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: Stereotypes and Introduction to Merchant of Venice

Step 1Desired Results (What students will learn)

Standards, benchmarks, other objectives as needed. What should students know, understand, and be able to do as
a result of the lesson?

Students will thoughtfully reflect on stereotypes and how they influence society today.

Students will also engage in different perspectives and their relationships with each other
toward one subject when showing multiple perspectives in the Jigsaw.

Learning Target:
I will objectively view and appreciate different perspectives on similar topics and see how there
can be different perspectives from around the world.

I will reflect on stereotypes today and in the past and how they affect our relationships with
each other.

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

Student engagement during Jigsaw

Student answers to questions for the introduction to MOV during class

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

Learning activities: Steps for students. Use action verbs
(step by step from start to finish)
1. (Introductory activity) 10 minutes: Bell
Work Students will draw and write
according to the Color-Symbol-Image
prompt for Stereotypes and
Discrimination
2. 25 minutes: Students will form groups and
discuss as a jigsaw the article that they
read from NY Times Room for Debate
Is a Global Climate Treaty Only a Pipe
Dream?
3. 15 minutes: Introduce Merchant of Venice
4. 40 minutes: Read and unpack MOV
5. Closure: Relate how students are already
starting to see stereotypes in the play as
they are reading it
Notes for Teacher
1. During Bell Work, write
Stereotypes and Discrimination
on the board with directions for the
Color-Symbol-Image on the other
board
2. Remember to collect last nights
homework and grade for
completion
3. Students get 3 minutes to read out
loud.
4. Students gather into groups based
on which article they read to work
on the Jigsaw
5. Introduction questions first: How
have stereotypes evolved? What
are current stereotypes? What
were the stereotypes when the
play took place?
6. Tell students were about to
 6. HomeworkSticky Act 1, scenes i-ii explore different perspectives in a
classic Shakespeare play and how
it connects to what we see today

Resources, Timing, and Materials

Color-Symbol-Image: Students write one color; draw one symbol (like a question mark, a frowney face,
etc.); and draw one image that comes to mind when hearing the prompting words (in this case,
Stereotypes and Discrimination). They choose whatever makes the most sense to them; there is no right
or wrong answer.
Materials necessary will include the whiteboard/SmartBoard; students IWBs; sticky notes for homework;
and access to the students articles, either online or as a physical copy.

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 who are more artistic will be able to express themselves during the Bell Work assignment, and students
who dislike drawing will not be required to share if they prefer not to. Students will have choice for which article they
read, which is advantageous for ELL students who may have needed more accessible articles. IEP students will be
given time to move around for the Jigsaw and will also benefit from the choice of article read.

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