • Prepared by: Ma. Cristina D. PanganoranCourse and Year: BSE – 3Clearance Number: 321Submission Date: Oct. 17, 2011