UbD Daily Planning Format

Plan for Instruction

TEACHER: Ms. Danielle Mabanglo DATE(s): May 04, 2018
CLASS TEACHER: Mrs. Jean Jones

CLASS: 2nd Grade UNIT/KEY STANDARDS:

2.8 & 2.13
The student will read and demonstrate
comprehension of fictional texts.
a) Make and confirm predictions.
b) Relate previous experiences to the main
idea.
c) Ask and answer questions about what is
read.
d) Locate information to answer questions.
e) Describe characters, setting, and important
events in fiction and poetry.
f) Identify the problem and solution.
g) Identify the main idea.
h) Summarize stories and events with
beginning, middle, and end in the correct
sequence.
i) Draw conclusions based on the text.
j) Read and reread familiar stories, poems, and
passages with fluency, accuracy,
and meaningful expression.

TITLE (if applicable): Read “Can I Bring My Pterodactyl to School Ms. Johnson?” and
proceed with lesson plan regarding the book.
Brief Overview (Summary) of the Unit:

2.13 The student write for correct grammar, capitalization, punctuation, and
spelling.
a) Recognize and use complete sentences.
b) Use and punctuate declarative, interrogative, and exclamatory sentences.
c) Capitalize all proper nouns and the word I.
d) Use singular and plural nouns and pronouns.
e) Use apostrophes in contractions and possessives.
f) Use contractions and singular possessives.
g) Use knowledge of simple abbreviations.
h) Use correct spelling for commonly used sight words, including compound words
and regular plurals.
i) Use commas in the salutation and closing of a letter.
j) Use verbs and adjectives correctly in sentences.

Information from UbD Stage 1: Desired Results

Competency (Key Writing skills will be accessed by the student’s written
knowledge, skill and/or ideas. Persuasive writing will be used for their letter of
misconceptions will be bringing a certain item/animal to school.
addressed):

Enduring Understanding(s): - Understanding of the task

- Logical reasoning is used
- Well explained
- Persuasive writing
Essential Question(s) –
could be used as an
Academic Prompt):
Questions for students:
- What do you want to bring to school?
- Why should you be able to bring this object/animal
to school?
- What good will bringing it to school do>

Differentiated Instruction needed to ensure all learners have access to this

learning
(including SPED, MTSS and Gifted)
Modifications: Accommodations:

- Text of the book is shown,
including pictures
- Story is read very clearly and in a
good pace
- One on one reading if necessary
- If a child has trouble hearing, book
will be projected on the board
Book is read out loud clearly and
slowly. Pictures will be shown and
teacher will make sure that students
understand the context before
proceeding.
- If child is deaf, book will be
posted so they can read it on
the board

Plans for after this learning/competency is complete: What will the students do if
they finish early?
If students finish early, they may proceed to write the complete letter asking the
me or the teacher “Can I bring a ____ to school Ms. Mabanglo.” Students should
raise their hand to have their planning worksheet checked before proceeding.

Information from UbD Stage 3 - Learning Plan, Experiences, Instruction and

Learning Activities:
Consider the WHERETO elements
The Teacher will… The Student will…

W The teacher will introduce Students are expected to listen to

Where are we going? the book that is going to be teacher’s instruction and pay attention
What is expected? read and explain the so that they are no confused as what to
requirements. do.
H Teacher will show the book Students will brainstorm reasons and
How will we hook to the class and ask them to make sure to listen when the teacher is
(Introduce this to) the think of reasons why the reading the book.
students? boy should be allowed to
bring a Pterodactyl.

E Teacher will place students Students should be sitting quietly on the

How will we equip on the carpet in an orderly carpet, listening to the story.
students for expected fashion and inform them of
performances? what is to be expected.

R Teacher will see if the
How will we rethink or lesson was well-organized
revise? and goes smoothly. If
something goes wrong,
changes will be made for
future plans.
Students will complete the task as best
as they can. This allows the teacher to
see if the lesson was effective and a
success.

E Teacher will conduct a Students will join the group discussion

How will students self- group discussion, allowing and share their own ideas.
evaluate and reflect students to talk about what
their learning? they learned.

T A worksheet will be given Students will get to pick out what they
How will we tailor out by the teacher, allowing can bring to school and provide good
learning to varied students to create their own reasoning for their choice.
needs, interests, and scenarios.
learning styles?

O Teacher will read the book, Students will follow the instructions that
How will we organize have the discussion, then are given by their teacher.
the sequence of give out the worksheet to be
learning during the completed.
lesson?

Information from Stage 2: Evidence

Sufficient and Revealing Evidence of Understanding: Briefly explain if and how it will be
used.
Informal Check Informal check includes group discussions with the
(formative evidence such whole class and sharing ideas
as conferencing, group - Share ideas with partner
Q/A, - Share ideas with teacher and whole class
Observation, Dialogue
(Kid Talk and or Kid-
Teacher happening
during the learning):

Quiz/Test (optional): N/A

(attach copy of
assessment)

Performance
Task/Project:
(attach rubric)

Other: N/A

Resources Used/Materials Needed: Websites, books, video, etc.

Type of Resource(s): Name of Resource(s):
Book copy Can I Bring My Pterodactyl to School Ms.
Johnson?

Visual tool Whiteboard & marker

Worksheet Assessment worksheet