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: Other PerspectivesCurrent Issues and Mythology

Step 1Desired Results (What students will learn)

CCSS.ELA-LITERACY.SL.9-10.4
Present information, findings, and supporting evidence clearly, concisely, and logically
such that listeners can follow the line of reasoning and the organization, development,
substance, and style are appropriate to purpose, audience, and task.

CCSS.ELA-LITERACY.SL.9-10.1.C
Propel conversations by posing and responding to questions that relate the current
discussion to broader themes or larger ideas; actively incorporate others into the discussion;
and clarify, verify, or challenge ideas and conclusions.

CCSS.ELA-LITERACY.SL.9-10.1.A
Come to discussions prepared, having read and researched material under study; explicitly
draw on that preparation by referring to evidence from texts and other research on the topic
or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

Step 2Assessment Evidence (Summative/Formative check for learning)

Performance taskWhat will students do to show what they have learned?
I will be walking around the class and listening to students discussions during the Micro-Lab
Protocol. Students will show me their Opening statements that they wrote to prove that they
read and prepared for the discussion, and I will see them use evidence from the reading as
they discuss with each other. This will affect their participation grades.

Step 3Learning Plan (detailed enough for another teacher to follow)

A. Learning activities: Steps for students.
Use action verbs (step by step from start
to finish)
Introductory activity: Introduce desired results; ask
essential question; connect with student
experience.
10 minutes: Bell Work: Write a diary entry from 2-3
perspectives of characters who were in the last
scene (the characters can be real or imaginary)
45 minutes: Micro Lab Protocol for NY Times
Room for Debate article (Is Overpopulation a
Legitimate Threat to Humanity and the Planet?)
Remainder of class: students read two creation
B. Notes for Teacher
Remind students that the Bell Work is
review from the reading
Keep track of time for students: when they
need to finish discussing, when they need
to reflect, when they need to switch
speakers
Go around classroom monitoring
discussion and check for their opening
statements and successful discussions
 stories: from the Bible and the Hindu Creation
myth (both provided in handouts). Whatever isnt
finished will be homework.

C. Resources, Timing, and Materials

Handouts
Micro Lab Protocol on the board
Articles assigned
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 will be able to speak, listen, read, and write, so students who struggle in any of these
areas will be able to balance with other strengths. They will also be able to think-share in a
smaller, more intimate setting where they wont feel nervous in front of the class.

Adapted from Tomlinson and McTighe, Integrating Differentiated Instruction + Understanding by Design, ASCD, 2006.