Understanding by Design Unit Plan Template

Topic: MLA Paper Subject Areas included: Research, citing,

formatting, thesis development and support
Grade: 12 Designer: Heidi Nowicki

Stage 1 – Desired Results

STANDARDS (Wisconsin Model Academic Standards / District benchmarks)

1. Teachers know the subjects they are teaching.

2. Teachers know how children grow.
3. Teachers understand that children learn differently.
4. Teachers know how to teach.
5. Teachers know how to manage a classroom.
6. Teachers communicate well.
7. Teachers are able to plan different kinds of lessons.
8. Teachers know how to test for student progress.
9. Teachers are able to evaluate themselves.

A.12.1 Use effective reading strategies to achieve their purposes in reading.

A.12.2 Read, interpret, and critically analyze literature.
A.12.3 Read and discuss literary and nonliterary texts in order to understand human experience.
A.12.4 Students will read to acquire information.

B.12.1 Create or produce writing to communicate with different audiences for a variety of purposes.
B.12.2 Plan, revise, edit, and publish clear and effective writing.

C.12.2 Listen to, discuss, and comprehend oral communications.

C.12.3 Participate effectively in discussion.

D.12.1 Develop their vocabulary and ability to use words, phrases, idioms, and various grammatical structures as a means
of improving communication.
D.12.2 Recognize and interpret various uses and adaptations of language in social, cultural, regional, and professional
situations, and learn to be flexible and responsive in their use of English.

E.12.1 Use computers to acquire, organize, analyze, and communicate information.

E.12.3 Create media products appropriate to audience and purpose.
E.12.5 Analyze and edit media work as appropriate to audience and purpose.

Enduring Understandings:
Students will understand that…
• G
reek cultural influences provided a cornerstone for the humanities and were the driving forces behind the
contemporary quest for the meaning of life.
Essential Questions:
Why do we study ancient Greek literature?
What can we learn from ancient Greek culture?

Knowledge:
Students know…
• Students will be able to describe the major ancient Greek contributions to contemporary life.
• Students will be able to define how the quest for the meaning of life was dramatically influenced by
ancient Greek literature.

Skills:
Students are able to…
• Compare archaic thought with traditional and contemporary examples of humanism.
• Apply the classical idea of the individual and his/her role to contemporary figures.

Dispositions:
Students value/appreciate…
• The validity of ancient texts and thought in helping to construct contemporary meaning.

Stage 2 – Assessment Evidence

Core Performance Task:

Core Performance Assessment:

Write a research paper in MLA format.

Relationship to Enduring Understandings:

Students will demonstrate in measurable ways content understanding.

Other Assessment Evidence:

• Daily writing prompts
• In-class discussion
• Moira Pixton/Paper assignment
 Stage 3 – Learning Activities

Learning Activities: (Write a brief description of each learning activity including the knowledge, skills, and
dispositions students will be learning—please mention if the lesson is connected to the Core Performance
Task of the unit)

• Greek Contributions Jeopardy Instead of tired old lecture and review, I’m setting up a game of
jeopardy based on class lecture, reading and exam.
• Greek mythology “Go Fish/Old Maid” Matching games or “War” featuring custom-made cards that
have the gods/goddesses listed with their name, art that connects them to their element (god of Underworld,
goddess of the Hearth, etc), gives any relevant connections (son of Zeus, son of Hera) and name as a Roman
god/dess. Repetition will help reinforce these classical figures and further commit them to memory.
• Greek gods and moira meet contemporary films or books paper/Pixton. Students will select a favorite
movie or book and explore what happens when the character’s destiny (moira) is blended with divine
shenanigans. If Edward had, in a fit of Ares-induced rage, killed Jacob, what would the implications be for
the Quileute and the Cullens? If Harry Potter’s parents were killed by a strange dispute between Hera and
Aphrodite, how would it change the plot of the books? Or, using the idea of moira and the Greek deity, how
could we explain a contemporary work of fiction—or truth? Students will write a brief paper or create Pixton
graphic art strip.
• Class discussion works through the contemporary and classic ideals and ideas.
• Brief writing assignments—short brainstorming and assessment pieces to gauge student learning.
 LESSON PLAN
Understanding by Design
Topic: Ancient Greece Contributions Focus: History, philosophy, art,
architecture, The Iliad.
Lesson 1 of 3 lessons Designer: Heidi Nowicki

Heading (2-day lesson)

Intro to Ancient Greece

Standards:
A.12.1 Use effective reading strategies to achieve their purposes in reading.
A.12.2 Read, interpret, and critically analyze literature.
A.12.3 Read and discuss literary and nonliterary texts in order to understand human experience.
A.12.4 Students will read to acquire information.

B.12.1 Create or produce writing to communicate with different audiences for a variety of purposes.
B.12.2 Plan, revise, edit, and publish clear and effective writing.

C.12.2 Listen to, discuss, and comprehend oral communications.

C.12.3 Participate effectively in discussion.

D.12.1 Develop their vocabulary and ability to use words, phrases, idioms, and various grammatical structures as a means
of improving communication.
D.12.2 Recognize and interpret various uses and adaptations of language in social, cultural, regional, and professional
situations, and learn to be flexible and responsive in their use of English.

Rationale / Connection to Enduring Understandings:

Students will understand that…
Greek cultural influences provided a cornerstone for the humanities and were the driving forces
behind the contemporary quest for the meaning of life.

Students will learn the historical connection to contemporary thought.

Intended Learning Outcomes:

--Students will be able to identify major political ideas that influenced Western culture
--Students will be able to identify and discuss philosophical principles of “the self” behind
Western culture
--Students will be able to identify major artistic movements that influenced Western thought and
creativity
Procedure:*

Opening/Hook: Pretest assessment and writing prompt to get students thinking about Greek civilization

Activity: PowerPoint/discussion about ancient Greece

Closure: Discussion about upcoming assignment and reminder of reading to be completed.

Differentiation: Audio, Visual, Writing

Assessment / Connection to Performance Task:

Formal and informal assessments; how is student understanding evaluated?

Student understanding is measured by the writing prompts each day and the in-class participation.

Resources in APA format:

*Opening / Hook – explain how you will help students transition into the lesson, in other words how is the lesson related to past learning,
future learning, student knowledge and experiences; also how you will get student attention focused on the lesson.
Activity – describe exactly what will happen during the lesson including the teacher actions (Is the teacher modeling, demonstrating,
explaining, outlining, facilitating, listening, and/or brainstorming?) and student actions (Are the students reading, writing,
collaborating, conducting experiments, role playing, brainstorming, creating, and/or presenting?).
Closure - describe how you will conclude the lesson (highlight important learning and prepare for future learning on this topic).
Differentiation - describe all of the details that are necessary for teaching an inclusive lesson to students with various backgrounds, needs,
interests, learning styles, and readiness levels. (Might include management, time estimates, grouping techniques, materials
organization, addressing specific student needs, classroom environment comments, etc.)
 LESSON PLAN
Understanding by Design
Topic: Computer Tips to Research Ancient Greece Focus: EbscoHost, Pixton, Delicious,
Library of Congress, National Geographic
Lesson 2 of 3 lessons Designer: Heidi Nowicki

Heading (2-day lesson)

Computer Resourcing

Standards:

B.12.1 Create or produce writing to communicate with different audiences for a variety of purposes.
B.12.2 Plan, revise, edit, and publish clear and effective writing.

C.12.2 Listen to, discuss, and comprehend oral communications.

D.12.2 Recognize and interpret various uses and adaptations of language in social, cultural, regional, and professional
situations, and learn to be flexible and responsive in their use of English.

E.12.1 Use computers to acquire, organize, analyze, and communicate information.

E.12.3 Create media products appropriate to audience and purpose.
E.12.5 Analyze and edit media work as appropriate to audience and purpose.

Rationale / Connection to Enduring Understandings:

Students will understand that…
Greek cultural influences provided a cornerstone for the humanities and were the driving forces
behind the contemporary quest for the meaning of life.

Students will learn the technological ways to explore historical thought.

Intended Learning Outcomes:

--Students will be able to identify sites to help them research Greek (and other) culture(s).
--Students will be apply ancient Greek thought to Western, modern culture
Procedure:*

Opening/Hook: Writing prompt to get students thinking about Greek culture

Activity: “Gods Must be Crazy” project introduced. Projector introduction to Delicious, Pixton and several
other sites.

Closure: Reminder of assignment and upcoming test.

Differentiation: Kinesthetic, writing, discussion, working cooperatively in the lab

Assessment / Connection to Performance Task:

Formal and informal assessments; how is student understanding evaluated?

Student understanding is measured by the writing prompt and work in computer lab.

Resources in APA format:

*Opening / Hook – explain how you will help students transition into the lesson, in other words how is the lesson related to past learning,
future learning, student knowledge and experiences; also how you will get student attention focused on the lesson.
Activity – describe exactly what will happen during the lesson including the teacher actions (Is the teacher modeling, demonstrating,
explaining, outlining, facilitating, listening, and/or brainstorming?) and student actions (Are the students reading, writing,
collaborating, conducting experiments, role playing, brainstorming, creating, and/or presenting?).
Closure - describe how you will conclude the lesson (highlight important learning and prepare for future learning on this topic).
Differentiation - describe all of the details that are necessary for teaching an inclusive lesson to students with various backgrounds, needs,
interests, learning styles, and readiness levels. (Might include management, time estimates, grouping techniques, materials
organization, addressing specific student needs, classroom environment comments, etc.)
 LESSON PLAN
Understanding by Design
Topic: Gods, war and Greece Focus: Gods, The Iliad, Review.
Lesson 3 of 3 lessons Designer: Heidi Nowicki

Heading (1-day lesson)

Ancient Greece and The Iliad; Review

Standards:
A.12.1 Use effective reading strategies to achieve their purposes in reading.
A.12.2 Read, interpret, and critically analyze literature.
A.12.3 Read and discuss literary and nonliterary texts in order to understand human experience.
A.12.4 Students will read to acquire information.

C.12.2 Listen to, discuss, and comprehend oral communications.

C.12.3 Participate effectively in discussion.

D.12.1 Develop their vocabulary and ability to use words, phrases, idioms, and various grammatical structures as a means
of improving communication.
D.12.2 Recognize and interpret various uses and adaptations of language in social, cultural, regional, and professional
situations, and learn to be flexible and responsive in their use of English.

Rationale / Connection to Enduring Understandings:

Students will understand that…
Greek cultural influences provided a cornerstone for the humanities and were the driving forces
behind the contemporary quest for the meaning of life.

Students will learn the historical connection to contemporary thought.

Intended Learning Outcomes:

--Students will be able to identify how Greek literature and culture attributed life experience to
fate and the gods
--Students will be able to identify many goddesses and gods and their “role” in Greek day-to-day
life
Procedure:*

Opening/Hook: God and goddess “war” to get students thinking about Greek gods

Activity: Greek poetry reading, some video from Troy, “Greek Jeopardy”

Closure: reminder of exam.

Differentiation: Audio, visual, kinesthetic, small group

Assessment / Connection to Performance Task:

Formal and informal assessments; how is student understanding evaluated?

Student understanding is measured by class participation.

Resources in APA format:

*Opening / Hook – explain how you will help students transition into the lesson, in other words how is the lesson related to past learning,
future learning, student knowledge and experiences; also how you will get student attention focused on the lesson.
Activity – describe exactly what will happen during the lesson including the teacher actions (Is the teacher modeling, demonstrating,
explaining, outlining, facilitating, listening, and/or brainstorming?) and student actions (Are the students reading, writing,
collaborating, conducting experiments, role playing, brainstorming, creating, and/or presenting?).
Closure - describe how you will conclude the lesson (highlight important learning and prepare for future learning on this topic).
Differentiation - describe all of the details that are necessary for teaching an inclusive lesson to students with various backgrounds, needs,
interests, learning styles, and readiness levels. (Might include management, time estimates, grouping techniques, materials
organization, addressing specific student needs, classroom environment comments, etc.)