Understanding by Design (UbD) Unit Plan

Title: Subject/Course: English

Topic: Grade: 3 Designers: Farah

Stage 1 – Desired Results (PLAN)

Established Goals: (What do students need to learn and be able to do?)

CCSSRL.3.4
Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral
language.
CCSSL.3.4a
Use sentence-level context as a clue to the meaning of a word or phrase.
CCSSL.3.5a
Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
CCSSL.3.1a
Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular
sentences.

Understandings: Essential Question/Big Idea:

Students will understand that…
 What are similes?
I can understand the concept of a simile and be able to
 What is a verb?
create my own similes.
 What is an acrostic poem?

Students will know…. Students will be able to….

I can identify and use action and linking verbs. I can identify and use being verbs.

Be sure to include both language and content objectives.

Source for decoding information: Based on the UbD template © Grant Wiggins & Jay McTighe Page 1
 Stage 2 – Assessment Evidence (STUDY)
Performance Task (How will we know if they learned it?)

Grinch Similes

Clear as Crystal
Use the pictures as clues to complete each simile.
Easy as Pie
Use the pictures as clues to complete each simile.
Fill in the blanks to finish these similes then add more of your own.
Action and Linking verbs task cards
Action verbs maze
Verb Category Sorts:
First, students lay out the label cards. These are the cards identifying verb categories: Physical Action, Mental Action, and
State of Being. • One card at a time, students read the verb on the card, decide which label card it matches, and places the
card below the matching label card. • Once the students have sorted all of the cards, you can have them record their sort
onto the recording sheet and then check their results
Verbs Task Cards

Key Criteria: to reflect Performance Tasks: Examples: Rubric, Checklist, etc.

Worksheets, task cards

Other Evidence (How will we know if they learned it?)

Spelling pre-test

Spelling test

Source for decoding information: Based on the UbD template © Grant Wiggins & Jay McTighe Page 2
 Stage 3 – Learning Plan (DO)
Learning Activities (How will students learn it?)

During this week, we will be learning about Similes, and verbs.

Students will understand the concept of a simile and be able to create their own similes, they will also identify and use
action verbs and being verbs.
PowerPoint presentation related to each concept.
YouTube videos/ songs related to all concepts.
Interactive games.
Does the sentence contain a simile? Write or on the line.
Grinch Similes
Clear as Crystal
Use the pictures as clues to complete each simile.
Easy as Pie
Use the pictures as clues to complete each simile.
Fill in the blanks to finish these similes then add more of your own.
Verb Detective
Choose three people in your classroom. Record 5 verbs that tell what they are doing. For example; is your teacher
reading, chatting, or maybe listening? These are all action verbs.
Animal Action
Record at least one action verb for each animal.
Verb Action Color
Color each of the verbs.
Online quizzes and games covering lesson topics.
Exit cards
Action verbs and being verbs exit slip

Resources

PowerPoint presentation related to each concept.

YouTube videos/ songs related to all concepts.
Interactive games.
Does the sentence contain a simile? Write or on the line.
Grinch Similes
Clear as Crystal
Use the pictures as clues to complete each simile.
Easy as Pie
Use the pictures as clues to complete each simile.
Fill in the blanks to finish these similes then add more of your own.
Verb Detective
Choose three people in your classroom. Record 5 verbs that tell what they are doing. For example; is your teacher
reading, chatting, or maybe listening? These are all action verbs.
Animal Action
Record at least one action verb for each animal.
Verb Action Color
Color each of the verbs.

Source for decoding information: Based on the UbD template © Grant Wiggins & Jay McTighe Page 3
 Reflection (ACT)
Were the lessons successful? How do you know? What would you do differently next time?

Intervention (What will we do if students don’t learn it?)

Use pictures and simple language to introduce new lesson vocabulary for B.L.
Use differentiated worksheets

Enrichment (What will we do if students don’t learn it?)

Make short story using Abstract nouns

Source for decoding information: Based on the UbD template © Grant Wiggins & Jay McTighe Page 4