UbD Template 2.

0-Small group lesson on dynamic characters using Thundercake by Patrica Polacco

Stage 1 Desired Results

ESTABLISHED GOALS Transfer

For students to understand the difference Students will be able to independently use their learning to…
between a dynamic and static character in a
book using Thundercake by Patricia Polacco. silently read a book, follow the main character’s journey, examine how they changed, and what
they learned

Meaning

UNDERSTANDINGS ESSENTIAL QUESTIONS

Students will understand that… What was the main problem in Thundercake?

the character that changes is the dynamic What caused this problem?
character
How was the problem solved?

Acquisition

Students will know… Students will be skilled at…

how to identify a dynamic character and what discussing and dissecting characters’ journeys
their lesson is in the story and understanding how they impact the main
plot of a story

Stage 2 - Evidence
Evaluative Criteria Assessment Evidence
Can students use context clues and prior PERFORMANCE TASK(S):
knowledge to learn about vocabulary?
Matching activity

Can students answer questions whose OTHER EVIDENCE:

answers are not explicitly in the text?
Asking students questions such as How did the main character change by the end of the story?

What role did Babushka play in helping the main character change?

Stage 3 – Learning Plan

Summary of Key Learning Events and Instruction

Begin by introducing the small group to vocabulary words that they may not know. I did so by writing them on the board with the
definitions in a jumbled order and worked with the students to match the vocabulary word to its respective definition. Before
beginning, I asked students if they knew these words already to gague what knowledge is already there. Here are the words and their
definitions:

○ Sultry: Refers to hot and humid weather or air

○ Horizon: The visual line where the earth’s surface and the sky appear to meet

○ Cooed: To make a soft murmuring sound

○ Bellowed: To emit a deep loud roar

○ Luscious: Having a pleasantly rich, sweet taste

● After reading, we will have a discussion about dynamic and static characters in the book. I would like to begin with questions
like:

○ What was the main problem in the story?

 ○ What caused this problem?

○ How was the problem solved in the story?

● Have students read the book silently to themselves with these questions in mind

● If someone finishes reading the book early, I will advise them to take post-its and stick them to pages that have evidence to
help them answer the discussion questions. (This was created to differentiate for students who may need extra work if they
finish ahead of time.)

● After reading questions

○ How did the main character change by the end of the story?

○ What role did Babushka play in helping the main character change?

● What was the theme of this story?

○ With help from those who care about us, we can overcome our fears. (Or a variation of this)