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:

Essential understandings

Understanding
Transfer

Students will understand that

The student, in the long term

G. 1
own will be able to
Assess the effectiveness of listening 1. Every speaker has a strong purpose.
1. Write and perform a short p
strategies employed considering text 2. A word, phrase or sentence can reflect the
grammar intonation and feelin
types, the listening task and purpose culture, personality and background of the
2. Communicate confidently t
for listening to be able to produce
speaker.
ideas with correct delivery, pr
an effective play-acting.
3. Reading is a way to understand each other
gestures.
or people of other races or ethnicity.
3. Engage in creative and pur
Essential
Questions
G. 2
1. Why do you want to learn?
Develop strategies for coping with
2. How do you want to learn?
unknown words and ambiguous
3. Do you believe that people live what they learn? Why? Why not?
sentence structures and discourse
Knowledge and Skills
for organizing dialogues.
Students will know how to:
Students will be skilled at:
1. Analyze words and sentences
1. Understanding and analyzin
2. Relate written text to real life
words or sentence structures
3. Use the concepts of listening strategies
2. Listening attentively to wh
4. Value teamwork and team effort
3. Writing dialogues
4. Identifying the speakers to
purpose.
6. Voicing out his/her opinion
about a text.
Stage 1 Alignment
Evaluative Criteria
Assessment Evidenc
To obtain evidence of
Where performance is judged in terms of
Students will need to show their lear
Analytic Rubrics:

Performance Task(s):

Content / Ideas
Acting Skill
Fluency
Volume and Quality of Voice
Group Dynamics
Costume and Props

Drama/Role Playing
G - D Dynamics of the group. Ever
participate. No one must be left out i
R - R Reveal the creativity in every
A - A Acting prowess must be disp
S - M Must show effort and hard w
P - A Ability to capture audience in
S S Sensational performance and
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. Dont 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 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.

Meaning

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 havent 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)

Criteria
Content / Ideas

Acting Skill

Fluency / Organization

Volume and Quality of Voice

Group Dynamics

Costume and Props

Analytic Rubrics:
5pts.
3pts.
2
All ideas make sense. Stays on All ideas make sense. Stays on Not all ideas m
track. Includes many interesting track. Includes some interesting parts go off th
details.
details.
have intere
Feelings and ideas are
Feelings and
Feelings and ideas are
expressed in interesting ways.
properly exp
expressed. Emotions were
Various emotions and strong
strong emotio
strongly expressed.
acting prowess were displayed.
need
Strong beginning and most
Weak beg
Strong beginning and sentences
sentences are tied together.
sentences tie
are tied together. Details are
Details are somewhat presented
are mixed-up
presented in order. Presentation
in order.
Many sentenc
begins with different words
Presentation begins with
same word
some sentences are short and
different words. Some
sentences are
some are longer and complex.
sentences are short and some
are
Many power words were used.
are long. Some power words
were used.
Voices were clearly heard and
Voices were n
Voices were clearly heard most
all the words were enunciated
be heard by
were properly pronounced with
properly with correct stress and
Some words
correct stress and pauses.
pauses.
stressed an
All members were able to
Most members were able to
Few membe
contribute ideas and organized
contribute ideas and organized
contribute
the final output together.
the final output.
organized th
The costumes were very
The costumes were significant
creative. The props were very
No costumes
to the setting of the story. The
realistic and add color to the
were
Props are appropriate.
performance.