Understanding by Design (UbD) Lesson Plan Template

Identifying Information
Lesson Information
Classroom teacher (CT): Janessa Gorgonio
Grade (K!")#De$elopmental le$el: Third Grade
Date lesson %ill be ta&ght: 04/14/2014
Lesson topic: Similes
Lesson s&b'ect area: Language Arts
(tage ! Desired )es&lts
Goals#*ig Ideas
+hat are the big pict&re concepts, concept&al anchors, and connections-
The big idea of this lesson is to give students the opportunity to eplore similes
and give students the opportunity to eperien!e "riting more a!rosti! poems#
.ssential /&estions
+hat 0&estions highlight the big ideas-
$%o" do effe!tive "riters hoo& and hold their readers'( )*b+ "or&boo& pg# ,0
$%o" do "riters epress their thoughts and feelings'( )*b+ "or&boo& pg# ,4
$-an all of our eperien!es be put into "ords'( )*b+ "or&boo& pg# ,.
Common Core (tate (tandards (CC(()
3.W.10/ 0rite routinely over etended time frames 1time for resear!h2 refle!tion2
and revision3 and shorter time frames 1a single sitting or a day or t"o3 for a range of
dis!ipline)spe!ifi! tas&s2 purposes2 and audien!es#
3.RL.10/ 4y the end of the year2 read and !omprehend literature2 in!luding
stories2 dramas2 and poetry2 at the high end of the grades 2). tet !ompleity band
independently and profi!iently#
Copied from: http://standardstoolkit.k12.hi.us/common-core/language-arts/language-
arts-grade-3-common-core-standards/
(1ill 2c0&isition (3b'ecti$es)
The st&dent %ill be able to444
-reate an a!rosti! poem
*nderstand "hat a simile is#
0rite an a!rosti! poem using similes to !reate imagery#
(tage " 2ssessment .$idence
Performance Tas1s
+hat tas1s %ill st&dents be able to do to demonstrate &nderstanding-
Students "ill be !reate an a!rosti! poem using similes in their "riting#
3ther .$idence
+hat other things can st&dents do to sho% %hat they 1no%-
Students "ill !omplete a similes "or&sheet#
Students "ill be loo&ing at eamples of similes that "ill give them the right
s!hema on "hat similes do for "riting#
(elf2ssessments
+hat %ays can st&dents chec1 &nderstandings to set f&t&re goals-
Students "ill refle!t on their day and "hat they did in !lass by "riting a refle!tion
in their 5ournals as an eit pass#
(tage 5 Learning Plan
Learning 2cti$ities
+hat %ill the st&dents do d&ring the lesson so that they achie$e the stated goals-
6o% %ill yo& g&ide the st&dents-
+hat reso&rces are needed- (These sho&ld be identified as part of the learning acti$ities, b&t sho&ld
be listed and f&rther described in the section belo%4)
6o% %ill yo& meet the needs of learners at $ario&s stages of de$elopment d&ring this lesson- (6o%
%ill yo& differentiate instr&ction-)
0hen students first !ome in2 they "ill be given a "riting a!tivity to "rite in their
5ournals to get their "riting 5ui!es flo"ing#
As a "hole)!lass2 the instru!tor "ill revie" "hat "as "or&ed on so far in the
poetry unit 1refer to an!hor !hart "ith both instru!tor and students ideas of poetry3#
Let the students &no" that they "ill "or& on similes today# The instru!tor "ill as&
students if they &no" "hat similes are#
After dis!ussion of similes2 instru!tor "ill refer to their $poetry handboo&( and "ill
read to the students "hat the handboo& says about similes#
6nstru!tor "ill !ondu!t a read aloud to students# And "ill let students pay
attention to the different types of similes#
6nstru!tor "ill sho" students the simile po"erpoint2 students "ill be intera!tive
"ith the po"erpoint#
6nstru!tor "ill let students &no" that they "ill have a little more pra!ti!e "ith
"riting similes on their o"n#
6nstru!tor "ill model "ith students ho" the instru!tor "ants to have students
!omplete the "or&sheet#
After the students are done2 the instru!tor "ill sho" students a song about similes
and metaphors#
As& students if they &no" anything about metaphors# 6nstru!tor "ill give a brief
introdu!tion on metaphors# 4ut "ill emphasi7e that they "ill be "or&ing on
metaphors tomorro"#
Tell students to loo& for the different similes that "ere used in the song#
Then instru!tor "ill let students &no" that they are going to "rite one more
a!rosti! poem# And the topi! "ill be about their favorite pla!e#
6nstru!tor "ill let the students &no" that before they even "rite it2 they "ill !reate
it# $0e8re going to "or& ba!&"ards2 and first !reate an image that "ill go along "ith
the poem(
6nstru!tor "ill model and !omplete a thin&)aloud "ith the illustration#
0hen the illustration is done2 instru!tor "ill model and !omplete a thin&)aloud
"ith the a!rosti! poem#
6nstru!tor "ill model "ith students on ho" to "rite hai&us9 instru!tor "ill !omplete
a thin&)aloud#
6nstru!tor "ill give students time to "rite their poems#
0hen they are done2 students "ill refle!t on their day and "hat they did in !lass
by "riting a refle!tion in their 5ournals as an eit pass#
+ifferentiation/ :or the $fast finishers2( students "ill "rite more similes on the ba!&
of their pra!ti!e "or&sheet#
)eso&rces &sed in planning#teaching the lesson
Words, Wit, and Wonder: Writing Your Own Poem by ;an!y Loe"en 1poetry
handboo&3
http///"""#sharemylesson#!om/tea!hing)resour!e/Similes).011<=>/ Adapted
po"erpoint presentation#
Crazy Like a Fo: ! "imi#e "tory by Loreen Leedy
(tage 7 )eflection
)eflection on lesson de$elopment
6o% did creating this lesson plan help yo& gro% as a teacher-
This lesson helped me gro" as a tea!her be!ause 6 "as able to find different
"ays that students !an be engaged#
If yo& ta&ght the lesson
+hy %as this lesson effecti$e-
+hat %o&ld yo& change in the f&t&re, and %hy-
If yo& did not teach the lesson
+hat are the strengths of this lesson plan-
+hat modifications might be needed-