Mary Forgione

ED602
Understanding by Design Template

Stage 1 - Desired Results

Established Goals:
RL.1.1- Ask and answer questions about key details in a text.
RL.1.2- Retell stories, including key details, and demonstrate understanding of their central
message or lesson.
RL.1.3- Describe characters, settings, and major events in a story, using key details.
RL.1.4- Ask and answer questions to help determine or clarify the meanings of words and
phrases in a text.
RL.1.9- Compare a contract the adventures and experiences of characters in stories.
SL.1.1- Participate in collaborative conversations with diverse partners about grade 1 topics
and texts with peers and adults in small and larger groups.
SL.1.2- Ask and answer questions about key details in a text read aloud or information
presented orally or through other media.
SL.1.5- Add drawings or other visual displays to descriptions when appropriate to clarify
ideas, thoughts, and feelings.

1.1 Enduring Understandings 1.2 Essential Questions

Students will understand that . . . .

 Courage can be shown in different
ways.
 Courage is a powerful feeling that
makes people feel stronger.
 Courageous people inspire us to be
better and do better.
 How do courageous people improve the
world?
 How do the characteristics of courageous
people affect others?

1.3 Acquisition of Knowledge and Skills

Students will know . . . . Students will be able to . . .

 characteristics of courageous
people/characters.
 how courageous people affect others.
 what courage can look, feel, and sound
like.
 compare and contrast the courageous acts
of characters in stories.
 identify and describe the characteristics of
a courageous person.
 share thoughts, words, and actions that
show courage.
 actively participate in discussing how
courageous people improve the world.

Stage 2 - Assessment Evidence

Performance Tasks: Other Evidence:

Mary Forgione
ED602

 complete a Venn Diagram to show how

two of the courageous characters
affected people in the same ways and in
different ways
 draft a letter to Dr. Martin Luther King
telling him how one of his quotes
affects his/her life and what it means to
them
 Create courage posters with original,
inspirational quotes
 observations of students’ discussions and
questions
 identify and illustrate courageous events
from stories
 observations of student’s “stop and jot”
note taking

Stage 3 - Learning Plan

Learning Activities:
 (Lesson 1-5)- Participating in interactive read alouds of texts including “Courage” by
Bernard Waber, “Amelia & Eleanor Go For a Ride” by Pam Muñoz Ryan, “Girl
Wonder” by Deborah Hopkinson, “Martin’s Big Words” by Doreen Rappaport, and
“Sonia Sotomayor” by Jonah Winter
 (Lesson 1)- Viewing videos of song stories to stimulate a discussion and examine the
meaning of courage
 (Lesson 1-2)- Comparing and contrasting how characters in the story affected people
in the same ways and in different ways
 (Lesson 2-5)- Participating in “stop and jots” to analyze and describe character
feelings and describe the outcomes of courageous behavior
 (Lesson 3) -Discussing the character’s feelings in the beginning, middle, and end of
the story
 (Lesson 5)- Listening to Dr. Martin Luther King’s “I Have a Dream Speech” and
discussing the meaning of quotes from the speech