UbD Lesson Plan Template

Teacher’s Name: Subject/Course: English Language Arts

Gabe Hernandez
Lesson Title: Grade Level:
Thematic Ideas 12th grade
Approximate Time Frame:
5 Days
Essential Vocabulary:
Thematic Ideas, characterization, gothic, genre, imagery, figurative language.

Brief Overview (Summary) of the Unit:

The summary and purpose of this unit is to teach students to independently use their learning as they
read and analyze selections from various gothic genre texts. This week we will focus on Frankenstein
and the types of morals and themes than can be accounted for in this work. Students should also use
the texts we did in class in order to model for their own compositions. Students should be able to
compose written responses from brief responses, like exit tickets, as they can continue using critical
thinking skills to develop longer and more complex writing.

Stage 1 – Desired Results (Acquisition, Meaning Making and Transfer)

Key Standards (Common Core ELA, Math or District AND Indian Education for All Essential
Understandings):

Students will inquire about what it means to connect with texts to evaluate claims by researching the
effects of family values like companionship or communication. Developing and writing a personal
definition on how proper communication looks like. Explain how lack of companionship would affect a
person by constructing a thesis statement.

Transfer: Students will demonstrate understanding of synthesizing information and apply it to a new
(What kinds of long-term, independent accomplishments are desired?)

Students will make predictions for how Frankenstein will further develop. The main during reading
strategy focuses on student by peer work and comprehension questions task. Students will inquire about
what it means to connect with texts to evaluate claims and identify main idea in reading passages.
Students will develop fluency as they read more texts aloud and perform thin kalends to build
comprehension.

Meaning Making: Students will understand and keep considering…

Understandings: Students will understand that…reading is an active process where he/she is expected
to ask the following: Who, What, Where, When, Why, and How?

Essential Questions (Long Term and Topical):

Students will be able to independently use their learning to set purposes for understanding themes in
gothic texts.

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Acquisition of Knowledge and Skill

Knowledge: Students will know…the strategy for building comprehension includes rereading texts and
making connections as they read.

Skills/Performance: Students will be able to…They will evaluate each one for its message and connect
reading to past experiences.

Stage 2 – Assessment Evidence

Performance Task or Other Key Evidence of learning (What will students understand and/or be able to
do?) Students will be able to engage in providing as much feedback as possible, they will understand
the purposes of rubrics in helping them create meaningful claims from Frankenstein. Students will
then compose a graphic organizer to organize thoughts and emotions.

Key criteria to measure Performance Task(s) or Key Evidence:

Examples:
1. Self check points list (Teacher evaluation/observation)
2. Authentic Assessment-Analyzing Schools Mission Statement. One paragraph
explanation or reflection.

Other Evidence to reflect student learning (formative and/or summative measures)

I will provide opportunities for students to do peer work when they are analyzing the school's mission
statement to develop productive citizens. They will relate this to the theme and moral acquired from
the in class reading, Frankenstein.

Stage 3 - Learning Plan, Experiences, and Instruction:

Learning Activities: Consider the WHERETO elements – Who’s the Hardest Working Person in
the Room?
The Teacher will… The Student will…
W The teacher will explain objectives to The student will form comments and
Where are we going? students so they will set purposes for questions as a strategy to connect
What is expected? learning. I expect them to contribute with the text.
and participate ideas and commentary
on Frankenstein.

H The teacher will introduce and assess The students will complete a KWL and
How will we hook prior knowledge through the KWL have it marked as completion grade.
(Introduce this to) the chart. Teacher will informally assess They will be further informed when
students? what students know and don’t know. filling out their “What have I learned”
How will we pre-assess portion of the chart.
student knowledge,
understanding and skills
to inform instruction?

E The teacher will equip students with The student will be equipped with
How will we equip dictionaries, highlighters, mark up dictionaries, highlighters, mark up
students for expected materials to make annotations on materials to make annotations on
performances? texts. texts.

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R
How will we rethink or The teacher will prepare students to Students will be offered a “fast
revise? (on-going, rethink as offering interpretative minute” one minute quiz in order to
formative, keep coming advice to students. The teacher will revise or readdress the intentions or
back as needed) also model instruction to help students claims of a text.
think aloud as they work
independently.

E
How will students self- The teacher will provide students
evaluate and reflect opportunities to reevaluate or reflect
their learning? by providing a clear answer to students
questions and their “missed” target
objective on fast minute.
The student will compare his or her
answer to the teachers explanation
and reflect how to approach or
understand topics before answering.

T
How will we tailor Accommodations will be provided by The student will think critically and
learning to varied the teacher for students with IEP or respond to the verbal questioning by
needs, interests, and attention deficit difficulties by the teacher. Students are expected to
learning styles? engaging them in verbal response type find textual evidence for every
(differentiation, questions. response.
accommodation,
modification)

O
How will we organize The teacher will lay out the following The student will be exposed to the
the sequence of sequence of learning for students: following sequence of learning.
learning? (please 1. Lecture Students must understand the
include the sequence) 2. Independent short reading or background for these and know it
analyzing. helps and aids the learning process.
3. Fast minute quiz for comprehension Lecture
4. Independent reading 1. Independent short reading or
5. Longer Test analyzing.
6. Revision 2. Fast minute quiz for comprehension
7. Reflect (metacognitive strategic 3. Independent reading
methods explained to students). 4. Longer Test
5. Revision
6. Reflect (metacognitive strategic
methods explained to students).

Special Needs (include all learners on the continuum from disabled to gifted & twice
exceptional):
Modifications (changes to the Core standard(s) Accommodations (supports or instructional
and level of proficiency expected): adjustments):
Scaffolding provided for ELL students by Extended time, repeated instructions, offer in
assessing vocabulary knowledge and writing. depth explanations/clarifications on
Simpler vocabulary will be offered and grade definitions for writing process.
level words will be defined.

Plans for after this lesson/competency is complete (How will you extend, enrich?):

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Teacher will pose questions during discussion; in class assignments will be evaluated. Students will be
evaluated on their ability to organize thoughts and express ideas to their classmates. Students will
also engage in socratic seminars after they have successfully completed the learning steps outlined
previously.

Key Resources Used: Websites, books, film clips, etc.

Type of Resource(s): Name of Resource(s):
https://cmsw.mit.edu/writing-and- Writing Process WS
communication-center/resources/writers/
writing-process/
http://www.sparknotes.com/lit/frankenstein/ Frankenstein Guide: Chapter by Chapter
Analysis
Literature Textbook-Holt Mcdougal Grade level Textbook
Read aloud expectations for students: http:// Reflection WS
www.crockettsclassroom.com/2014/03/read-
aloud-time-expectations-theres.html

Authentic Assessment: Students will describe

the original personality of Frankenstein’s
creature, and how the character changes over
the course of the novel. How was his
beginning and experiences dangerous and
how can your school prevent these types of
cases from repeating. In addition, you will
give an incident from the novel as example
backing up your answer.

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