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Understanding by Design Lesson Plan

Subject Level: English 4
Title: Education for Life
No. of Meetings: 5 days
Topics: Taking down notes, word analysis, structuring dialogues and performing a play

       Established Goals                                                 Understanding
At the end of the week unit the     Essential understandings                    Transfer
learners will be able to:
                                    Students will understand that…                 The student, in the long term and on his/her
G. 1                                                                               own will be able to…
Assess the effectiveness of         1. Every speaker has a strong purpose.         1. Write and perform a short play with
listening 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 convey
listening 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 Questions
Develop 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 Skills
dialogues.                          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 Evidence
To 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 Instruction

Day 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 their
performance will be graded.
4. Present a listening text, The Analects by Confucius, to the students and let them answer the questions which will be
helpful 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 author's view that the maxim of charity is ought to be acted upon throughout one's 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 author's 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 used
hearken
cautiously
profound
motionless
dissemble
tolerable
gesticulations
audacity
concealment
unperceived
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 will
work 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 Making
1. 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 heard
Voice                                                                                   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. Panganoran
Course and Year: BSE – 3
Clearance Number: 321
Submission Date: Oct. 17, 2011

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Understanding by Design Lesson Plan

  • 1. Understanding by Design Lesson Plan Subject Level: English 4 Title: Education for Life No. of Meetings: 5 days Topics: Taking down notes, word analysis, structuring dialogues and performing a play Established Goals Understanding At the end of the week unit the Essential understandings Transfer learners will be able to: Students will understand that… The student, in the long term and on his/her G. 1 own will be able to… Assess the effectiveness of 1. Every speaker has a strong purpose. 1. Write and perform a short play with listening 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 convey listening 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 Questions Develop 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 Skills dialogues. 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.
  • 2. Stage 1 Alignment Evaluative Criteria Assessment Evidence To 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 Instruction Day 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 their performance will be graded. 4. Present a listening text, The Analects by Confucius, to the students and let them answer the questions which will be helpful in checking their note taking, vocabulary and comprehension skills. 5. Give the students an assigned reading text to be discussed next meeting.
  • 3. 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 author's view that the maxim of charity is ought to be acted upon throughout one's 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 author's 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 used hearken cautiously profound motionless dissemble tolerable gesticulations audacity concealment unperceived
  • 4. 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 will work 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 Making 1. 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)
  • 5. 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 heard Voice 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.
  • 6. Prepared by: Ma. Cristina D. Panganoran Course and Year: BSE – 3 Clearance Number: 321 Submission Date: Oct. 17, 2011