Understanding By Design_Supplemental Level 2

UbD_Grammar and Language

Title of Unit Grammar & Language Grade Level 8th

Curriculum Area ELA supplemental Time Frame 8 weeks

Developed By Hargrave

suggested texts “All Summer in a Day” Ray Bradbury; “Amigo Brothers” Piri Thomas; “The Scholarship Jacket” by Marta Salinas; “
Icarus and Daedalus” by Josephine Preston Peabody

Identify Desired Results (Stage 1)

Content Standards
CCSS.ELA-LITERACY.L.8.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-LITERACY.L.8.1.A
Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.

CCSS.ELA-LITERACY.L.8.1.B
Form and use verbs in the active and passive voice.

CCSS.ELA-LITERACY.L.8.1.C
Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.

CCSS.ELA-LITERACY.L.8.1.D
Recognize and correct inappropriate shifts in verb voice and mood.*

CCSS.ELA-LITERACY.L.8.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CCSS.ELA-LITERACY.L.8.2.A
Use punctuation (comma, ellipsis, dash) to indicate a pause or break.

CCSS.ELA-LITERACY.L.8.2.B
Use an ellipsis to indicate an omission.

CCSS.ELA-LITERACY.L.8.2.C
Spell correctly.

Knowledge of Language:
CCSS.ELA-LITERACY.L.8.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.

CCSS.ELA-LITERACY.L.8.3.A
Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing
uncertainty or describing a state contrary to fact).

Vocabulary Acquisition and Use:

CCSS.ELA-LITERACY.L.8.4
Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of
strategies.
CCSS.ELA-LITERACY.L.8.4.A
Understandings Essential Questions
Overarching Understanding Overarching Topical

How does the ability to

Why do writers need to use grammar correctly? recognize and use the correct
Correct use of grammar will make communication effective.
How does spelling help communication? forms of the parts of speech and
Spelling words correctly helps communication. their functions in a sentence help
What parts of speech or sentence parts are clues to punctuating an author write more effectively?
Putting words together effectively is a communication tool. a sentence?
Good grammar is essential to good writing.
How can a graphic organizer help
a writer structure a paragraph?

Related Misconceptions

misuse of standard english

common errors such as: there, their, and they’re; to, two, and
too; where, were, and we’re; its and it’s; then and than; cold
have vs. “could of;” are and our; know and no; new and knew;
accept and except; affect and effect

misuse of punctuation

misuse of grammar that diverts means

negative vs positive connotations

Knowledge Skills
Students will know… Students will be able to…
Identify parts of speech.

Correct run on sentences.

Be able to tell what part of speech any given word is.
Correct sentence fragments.

Recognize and correct common usage problems.

difference between a common noun and a proper noun and examples

Vary sentence patterns for meaning, reader interest, and style.
of both

Demonstrate the correct use of capitalization, punctuation, and spelling when writing.
specific adverbs that do NOT modify a verb & how they would be used

Demonstrate the correct use of grammar and usage when writing or speaking.
articles & proper adjectives - what they are & examples of them

verb tense - what it means & examples of verb tenses

common conjunctions

the difference between an action & linking verb & examples of what
each is

the difference between a preposition or adverb (how the same word

can be both) & why

3 forms of personal pronouns and examples of each

what an antecedent is & how one would be used

Assessment Evidence (Stage 2)

Performance Task Description
http://www.ereadingworksheets.com/languageartsworksheets/free-grammar-worksheets/

Practice using commas and semicolons

Practice punctuations and end marks
“Easter Island” and comma worksheet
Practice Capitalization
Using common and proper nouns
Practice using contractions
Create homonyms and homographs
differentiate between subject, predicate, and objects

Write a response paragraph in the reading log to each of the following works, relating them to the theme of
Choices using proper grammar and apply each skill from each lesson throughout this unit : “All Summer in a Day”
● Goal Ray Bradbury; “Amigo Brothers” Piri Thomas; “The Scholarship Jacket” by Marta Salinas; “ Icarus and Daedalus”
● Role by Josephine Preston Peabody
● Audience
● Situation CCSS.ELA-LITERACY.L.8.4.D
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or
● Product/Performance
in a dictionary).
● Standards
CCSS.ELA-LITERACY.L.8.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

CCSS.ELA-LITERACY.L.8.5.A
Interpret figures of speech (e.g. verbal irony, puns) in context.

CCSS.ELA-LITERACY.L.8.5.B
Use the relationship between particular words to better understand each of the words

Knowledge of Language:
CCSS.ELA-LITERACY.L.8.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.

CCSS.ELA-LITERACY.L.8.3.A
Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g.,
emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).

Vocabulary Acquisition and Use:

Other Evidence
class discussions
● do now prompts
● written reflections
● notes
● 1 on 1 support as needed

Learning Plan (Stage 3)

● Where are your students headed? Where have Students are still learning the fundamentals of writing and will practice using Standard
they been? How will you make sure the English, proper mechanics,sentence structure, and correct word-choice. Students will have
students know where they are going? opportunity to revise and improve.
● How will you hook students at the beginning of
the unit? Students will encounter a work of literature that in intentionally written in poor
● What events will help students experience and grammar (excerpt from “Flowers for Algernon”) http://www.sdfo.org/gj/stories/
explore the big idea and questions in the unit? flowersforalgernon.pdf. Students will have the opportunity to identify and fix those
How will you equip them with needed skills and mistakes.
knowledge?
● How will you cause students to reflect and Students will reflect after minor writing assignments so that they could make
rethink? How will you guide them in improvements and revision to written work. Also, since they are using stories to teach
rehearsing, revising, and refining their work? grammar, they are exposed to the way English is correctly written and communicated.
● How will you help students to exhibit and self-
evaluate their growing skills, knowledge, and Students will self-evaluate after receiving feedback and peer-editing sessions. Students
understanding throughout the unit? will also maintain record to keep track of their assignments and assessments which will
● How will you tailor and otherwise personalize be accessible for review to make progress in this unit and reach overarching skill.
the learning plan to optimize the engagement
and effectiveness of ALL students, without The unit is tailored to be personalized by offering graphic organizers and other visuals
compromising the goals of the unit? to enhance learners, videos, presentations, note-taking organizers, group work, and
● How will you organize and sequence the accessing other talents for students to share and express through writing standards.
learning activities to optimize the engagement
and achievement of ALL students? The unit will be organized so the concepts and skills are scaffolded to be easily built
upon and applied.
Title of Unit Poetry and the Urban Experience Grade Level 8th

Curriculum Area English Time Frame 1 marking period (8 weeks)

Developed By Krystal Hargrave

Suggested texts “Dear Mama” and “Rose that Grew from Concrete” by Tupac Shakur, “Mother to Son” and “Theme for English B” by
Langston Hughes “Everyday We Get More Illegal” by Juan Felipe Herrera, “Still I Rise” Maya Angelou, “For Trayvon
Martin” by Reuben Jackson

Identify Desired Results (Stage 1)

Content Standards

CCSS.ELA-LITERACY.RL.8.2
Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide
an objective summary of the text.

CCSS.ELA-LITERACY.RL.8.3

Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

Craft and Structure:

CCSS.ELA-LITERACY.RL.8.4

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on
meaning and tone, including analogies or allusions to other texts.

CCSS.ELA-LITERACY.RL.8.5

Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style

Understandings Essential Questions

Overarching Understanding Overarching Topical

How do people break away from Why is figurative language and poetic
Poetry is a literary work in which special intensity is given to the expression poverty? techniques used in poetry?
of feelings and ideas by the use of distinctive style and rhythm; poems
collectively or as a genre of literature How do people use a negative
circumstance as inspiration? How is poetry a form of expression?
Poetry is intended to draw you into someone else’s world of thought,
emotions, and ideas How does each poet from this unit use
How can poetry be the mouthpiece for
oppressed people? symbolism and metaphor?
Poetry is intended to be originated and introduced as part of the individual

How do poetic techniques help express How does art express the urban
someone’s emotions? experience?

How do the poets’ lives influence the

Related Misconceptions poetry?

Poems must rhyme

Poets write or perform their work by emulating others

People can not defeat poverty

hip hop lyrics is never a form of poetry

Knowledge Skills
Students will know… Students will be able to…
that poetry is literary work in which special intensity is given to the compare styles and themes between poets
expression of feelings and ideas by the use of distinctive style and rhythm;
poems collectively or as a genre of literature create poems by addressing personal emotions and ideas

Symbolism is the use of symbols to signify ideas and qualities by giving Compare themes between two or more poems
them symbolic meanings that are different from their literal sense.
Symbolism can take different forms. Generally, it is an object representing Compare the use of figurative language between two or more poems
another to give it an entirely different meaning that is much deeper and more
significant research poet’s biographical information
hip hop also includes poetic devices
analyze the impact of poets life on work
Metaphor is a figure of speech which makes an implicit, implied or hidden
comparison between two things that are unrelated but share some common
Research current events in order to make relevant connections to the poetry
characteristics. In other words, a resemblance of two contradictory or
different objects is made based on a single or some common characteristics. explored in this unit

Figurative language is using figures of speech to be more effective,

persuasive and impactful. Figures of speech such as metaphors, similes,
allusions go beyond the literal meanings of the words to give the readers new
insights.

many people are born into poverty and there are institutions that keep people
in poverty so that it perpetuates

Assessment Evidence (Stage 2)

Performance Task Description
Goal Compare contemporary hip hop songs to classic poetry.

Role Student presents comparisons between theme, perspective, time period, and poetic devices.

Audience 8th grade supplemental class

There is an ongoing debate whether certain genres of music can be considered poetry, yet the poetic devices and structure of music
Situation
and poetry tend to align. Students will find a song in order to argue that it is a poem by comparing song to well-known poem from unit.

Students will create a presentation comparing the theme of both poems, the biographical background of both writers, and impact of
Product/Performance life on work of art, perspective, time period, and use of poetic devices. (Student can chose between comparison paper, PowerPoint or
Prezi Presentation, Poster presentation/ tri-board with oral presentation, etc.)

CCSS.ELA-LITERACY.W.8.1
Write arguments to support claims with clear reasons and relevant evidence
CCSS.ELA-LITERACY.W.8.1.A

Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and
organize the reasons and evidence logically.
CCSS.ELA-LITERACY.W.8.1.B

Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and
demonstrating an understanding of the topic or text.
CCSS.ELA-LITERACY.W.8.1.C

Standards
Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s),
counterclaims, reasons, and evidence.
CCSS.ELA-LITERACY.W.8.1.D

Establish and maintain a formal style.

CCSS.ELA-LITERACY.W.8.1.E

Provide a concluding statement or section that follows from and supports the argument presented.
CCSS.ELA-LITERACY.W.8.2

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through
the selection, organization, and analysis of relevant content.
Other Evidence
http://www.paulcarl.com/teaching-poetry-through-rap/
https://www.scholastic.com/teachers/lesson-plans/teaching-content/tupac-shakur-language-arts/
http://observer.com/2015/07/teaching-kendrick-lamar-and-social-justice-in-and-outside-the-classroom/

Learning Plan (Stage 3)

Where are your students headed? Where have Students have been exposed to poetry, but not a wide variety. Students are heading in the directions
they been? How will you make sure the of making dual comparisons through poetry and eventually will be able to not only access acquired
students know where they are going? knowledge but will be able to access emotions and ideas in order to create their own unique poetry.
For the performance task, students will support the argument that music is also poetry by exploring and
analyzing various elements.

How will you hook students at the beginning of Students are introduced to unconventional and/or urban poetry through listening to a hip hop song: “Dear
the unit? Mama” (This opening of the unit will be followed by the first poem to be studied which is “Mother to
son” by Langston Hughes

What events will help students experience and Current events in politics, death of innocent African-Americans, movements such as “Black Lives
explore the big idea and questions in the unit? Matter” and recent social protest “Day without immigrants” can help students to relate and make
How will you equip them with needed skills and relevant connections to poetry explored in this unit. Students will be equipped with research skills in
knowledge? order to better inform themselves on the previous mentioned events and institutions.

How will you cause students to reflect and Students will have much time to share-out on their ideas and work which will enable their peers to
rethink? How will you guide them in rehearsing, self-reflect and rethink concepts and products they’ve created. I will provide frequent feedback and
revising, and refining their work? conduct teacher-student conferences.

How will you help students to exhibit and self- Students will keep records of their work, both minor and major, in order to evaluate the quality and
evaluate their growing skills, knowledge, and rigor of their ideas throughout the entirety of the year.
understanding throughout the unit?

How will you tailor and otherwise personalize I will tailor and personalize the learning plan by providing options for assignments and
the learning plan to optimize the engagement assessments as long as they measure the skills needed to master throughout this course. Students will
and effectiveness of ALL students, without also have the opportunity to learn in various ways- visually, artistically, verbally, etc. Students have the
compromising the goals of the unit? freedom to express their feelings and thoughts which is the overall purpose of this unit.
How will you organize and sequence the The learning activities will be sequenced in a way that the concepts and skills are scaffolded and
learning activities to optimize the engagement can be built upon. They will be hooked through music, they will learn about the intention on poetry, the
and achievement of ALL students? strategy and poetic devices that make up poetry, then students will practice comparing/ contrasting,
which will help them with research skills. Those skills combined and practiced habitually will guide
students to higher leveled skills such as analysis, making connections, and dual-comparisons.

Title of Unit Conventions of Drama and Dramatizing Grade Level 8th Grade Applications (Level 2)
Classic Poetry

Curriculum Area English Time Frame 1 marking period

Developed By Hargrave/ Morgan

Suggested Resources:
● Dramatizing Classic Poetry for Middle and High School Students by Louise Thistle
● https://www.pioneerdrama.com/SearchDetail.asp?pc=DRAMAPOETR&id=8

Identify Desired Results (Stage 1)

Content Standards
● RL.8.2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its
relationship to the characters, setting, and plot; provide an objective summary of the text.
● RL.8.3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a
character, or provoke a decision.
● RL.8.7. Evaluate the choices made by the directors or actors by analyzing the extent to which a filmed or live production of a story or
drama stays faithful to or departs from the text or script
● RL.8.9. Analyze and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) how a modern work
of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible,
including describing how the material is rendered new.

● W.8.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and
well-structured event sequences.
○ Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters;
organize an event sequence that unfolds naturally and logically.
○ Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or
characters
○ Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to
another, and show the relationships among experiences and events.
○ Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey
experiences and events.
○ Provide a conclusion that follows from and reflects on the narrated experiences or events.

● W.8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

● W.8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several
sources and generating additional related, focused questions that allow for multiple avenues of exploration.

● SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly

● SL.8.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence,
sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

● SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and
Understandings Essential Questions
Overarching Understanding Overarching Topical

● Literature comes in a vast range of forms including poetry, prose and drama ● Why are stories passed on ● What cultural factors
● Some forms of literature are meant to be performed from one generation to influence classic
● Old stories can apply to the modern world another? poems?
●
● What makes poetry similar
or different from other
forms of literature?
●
Related Misconceptions

● Stories do not change over time

● There is only one way to perform a dramatic work

Knowledge Skills
Students will know… Students will be able to…

● Determine trustworthy sources

● Poetry can often give clues to the values or norms of the society it ● Analyze how stories change over time or are influenced by
originates from culture and histor
● Ancient stories can apply to the modern world
●

Assessment Evidence (Stage 2)

Performance Task Description
Narrative - A poem, retold as prose
● Students will research a classic poem, researching the author, uncovering its origin and meaning
● Students will compile notes and write an analysis of the story including the theme or message of the
myth and what values and/or norms of the society may have influenced it
● Using their notes and their “My Values” response, students will create a retelling of the story that
considers their own values and norms
●
● Goal
● Role
● Audience Performance- Dramatizing the poems
● Situation ● Students will work in small groups and select a poem that is of interest to them.
● Product/Performance ● As a group, they will create a narrative that represents a modern retelling of the poem, including
● Standards dialogue, a cast of characters, and stage directions.
● The group will construct a performance of their retelling of the poem as a dramatic work
●

Other Evidence

● class discussions
● do now prompts
● written reflections
● notes
● 1 on 1 support as needed

Learning Plan (Stage 3)

● Where are your students headed? Where have
they been? How will you make sure the
students know where they are going? ● Anticipatory set: “My Values” students will answer a series of ‘Strongly Agree,
● How will you hook students at the beginning of Agree, Disagree, Strongly Disagree’ prompts that deal with their values, norms
the unit? and preferences by moving around the room to designated areas labeled with
● What events will help students experience and the four
explore the big idea and questions in the unit? ● Reflection/ Journal on one’s own values and preferences
How will you equip them with needed skills and ● Deciding on class norms for performance and acting
knowledge? ● Reviewing the norms of theater - stage directions, blocking scenes, reading a
● How will you cause students to reflect and play or script, being respectful of performers
rethink? How will you guide them in rehearsing, ● Improv exercises and games - getting students comfortable with performing in
revising, and refining their work? class
● How will you help students to exhibit and self- ● Dramatizing poems- use Thistle text to act out a variety of classic and modern
evaluate their growing skills, knowledge, and poems
understanding throughout the unit? ● Class discussion - reflecting on the poems and connecting to prior knowledge
● How will you tailor and otherwise personalize and previous lessons
the learning plan to optimize the engagement ● Dramatizing poems - stop to reflect on prior knowledge and connections with
and effectiveness of ALL students, without written reflections and journals
compromising the goals of the unit? ● Research - finding a poem, determining essential background information and
● How will you organize and sequence the the meaning behind the poem
learning activities to optimize the engagement ● Using a plot diagram to map a retelling of the poem - parts of a story,
and achievement of ALL students? conventions of dialogue, morals and messages
● Create graphic organizers/ story maps as a class
● Writing and drafting - your re-told poem
● peer editing - reviewing norms and strategies
● peer editing - providing feedback
● Writing the final draft
● Creating visual aides to accompany the re-imagined poems
● Gallery walk - sharing the stories
● Practice - performances - dramatizing the stories
● Rehearsing the dramatizations - small groups
● Class performances
● Reflections - class discussion
From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development
ISBN # 0-87120-313-8 (ppk)

Understanding By Design Unit Template

Title of Unit Drama - Creating a dramatic work Grade Level 8th Grade Applications (level 2)

Curriculum Area English Time Frame 1 marking period

Developed By Hargrave/ Morgan

Identify Desired Results (Stage 1)

Content Standards
● W.8.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
○ A. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally
and logically.
○ B. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
○ C. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among
experiences and events.
○ D. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
○ E. Provide a conclusion that follows from and reflects on the narrated experiences or events.

● W.8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,
focusing on how well purpose and audience have been addressed.
● W.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. A. Apply grade 8 Reading standards to literature
● SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on
others’ ideas and expressing their own clearly.
● SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
● SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
● L.8.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
○ A. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action;
expressing uncertainty or describing a state contrary to fact).
●
Understandings Essential Questions
Overarching Understanding Overarching Topical

● Many stories use the same narrative structure effectively ● How does the era a story ● How would a classic story
● was written in impact the change in a modern
message or moral of the setting?
story? ●
●

Related Misconceptions

● Every story follow a different pattern

●

Knowledge Skills
Students will know… Students will be able to…

● Create a narrative inspired by a story they have read

● The structure of a narrative ● Determine what aspects of an existing story they want to keep
● The hero’s journey structure and how it repeats in narratives across and which they want to change
history ●
● How to use a plot diagram

Assessment Evidence (Stage 2)

Performance Task Description
● Adopt a Poem
○ The class will select a favorite poem to “Adopt” as the official poem of their applications class
○ Chalk talk - students will write words that they believe connect to the poem - it’s values, meaning and
message
○ Students will write a RAFT with the Audience of the poem, and the Topic of welcoming it to class
○ the class will create a motto or slogan meant to inspire or motivate, using keywords and phrases inspired by
the poem
○

● Narrative writing - Re- telling nonfiction or literature from English class

○ Students will select a story or novel from English class to focus on
○ Analyze the context of the story (role: Anthropologist) to determine outside influences, culture,
time period, place
○ Consider how the context of the story impact its message or moral
○ Rough draft - write a re-telling of your story using your own experiences to influences shifts in
● Goal the story
● Role ○ Peer editing - respond with written feedback
● Audience ○ Write the final draft
● Situation ○ Share stories - gallery walk or presentations
● Product/Performance
● Standards ● Class Dramatization - a retelling of a nonfiction or fiction story from English class
○ class discussion or chalk talk - students will share their favorite parts from each student’s
retelling
○ Graphic organizers - the class will decide what parts from each student’s retelling to include in
the class’s dramatization
○ Adding in the adopted poem- the class will discuss elements of their class’s “Adopted” poem that
they would like to infuse in the dramatic retelling, determining which parts are appropriate for
the task and would enhance the story the class is crafting
○ Outline of the story - done as a class
○ Script - broken into sections - written by individual students or small groups
○ Rehearsing the scenes - use chalk talk or notes to record things that work and things to be
improved
○ Mini lesson - creating stage directions
○ revising the script
○ performance
○ reflection - class discussion or written response
Other Evidence

● class discussions
● do now prompts
● written reflections
● notes
● 1 on 1 support as needed

Learning Plan (Stage 3)

● Where are your students headed? Where have ● Anticipatory set: vote on favorite stories from this year (in this class and English class)
they been? How will you make sure the ○ Create campaign slogans or logos for different stories
students know where they are going? ○ Written explanation - why the story is a favorite
● How will you hook students at the beginning of ○ Vote using google forms
the unit? ● Students select a story or novel from English class to focus on
● What events will help students experience and ● Analyze the context of the story to determine outside influences, culture, time
explore the big idea and questions in the unit? period, place
How will you equip them with needed skills and ● Written response to research: Consider how the context of the story impact its
knowledge? message or moral
● How will you cause students to reflect and ● Rough draft - write a re-telling of your story using your own experiences to
rethink? How will you guide them in rehearsing, influences shifts in the story
revising, and refining their work? ● Grammar review - common errors to watch for, ways to strengthen your
● How will you help students to exhibit and self- writing
evaluate their growing skills, knowledge, and ● Adopt a poem activity
understanding throughout the unit? ● Peer editing - respond with written feedback
● How will you tailor and otherwise personalize ● Write the final draft
the learning plan to optimize the engagement ● Create a visual aid to accompany the final draft
and effectiveness of ALL students, without ● Share stories - gallery walk or presentations
compromising the goals of the unit? ● class discussion or chalk talk - students will share their favorite parts from
● How will you organize and sequence the each student’s retelling
learning activities to optimize the engagement ● Graphic organizers - the class will decide what parts from each student’s
and achievement of ALL students? retelling to include in the class’s dramatization
● Adding in the adopted poem - the class will determine which aspects of their
class’ adopted poem should be included in the retelling
● Class outline of the story
● Divide the script so each student has a part
● Write the script
● Rehearse the scenes - use chalk talk or notes to record things that work and
things to be improve
● Mini lesson - creating stage directions
● revising the script
● 2nd run through - table read or rehearsal
● Class discussion - dramatizing - what works and what needs to be improved
● Class performances
● Reflection - class discussion or written response
From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development
ISBN # 0-87120-313-8 (ppk)