TSU Understanding by Design Lesson Plan Template

From Integrating Understanding by Design & Differentiated Instruction: Connecting Content and Kids
Carol Ann Tomlinson & Jay McTighe, ASCD, 2006

Date___8/17/15________________________

Grade Level___12______________

IRA/NCTE Standards 9: Students develop an understanding of and respect for diversity

in language use, patterns, and dialects across cultures, ethnic groups, geographic regions,
and social roles.________
time needed for lesson__90 min___

Instructional Model:_Discussion Based____

Step 1- Desired Results (what students will learn and do)

A. Brief narrative overview of lesson that describes how you will achieve your
enduring understanding and essential question (Refer to your UBD Handout.)
Students will engage in a general discussion (fishbowl activity) about the novel ATDPTI
after having finished it before class. I will ensure that questions regarding diversity in the
novel, portrayals of diverse individuals, and how individuals from different backgrounds
interact, are brought up in discussion.
B. General Learner Outcome (GLO: What will student known and be able to do?)
recognize and discuss issues of diversity in terms of class and race
C. Essential Question(s)
are there any differences in how characters speak and do these differences seem to center
along class/ethnic/cultural lines?
Step 2- Assessment Evidence (summative check for learning)
A. Performance Task (what will students do to demonstrate their learning?)-Guided
and/or Independent Practice
Active participation in the fishbowl discussion
B. Performance Criteria (How good is good enough? Provide checklists, rubrics,
or criteria.)
while an observer students must throw in at least 2 questions
each student must take one turn inside the fishbowl

Step 3- Active Learning Plan (detailed enough for another teacher to follow)
A. Steps for Student (use active verbs)
-Lead activity (How will you introduce your desired results and ask your essential
question; connect with student experience-Prior Knowledge).
Open class with journal question: How is Marxist literary theory applicable to ATDPTI?
-Student-centered learning steps (Provide a detailed sequencing of lesson; specify
formative assessment during practice and summative assessment in conclusion.)
Once students are finished writing their journal entries have them generate a few
questions they have about ATDPTI. 5 to 10 students (depending on the size of the class)
sit in a small circle facing inwards in the middle of the classroom. Have the rest of the
class form a larger circle around the smaller circle. The students in the larger circle will
toss their questions, a few at a time, into the smaller circle on crumpled up pieces of
paper and the small circle will discuss these questions amongst themselves while the rest
of the class listens. After the first few questions have been exhausted more students can
throw more questions into the fishbowl and after about 20 minutes students in the
fishbowl will rotate out to be observers and throw their own questions in, while observes
will rotate into the fishbowl. After about 3 rotations (60 minutes) all the students should
have had a turn in the fishbowl
After the fishbowl activity the remaining 20 minutes can be used for debriefing any
lingering questions that students had, positive comments about other students points and
further discussion can be had as a whole class..