UbD Lesson Plan Template

Teachers Name:
Alexa Lomberg
Lesson Title:
Calling on all Strategies to Write up a
Storm
Approximate Time Frame:
64 minutes
Essential Vocabulary: generating, narrative

Subject/Course:
Composition
Grade Level:
8

Brief Overview (Summary) of the Unit (Topic, Activities, Assessments):

Personal Narrative Day 2:
1. Opening Routine (Do Now)
2. Connection (Rationale/connection to previous work)
3. Minilesson/active engagement
4. Link
5. Independent writing time
6. Closing routine

Stage 1 Desired Results (Acquisition, Meaning Making and

Transfer)
Goals/Key Standards (Common Core ELA, Math or District AND Indian Education for All
Essential Understandings):
W.6.3, W.6.4, W.6.5, W.6.10, RL.6.2, RL.6.3, SL.6.1, SL.6.5, SL.6.6, L.6.1, L.6.2, L.6.3
Write narratives to develop real or imagined experiences or events using effective technique,
relevant descriptive details, and well-structured event sequences.
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
With some guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new approach.
Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.
Transfer: Students will demonstrate understanding of _____ and apply it to a new problem or
situation.
(What kinds of long-term, independent accomplishments are desired?)
Students will be able to cal on a toolkit of strategies for generating ideas for stories and turn
into longer, published pieces.
Meaning Making: Students will understand and keep considering
Understandings: Students will understand that
Sometimes personal narrative ideas are generated through thinking of places and what
happened in those specific places.
Essential Questions (Long Term and Topical):
What do effective writers do when they get stuck?
grade ___

updated xx/xx/xx

Acquisition of Knowledge and Skill

Knowledge: Students will know
Strategies to generate personal narrative topics.
Skills/Performance: Students will be able to
Use a map to add detial to a story idea.

Stage 2 Assessment Evidence

Performance Task or Other Key Evidence of learning (What will students understand and/or
be able to do?)
Create a detailed map of a meaningul place and use it to write/start their personal
narratives.
Key evaluative criteria to measure Performance Task(s) or Key Evidence:
Examples: Rubric, Checklist, etc.
Checklist to use while teacher monitors. Keeping track of who does map verus who goes
straight into writing.
Other Evidence to reflect student learning (formative and/or summative measures)
Work in writers notebooks.

Stage 3 - Learning Plan, Experiences, and Instruction:

Learning Activities: Consider the WHERETO elements Whos the Hardest Working
Person in the Room?
The Teacher will
The Student will
1. Opening Routine (Do
1. Opening Routine (Do
W
Where are we
going? What is
expected?

grade ___

Now)

Now)

As you
come in, remember to
pick up your writers
notebook from the
supplies table. Find your
seat and youll have 5
minutes to silently and
independently complete
your Do Now. The Do
Now is a chart with three
categories people,
places, and things fill
out each column with
ones that are important
to you.
Teacher will
project 5 minute timer on
whiteboard and take
attendence/monitor
students as they
complete their Do Now.
2. Connection
(Rationale/connection to
previous work)
There are
people, places, and

Student
s will silently enter
the classroom and
pick up their writers
notebook, sit down
and begin their Do
Now independently.
2. Connection
(Rationale/connection to
previous work)
Student
s will silently listen
to my rationale and
connect how their
Do Now will
influence our lesson
today. They will
understand that we
will be focusing on
the place column.
3. Minilesson/active
engagement
Student
s will turn and talk to
their shoulder
partner about what

updated xx/xx/xx

grade ___

things that spark

personal narrative ideas
for us. Today I want to
teach you that publshed
writers sometimes think
of a place that matters
to them and make a
quick sketch a map,
actually of that place,
jotting all the powerful
Small Moment story
ideas that come from
that place.
I know you
also worked on perosnal
narratives last year, so I
want to remind you that
writing is always an
ongoing process and full
of constant
imporvement. One time I
looked up an interview
with the author of one of
my favorite books, A Pale
View of the Hills, and he
said that he was
embarassed of how poor
his writing was. But to
me it was a masterpiece!
We are always growing
as writers, and we want
this personal narrative to
be even stronger than
the one you wrote in 7th
grade.
3. Minilesson/active
engagement
I will project
our exemplar
neighborhood map on
the whiteboard to begin
my model.
Drawing
inspriation from other
writers and other texts is
a powerful way to start
our own narratives.
When we read Gantoss
story yesterday, did you
think about how he
arrived to choosing this
story? Probably not! Its
not insiticutal to ask
yourself those kinds of
updated xx/xx/xx

stands out to them

on Gantoss map.
3
students will share
to the whole group
about one thing their
partner talked about.
Student
s silently and
idenenpendlty take 1
minute to star the
place from their Do
Now that they want
to turn into a map.
Student
s will turn and talk to
their shoulder
partner for 2
minutes about their
chosen map
location, why they
chose it, and some
examples of what
will go on the map.
Student
s raise one finger in
the air if they are
drawing a map and
2 fingers if they are
going straight to
writing.
4. Link
Student
s will begin to
silently and
independently
sketch and write.
They will understand
one strategy to use
if they get stuk while
writing a personal
narrative.
5. Independent writing
time
Student
s will silently and
independently work
for the first 10
minutes.
For the
second 10 minutes
they have an option
to continue working
sielntly or at a level

grade ___

questions, but as writers,

we want to analyze what
other writers do in order
to improve our own
writing. Heres Gantoss
map on the board. This
was his inpiration for his
story. When I say go, turn
and talk to your shoulder
partner for 2 minutes
about what stands out
for you on his map. Go.
I will monitor during the
turn and talk and project
a 2 minute timer on the
board next to the map.
I need 3
hands for volunteers who
would like to share 1
thing you and your
partner noticed.
I like how
you all commented
about the level of detial
that Gantos fit into one
space. Its essential that
he only chose one space,
his house. He didnt
choose the whole town
he grew up in, or the
whole neighborhood
because its not specific
enough. He must have
spent a good amount of
time in this space and
have a lot of memories in
that space. There are
little drawings inside the
house, like the sad dog,
that make me want to
ask questions about why
he included them and
what the story behind
them are.
Writers,
remember, I am studying
Jacks map to learn how
writers use this
generating strategy to
make powerful personal
narrative writing. In his
house are a lot of Small
Moments that he has
recalled from just one
updated xx/xx/xx

1 voice with their

table partners and
ask eachother
questions/receive
feedback. If they are
still working on the
sketch, the
expectation is for
students to move on
to th ewriting portion
of the activity.
6. Closing routine
Each
student tells their
table for 1 minute
what they
wrote/drew about
and how the
mapping activity
was helpful. The
other 3 students are
silently and actively
listening while the
other student is
talking. After 1
minute, they will
switch and the
rotaiton will occur 4
times.
3
students will
showcase and
explain their work at
the front of the
room.
Student
s follow exit
procedures
previously discussed
chairs pushed in,
writers notebook
inside folder and
placed back in the
class bucket.

grade ___

place in his life. Every

picture on his map is a
story waiting to be told!
Now its our turn to start
generating personal
narrative seeds by
thinking of a meaningul
piece. And we already
started this process
during our DO Now!
(strategies anchor chart
on board)
Take 1
silent minute to look at
the places you wrote
down on your Do Now. If
theres a place that you
thought of during our
mini lesson, go ahead
and add it to your chart.
Take this minute to
indepednetly star the
most meanginful place to
you, the place that you
want to draw your map.
Go. 1 minute timer on
the board, teacher
postiively narrate and
monitor.
Great, I
cant wait to see what
you have picked. But
first, I want you to tell
your partner what place
you have decided upon,
and a short reason of
why you picked that
place, and what will go
on your map. You have 2
minutes to turn and talk
with your shoulder
partner and share, go. 2
minute timer on the
board, teacher postiively
narrate and monitor.
Now its
time to start drawing
your map. Not all of you
need to draw if you
already have an idea in
your mind and you want
to get your pens moving,
go straight to writing.
But whether you are
updated xx/xx/xx

grade ___

drawing or writing, make

sure to think about how
your story will take place
in a place with lots of
details. So you have two
options, drawing or
writing, take 30 seconds
to silently decide which
one you will do. When
you have decided, put
one finger in the air if
you will be drawing a
map, and 2 fingers if you
will be writing.
4. Link
So
remember, when writers
are stuck and need ideas
about what to write
about, one thing they
can do is look at other
writing to see what
another author may
have done. And they can
always think of a place
and the meaningful
events that happened
there. So go ahead and
sketch or write. Put your
pen to the paper we
are going to work silently
and idnependently for 10
minutes go!
5. Independent writing time
I will
monitor and positively
narrate during the first
10 minutes. I will also
model my own sketch on
the board during this
time. A 10-minute timer
will be projected on the
board.
After first 10
minutes: For the next
10 minutes, we are going
to continue working. If
you are working on a
sketch, start writing. In
these next 10 minutes
you can talk with your
table partners about
your sketch or story. If
you want your partner to
updated xx/xx/xx

grade ___

read your work and give

you feedback, thats
great. If you want to
show your partner your
sketch and ask them
what stands out to them,
that could be a great
way to connect your
story with your audience.
If I hear off-task
conversations, your table
will have to stay silent
going forward. Continue
the hard work I have
seen so far this class,
go.
6. Closing routine
Good job
working for 20 minutes. I
know its the beginning
of the year and we are
working on building up
our writing stamina.
Before we end class, I
want to celebrate the
work we have done.
When I say go, each
person at your table will
take 1 minute each to
share what they drew or
wrote today and how the
mapping activity helped
them with their writing
process. The other 3
people at the table will
be silent while one
student is sharing their
story. I will tell you when
to switch partners. Go.
Timer on the board,
teacher moniroting (x4).
Ill take 3
volunteers to share a
sketch that they are
especially proud of. They
will come up to the front
and project their map on
the screen and explain
why you picked this
place.
Please have
your notebook back
inside the right pocket of
your folder so when the
updated xx/xx/xx

How will we
hook (Introduce
this to) the
students?
How will we preassess student
knowledge,
understanding
and skills to
inform
instruction?

How will we
equip students
for expected
performances?

bell rings, you can stand

up, push in your chair,
and place your writer
folder with your
notebook inside back in
your class bucket.
I want to convey to the students that
the mapping is a helpful way for me
to get to know you (because it is still
so early in the school year) and a tool
for them to decide on a personal
narrative topic and also bring more
detials to life. In any space, theres
memories in each part of it. In any
space, theres things inside it. And in
any space, theres history you cant
even see. If students take this into
account, their narratives will be richer
and more detailed. Jack Gantos is also
from Pennslyvania and a very talented
writer who you can see in his works is
extremely vivid, which is a
characterstic we want to see in our
own writing.
The Do Now builds on what students
already know. They know significant
places in their lives and they will
record them on their Do Now. We are
building the skills to take a place,
often one word, and bring it to life.
Anchor charts will be displayed to
reiterate expectations for how
students should be gnerating story
ideas and using mapping.
How to write poerful personal
narratives:
-Focus on one episode, write with
detail (dont summarize a stretch of
time)
-Help readers picture the episode a
small action and exct dialogue
Strategies for generating personal
narrative topics:
-Think of a person who matters to
you, list Small Moment stories, choose
one, and write the whole story
-Think about a place that matters, use
pitcutres and quick notes to jot about
the small moments that occured
there, choose one, and write the

grade ___

updated xx/xx/xx

Students will identify places that

are significnt to them and find
valeu in those places. Even if the
place is home or school, they are
much more complex than what
meets the eye. This activity will
also allow for conversations
between the tables and build
community by sharing memories
(and building skills!).

Students can reference the

anchor charts to remind
themselves what to do after the
mapping activity. A common
pitfall could be to tell the whole
story of the whole map, when the
map itself generates a lot of small
moments.

whole story

How will we
rethink or
revise? (ongoing, formative,
keep coming
back as needed)

E
How will
students selfevaluate and
reflect their
learning?

T
How will we
tailor learning to
varied needs,
interests, and
learning styles?
(differentiation,
accommodation,
modification)

O
How will we
organize the
sequence of
learning? (please
include the
sequence)

grade ___

We spend a lot of classtime on each

unit, so these maps will be helplful
resources to refer back to during
revision and feedback rounds. They
will remind us of detials we can add,
and maybe we can spend 5 minutes
in upcoming classes adding to the
chart if we are feeling stuck in our
writing. I will also build off my map to
use in my narrative writing to model
how the maps can constnatly be used
to fruther our stories.
I will be creting my own model and
Gantoss text is used as a mentor text
to show how the map directly
connects to a personal narrative text.
This will be helpful for students to
reference and draw comparrisons
between the map and the narrative.

Teacher will give 2 options

sketching, which might appeal to
visiual learners, and writing, which
may appeal to students who just want
to think about their place in their
head and get to the writing. It appeals
to different interests because
students have complete freedom
over what place they select. All places
can be applied to a phycial mapping
activity.
1. Opening Routine (Do
Now)
2. Connection
(Rationale/connection to
previous work)
3. Minilesson/active
engagement
4. Link
5. Independent writing time
6. Closing routine
**in depth details/actions for
updated xx/xx/xx

Students will keep their map in

their notebooks and can pull it
out during upcoming independent
writing times to reference.

At the end of class students will

already see progress in how their
map added information to their
story. Even if they did not
physcially map, they thought
more vividly about a specific
place. For exmaple, if a student is
writing about her home, she whill
be pushed to think oon different
lelvel Philadelphia all the way
to her singular kitchen, perhaps.
We will be mapping throughout
the year to self-assess if this
activity is helpful in different
genres, and reflect if it adds more
descirption to our writing.
Students will have the
independence to pick what
activity will be more helpful to
them in the process of crafting
our personal narratives.

1. Opening Routine (Do

Now)
2. Connection
(Rationale/connection to
previous work)
3. Minilesson/active
engagement
4. Link
5. Independent writing
time
6. Closing routine

student and teacher in W

Special Needs (include all learners on the continuum from disabled to gifted
& twice exceptional):
Modifications (changes to the Core
Accommodations (supports or
standard(s) and level of proficiency
instructional adjustments):
expected):
Students who need more time may take
both 10 minute blocks to draw, instead
of using the seocnd one to begin
drawing. Those students would be
expected to write bullet points in their
drawing next to signiciant items/people
in their drawing. This will more fludily set
them up to begin their writing next class
period.

Plans for after this lesson/competency is complete (How will you extend,
enrich?):
We will be timelining our stories next class, so this mapping activity is essential to
having students pick a physical space that they want their story to focus in on, and
subtly decide what items may be points of plot. Next class I will ask guiding
questions to the students about why they included to draw certain items in their
map, and what makes those items more significant than others. This will directly
corrolate to key ideas and plot points in their stories that we will discuss in
upcoming classes.
Key Resources Used: Websites, books, film clips, etc.
Type of Resource(s):
Name of Resource(s):
supplies
writers notebook and writing tool
anchor charts
How to Write Powerful Personal
Narratices from Session 1 and
Strategies for Generating Peronsal
Narrative Topics
powerpoint slide
Jack Gantos neighborhood map as
exemplar

grade ___

updated xx/xx/xx