Stage 3: Daily Lesson Plan Understanding By Design

Stage 1 Desired Results

Content Standard(s):
4th grade Reading Comprehension
Understandings:

Students will understand that

(From North Carolina Department of Public
Instructions English/Language Arts-Unpacked
Content (2002):
Students at this level must link the reading of the
text in a story to listening or viewing the same
story. They will make connections by comparing
what they read to what they visualized and heard.
Students will find similarities and differences in
themes, topics, and patterns of events among
culturally diverse stories, myths, and traditional
literature.
Student objectives (outcomes):

Essential Questions:

How does determining the storys structure (order

of events) help me to understanding the meaning?
Where in the storys text do you find the meaning
of the story?
What connections to the meaning can be made
with this story based simply on the storys
structure? And if this story was told in a different
waywith a different starting point, or POV
would the meaning be the same?

Students will build relationships by

Students will know and be able to

The ability to determine central ideas, themes,
textual evidence, POV and how POV effects
textual style and content.
The ability to analyze the development of central
themes, events and individuals, textual structure,
multiple texts with similar themes/topics.

Students will collaborate with their peers in order

to discuss their own understanding of the texts
meaning and how their interpretation of the text
connects back to the main idea/structure/theme.
If students disagree, those differing opinions will
then cause them to dive deeper into the texts
meaning and allow students to collaborate with
other students as to gain supporting evidence for
their side of the argument.

Stage 2 Assessment Evidence

Performance Task(s):
GRASPS

Goal:
Students will
explore the idea
of sequencing
events in a story
the class has
read.

Role:
Students will fill
out a storyboard
to help them
understand the
order of events in
the story.
Audience:
Students will first
work in small
groups, and then
present their
completed
storyboard to the
teacher and
class.
Situation:
Students first
hear the story
and then recreate
the order of

Meets
Expectations

Approaches
Expectations

Needs
Improvement

Students are able

to present their
completed
storyboard and
demonstrate
their
understanding of
how the order of
events relate
back to the main
idea.

Students present
a
complete/missing
one element of
their storyboard
and partially
demonstrate
their
understanding of
how the order of
events relate
back to main
idea.

Students present
a storyboard that
is missing two+
elements and/or
unable to show
how the order of
events relate
back to the main
idea.

Complete
storyboard

Missing one
element

Missing 2+
elements

Great
participating and
presentation

Great
participation, but
presentation
needs work OR
needs work
participating with
group, great
presentation

Both participation
and presentation
needs work

Great focus
during story and
taking notes on
storyboard

Great focus
during story but
needs work
taking notes OR
needs work to
focus on story

Both focus during

story and taking
notes needs
improvement

events on a
storyboard.
Product:
The completed
storyboard with
student
explanation

Standards/Crite
ria: Students can
determine
central ideas,
themes, and
textual evidence
and analyze the
development of
central themes
by looking at the
order of events.

but able to record

great notes from
peers
Students are able
to present their
completed
storyboard and
demonstrate
their
understanding of
how the order of
events relate
back to the main
idea.

Students present
a
complete/missing
one element of
their storyboard
and partially
demonstrate
their
understanding of
how the order of
events relate
back to main
idea.

Students present
a storyboard that
is missing two+
elements and/or
unable to show
how the order of
events relate
back to the main
idea.

Students show
their analysis of
the order of
events through
textual evidence,
their ability to
find the texts
main idea, and
show how the
order of events
connects back to
the main idea.

Students are
missing one of
the following:
evidence of
analysis of
textual evidence/
evidence to
support their
main idea/
evidence to show
how order of
events connects
back to main idea

Students are
missing two+ of
the following:
evidence of
analysis of
textual evidence/
evidence to
support their
main idea/
evidence to show
how order of
events connects
back to main idea

Self-Assessments

Other Evidence (assessments)

Students move in small

groups to peer edit other
storyboards

Students view rubric and self

grade their storyboards

Students grade other

students presentations based on the
provided rubric

Students give a pre-assessment using a

(4,3,2,1) knowledge of main ideas and order of
events in a story.

Students give a post assessment using

a (4,3,2,1) knowledge of main ideas and order
of events in a story.

Students meet with teacher after final

rubric to reflect on what the learned/ what
understandings need work.

Stage 3 Learning Plan

Learning Activities:
Core of lesson plan:

The teacher will do to assess students prior knowledge of the big idea/essential
question & outcomes by participating in a (4,3,2,1) pre-assessment to show their knowledge of
main ideas and order of events in a story

The students will do a storyboard activity and present the story board for the class to
demonstrate their understanding

The teacher will guide student learning by giving a (4,3,2,1) post-assessment to show
student knowledge of main ideas and events

The teacher will also have students self grade, grade peers, and grade students using
the rubric provided. The teacher will conduct short meetings with students to compare the
rubrics (from the self grade, peer grade, and teacher grade).
Purpose: Create learning experiences and instruction that promote student understanding through
the WHERE process, as well as intentionally using Rigor, Relevance, and Relationship building in
daily lesson plans

Learning Activities:
WHERE

W- Students are beginning to recognize the order of events in the story

H- Students are hooked by the moral question, Is there such a thing as a good lie?
E- Students start to explore the subject of the importance of order of events, meaning,
and POV by filling out their storyboards and discussing the important events with their
peers
R- Students rethink their work from the storyboards and ideas as they find textual
evidence to show why order of events in a story show meaning
E-Students evaluate their results by using a comparative analysis of their understanding
with the results of their peers.

Day 1
Lesson Activities:
Students are introduced to the story and begin to complete their storyboards.
During this time student will also use small group discussion to compare their
boards with their peers and discuss how they can use their storyboards
(showing order of events) to depict meaning.

Materials Needed:
Story for lesson. Storyboard worksheet. Markers/Crayons. Blank copies of rubrics (for self, peer,
and teacher reection).
Feedback Strategies
Based on the article Seven Keys to Effective Feedback by Wiggins (2012) and the Secondary
Response to Instruction and Intervention (RtII), how will you ensure you provide your learners with
effective feedback throughout and at the conclusion of this lesson?

[Briefly list (in bulleted or numbered form) the feedback strategies you would employ with this
lesson. Consider itemizing your strategies based on the unique abilities and learning styles of the
learners you work with.]

Storyboard:

References
North Carolina Department of Public Instruction. (2012). English/Language ArtsUnpacked Content Instructional Support Tools for Achieving New Standards. [pdf]
Retrieved from: http://www.ncpublicschools.org/docs/acre/standards/common-coretools/unpacking/ela/4.pdf