Understanding by Design Lesson Plan
Subject Level: English 4
Title: Education for Life
No. of Meetings: 5 days
Topics: Taking down notes, word analysis, structuring dialogues and performing a play
Established Goals
At the end of the week unit the
learners will be able to:
G. 1
Assess the effectiveness of
listening strategies employed
considering text types, the
listening task and purpose for
listening to be able to produce
an effective play-acting.
G. 2
Develop strategies for coping
with unknown words and
ambiguous sentence structures
and discourse for organizing
dialogues.
Understanding
Essential understandings Transfer
Students will understand that… The student, in the long term and on his/her
own will be able to…
1. Every speaker has a strong purpose. 1. Write and perform a short play with
2. A word, phrase or sentence can reflect correct grammar intonation and feelings.
the culture, personality and background 2. Communicate confidently to convey
of the speaker. his/her ideas with correct delivery,
3. Reading is a way to understand each projection and gestures.
other or people of other races or ethnicity. 3. Engage in creative and purposeful
projects.
Essential Questions
1. Why do you want to learn?
2. How do you want to learn?
3. Do you believe that people live what they learn? Why? Why not?
Knowledge and Skills
Students will know how to: Students will be skilled at:
1. Analyze words and sentences 1. Understanding and analyzing unknown
2. Relate written text to real life words or sentence structures
3. Use the concepts of listening strategies 2. Listening attentively to what is spoken
4. Value teamwork and team effort 3. Writing dialogues
4. Identifying the speaker’s tone, attitude
and purpose.
6. Voicing out his/her opinions and
emotions about a text.
 Stage 1 Alignment Evaluative Criteria Assessment Evidence
To obtain evidence of… Where performance is judged in terms Students will need to show their learning by…
of…

Analytic Rubrics: Performance Task(s):

Content / Ideas Drama/Role Playing

Acting Skill G - D – Dynamics of the group. Everyone must
Fluency participate. No one must be left out in the team.
Volume and Quality of Voice R - R – Reveal the creativity in every student.
Group Dynamics A - A – Acting prowess must be displayed.
Costume and Props S - M – Must show effort and hard work.
P - A – Ability to capture audience interest.
S – S – Sensational performance and delivery.
Other Evidences:
Recitation
Enrichment Activity
Self Check Questions

Summary of Key Learning Events and Instruction

Day 1: Note Taking (Hook)

1. Introduce the essential questions.
2. Allow the students to answer according to their own experiences. Don’t correct their answers.
3. Inform them about the output which would be producing a drama or play and present to them the criteria on how their
performance will be graded.
4. Present a listening text, The Analects by Confucius, to the students and let them answer the questions which will be
helpful in checking their note taking, vocabulary and comprehension skills.
5. Give the students an assigned reading text to be discussed next meeting.
Day 1: Listening Text Questions (The Analects by Confucius)
1. How did the author begin his topic?
2. Who, do you think, are his specific target readers? Explain.
3. According to Confucius "Learning without thought is a snare: thought without learning is a danger." Do you agree
with him? Why?
4. Give illustrations to the truth of the statement: "The man of wisdom does not vacillate; the man of natural goodness
does not fret; the man of valor does not fear."
5. Comment on the author's view that the maxim of charity is ought to be acted upon throughout one's life. Support
your answer.
6. Think about Confucius' views on the qualities of a noble man. Which of these do you believe most exemplify an
educated or learned man? A thinking man? Which of his arguments are still relevant today?
7. What do you think is the author's purpose in his essay?
8. What generalization or basic truth in life or human experience is expressed in the essay?
9. How does the title help contribute to the clarification of this truth about life?

Day 2: Word/Sentences/Discourse Analysis (Make meaning)

1. Instruct students to underline the unfamiliar words in the assigned reading text, “A Tell Tale Heart” by Edgar Allan Poe.
2. Unlock the meaning of the following words in the story by using word analysis.
3. Ask the students to do a brief reaction paper to the story to be passed on the next meeting.

Unfamiliar Word Word or Sentence Analysis (Root word + Affixes) or Meaning

Context Clues from the discourse can be used
hearken
cautiously
profound
motionless
dissemble
tolerable
gesticulations
audacity
concealment
unperceived
Day 3: Writing a Short Play (Make meaning)
1. After collecting their homework, assign a random grouping for the students and give each group a title which they will
work on in writing their short play.
2. Give them refresher tips for writing and time to brainstorm.
3. Check their progress.

Day 4: Performance Task Making

1. Using the short play their group created on the previous meeting; let the group practice the play for whole period.
2. If other groups haven’t finished writing their play let them finish up and then join the rehearsals.
3. Remind students about teamwork and the criteria before dismissing them.

Day 5:
Presentation of Performance Task

(Please scroll down to see next page for rubrics)

 Analytic Rubrics:
Criteria 5pts.
Content / Ideas
All ideas make sense. Stays
on track. Includes many
interesting details.
Acting Skill Feelings and ideas are
expressed in interesting
ways. Various emotions and
strong acting prowess were
displayed.
Fluency / Organization Strong beginning and
sentences are tied together.
Details are presented in
order. Presentation begins
with different words some
sentences are short and
some are longer and
complex. Many power
words were used.
Volume and Quality of
Voices were clearly heard
Voice
and all the words were
enunciated properly with
correct stress and pauses.
Group Dynamics All members were able to
contribute ideas and
organized the final output
together.
Costume and Props The costumes were very
creative. The props were
very realistic and add color
to the performance.
3pts. 2pts.
Not all ideas make sense.
All ideas make sense. Stays
Some parts go off the track.
on track. Includes some
Does not have interesting
interesting details.
details.
Feelings and ideas were not
Feelings and ideas are
properly expressed. It lacked
expressed. Emotions were
strong emotions where it
strongly expressed.
was needed most.
Strong beginning and most
Weak beginning. Few
sentences are tied together.
sentences tie together.
Details are somewhat
Details are mixed-up or not
presented in order.
in order. Many sentences
Presentation begins with
begin with the same words.
different words. Some
Most of the sentences are
sentences are short and
short. Few words are used.
some are long. Some power
words were used.
Voices were not loud
Voices were clearly heard
enough to be heard by the
most were properly
whole class. Some words
pronounced with correct
were properly stressed and
stress and pauses.
pronounced.
Most members were able to Few members were able to
contribute ideas and contribute ideas and few
organized the final output. organized the final output.
The costumes were
significant to the setting of No costumes were used.
the story. The Props are Props were not used.
appropriate.
Prepared by: Ma. Cristina D. Panganoran
Course and Year: BSE – 3
Clearance Number: 321
Submission Date: Oct. 17, 2011