UbD Lesson Plan Template

Date: December 8, 2014

Vital Information
Author: Ms. Julia Robinson
Subject: EnglishEnglish 9
Topic/unit of study: To Kill a Mockingbird
Grade/Level: 9
Summary: In this lesson students will explore chapters 6-8 in the novel being
studied in this unit. In these chapters, the focus on Boo is intensified.
Standards
Standards:
- 1.2: Listening critically to comprehend a speakers message requires mental
and physical strategies to direct and maintain attention: a. Initiate and
participate effectively in a range of collaborative discussions with diverse
partners.
- 3.2: Informational and persuasive texts develop a topic and establish a
controlling idea or thesis with relevant support
- 2.2: Increasingly complex informational texts require mature interpretation
and study.
Stage 1: Desired Results
Established Goals:

Understandings
Overarching Understanding
Knowledge

Essential Questions:

Students will be able to listen critically

to their peers feedback and opinion
when creating a stance on overlying
questions.
- Students will be able to find textual
information that supports their
argument by writing a argumentative,
two-paragraph paper as to why they
believe Boo Radley is dangerous or not.
Students will understand the importance of
collaboration in order to create a wellreasoned argument as well as finding
significant quotes to support an argument.
Students will have practiced finding significant
quotes in the text. They will also have
background knowledge on how to write an
argumentative essay.
- How do quotations make our argument
stronger?

Skills

How does collaboration help better our

understanding and open out minds up
to others opinions?
- How does discussion help enhance out
understanding?
Students will develop collaboration skills,
textual evidence skills, argumentative writing
skills, and discussion skills.

Stage 2: Assessment Evidence

ents demonstrate the desired

understandings?
- Students will work in groups and their discussion will demonstrate the
desired understanding. They will also write a two-paragraph paper that will
demonstrate the desired understanding.
what criteria will performances be judged?
- The students will be given a rubric/assignment sheet at the beginning of
class. They will be required to follow the guidelines on that rubric and
they will be graded based the rubric.
g. quizzes, tests, academic prompts, observations,
homework, journals) will students demonstrate achievement of the desired results?
- They will show that they demonstrate achievement by providing a two
paragraph written response, with two textual quotes.
How will students reflect upon and self assess their learning:
- Students will reflect upon their learning by changing their reasoning or
enhancing their reasoning through group work. This will allow them to
reflect on their reasoning and argument. They will also reflect when they
discuss the topic in the group work and give feedback in the closure and
larger class discussion.
Goal

Role

Audience
Situation

Product/Performance

Students will be able to create a convincing

argument based on textual support an reasoning,
from the assigned chapters, to answer the
question: Is Boo Radley dangerous?
The role of the students is to find textual evidence
and to make a convincing argument about their
stance. They will do this through group work and
written response.
Me, the teacher
The students will answer an overarching
question: Is Boo Radley dangerous? They will
have to infer from chapters 6-8 to answer these
questions.
The product will be notes from group work and

Standards

two written paragraphs, with at least two quotes

from the novel.
3.2: Informational and persuasive texts develop a
topic and establish a controlling idea or thesis
with relevant support

Stage 3: Learning plan

Where are your students
headed?
Where have they been?
How will you make sure the
students know where they are
going?

My students are using textual evidence to argue

an overarching question in a textWho is Boo
Radley and is he dangerous? They will have to
show their use of textual evidence and reasoning.
The students will also learn the importance of
collaboration.
The students have had to find significant quotes
for their character maps in the first lesson. This
will show how important this skill is and provide
further practice.

How will you hook students at

the beginning of the unit?

What events will help students

experience and explore the
big idea and questions in the
unit?

I will make sure the students get by assessing

their discussion, their involvement in the group
work, and their final paragraphs composed in
class.
Based on the events that happened in chapter
read:
- The students will get asked the question, is
Boo Radley dangerous? They must write
down their opinion and two sentences to
defend their decision.
- They will then get into pairs and discuss
their decision with their pair. The pair
must make a collective decision based on
the best evidence/description
- The pair will then get with another pair.
The group of four will then share their
ideals and make a collective decision.
- The groups will then state their decision
aloud, along with their reasoning.
The days events:
- 5 minutes; reading quiz
- 25 minutes; Anticipatory set as described above.
- 30 minutes; The students will take their
decision about Boo Radely. They will Find two
context clues in the chapters read. They will

How will you equip them with

needed skills and knowledge?

How will you cause students to

reflect and rethink? How will
you guide them in rehearsing,
revising, and refining their
work?

How will you help students to

exhibit and self-evaluate their
growing skills, knowledge, and
understanding throughout the
unit?

How will you tailor and

otherwise personalize the
learning plan to optimize the
engagement and effectiveness
of ALL students, without
compromising the goals of the
unit?

create a two-paragraph argument as to why they

think Boo is dangerous or not. They can work in
their groups to find textual quotes and ideas, but
they must create their own paragraphs.
-20 minutes; discussion: Discuss the rest of the
occurrences in the chapters. They can also
continue the debate that the previous activities
encouraged.
- 10 minutes; closure: Discuss what Boo may
represent and why he is important to study? Why
did we do these activities about Boo?
These activities will encourage students to think
about the text in a deeper manner. It will answer
the questions about Boo, the mockingbird; a
theme in the novel. The group work will
encourage collaboration and effectively working
together. Discussion will answer questions and
inquires, while encouraging inferences.
When they get into pairs, they must rethink their
decision about the question at hand. They must
discuss and revise their decision and reasoning
based on context when they meet with three
different students that may have different
reasoning. They will further refine their work
when they create a two-paragraph argumentative
writing with adequate reasoning.
This will be through the assessment. This will
mainly be shown through the students
paragraphs. They will show their growth by
providing the writings from each group and their
independent writing. They will show their
understanding by providing textual evidence.
They will also have to use previous knowledge
from the novel to make a rational decision.
- All IEPs and 504 plans will be met.
- The students will be allowed to chose their
own group so if they need to work with
specific students they can do so.
- This meets various learning styles: group
work, independent work, classwork.