UbD Lesson Plan Template

Client Organization: Poudre High School

6000
Main Contact:
Kayla Foster

Telephone: 970-488-

Fax: N/A

Email Address: kayla.foster04@gmail.com

Date: Day 1

VITAL INFORMATION
Author
*Subject(s)
Topic or Unit of
Study
*Grade/Level
*Summary

Kayla Foster
English 9
Unit 3: Banned Books
9
80 Minutes
This is the first day of Unit 3 during the Fall Semester. Students will be introduced to the
Banned Books unit and the texts they will be working with. They will be given information
about the culminating texts and activities the students will be doing throughout the unit.

STANDARDS
Colorado Academic Standards for Ninth Grade
Reading for All Purposes 2.1.a:

*Standards

Determine a theme or central idea of a text and analyze in detail its development over the
course of the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text. (CCSS: RL.9-10.2)
Writing and Composition 3.3.b:

Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types
are defined in expectations 1 and 2 above.) (CCSS: W.9-10.4)

UBD (UNDERSTANDING BY DESIGN) LESSON PLAN ELEMENTS

REQUIRED:
STAGE 1 DESIRED RESULTS
Established Goals
Understandings
Overarching
Understanding
Related
Misconceptions

Students will understand the culminating text.

Students will be assigned literature circles and texts.
Students
Students
Students
Students

will
will
will
will

understand what is being asked of them in the culminating text.

understand how to create an effective proposal.
be able to identify what makes for an argument to ban a book.
be able to facilitate their own small group discussions.

Essential Questions
Knowledge

Skill
s

What makes an argument for banning a book/text?

What makes an effective proposal?
Students will know about stereotypes and issues within adolescence.
Students will know how the media views adolescent(ce)s.
Students will know basic summaries of their novels.
Students
Students
Students
Students

will
will
will
will

be
be
be
be

able
able
able
able

to
to
to
to

create an effective proposal.

facilitate small group discussion.
read an evaluate an assignment sheet and rubric.
set group goals and reflect.

UBD (UNDERSTANDING BY DESIGN) LESSON PLAN ELEMENTS

REQUIRED:
STAGE 2: Assessment Evidence

Performance Task Description:

What authentic performance tasks will students demonstrate the desired understandings?

How will students reflect upon and self assess their learning:
Goal Read over the persuasive proposal (culminating text) assignment sheet. Explain what is
being asked of them and check for any questions or modifications for the assignment sheet.
Go over the rubric with the students and make modifications based on student needs and
what they think is fair according to the standards. Students will understand their culminating
text assignment and know their literature circle groups. Go over guidelines for literature
circle expectations and assign literature circles.
Role
Group member and audience member.
Audience Myself (the teacher) and their peers
Situation Writing Prompt (5 minutes)
Prompt: What is a banned book? What makes it banned?
Reintroduce novels (5 minues)
Go over assignment sheet and rubric (25 minutes)
Modify assignment sheet and rubric (10 minutes)
Set guidelines and expectations for literature circles (20 minutes)
Assign Literature Circles (10 minutes)
Things for Day 2 (5 minutes)
Product/Performance
Student-modified rubric for the persuasive proposal
Set Literature Circle guidelines and expectations
Assigned Literature Circles
See attached documents.
Standards
Colorado Academic Standards for Ninth Grade
Reading for All Purposes 2.1.a:

By what criteria will performances be judged?

Through what evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will
students demonstrate achievement of the desired results?

Determine a theme or central idea of a text and analyze in detail its

development over the course of the text, including how it emerges and is

shaped and refined by specific details; provide an objective summary of the

text. (CCSS: RL.9-10.2)
Writing and Composition 3.3.b:

Produce clear and coherent writing in which the development, organization,

and style are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in expectations 1 and 2 above.)
(CCSS: W.9-10.4)

UBD (UNDERSTANDING BY DESIGN) LESSON PLAN ELEMENTS

REQUIRED:
STAGE 3: Learning Plan
What learning experiences and instruction will enable students to
achieve the desired results? How will the design:
Where are your students headed?
Where have they been?
How will you make sure the students know where they are
going?

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?
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?

My students are headed into a unit about banned books.

They will understand why these texts have been banned
and will learn skills to question the validity of the
arguments for banning said texts.
Students will have just come from a journalistic unit
where they explored the medias view of
adolescence/adolescents. They will have background
knowledge for this unit based on those perceptions.
Students will know where they are going based on the
rubric and assignment sheet provided to them in class.
Students will be given summaries of the texts to hook
them into what they will be working with throughout the
unit. They will have come from a journalistic unit that
scaffolded them for this unit to hook them in. Students
will also have some choice in the books they read.
Students will work in literature circles as they read
through their assigned texts.
They will explore their texts through a series of
activities, such as the literature circles, the author on
trial, homebody, ethos, pathos, logos activity, and
persuasive proposals.
Each of these activities will scaffold upon each other and
the students will have the knowledge from the previous
unit to help them identify and ask questions about their
arguments for or against the texts.
Students will ask questions during their reading and to
themselves during their literature circles. They will also
be asked to edit and revise their proposals.
Again, this will be asked of them during their literature
circles and their persuasive proposals. Students will selfevaluate on their feelings about the banned novel and
will reflect on this in their proposals.

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?

This unit is very student-centered. By going over the

rubric and assignments with the students, it creates an
atmosphere for student learning and success. I can
differentiate this lesson by meeting with students
individually to explain the assignment and for them to
express their concerns with me. Based on specific
student needs, the assignments will be modified.