Daily Lesson Plan

Understanding by Design

Stage 1 – Desired Results

Content Standard(s):
 Interpret words and phrases as they are used in a text and analyze how specific word choices shape
meaning or tone.
 Read closely to determine what the text says explicitly and to make logical inferences from it; cite
specific textual evidence when writing or speaking to support conclusions drawn from the text.
 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
 Assess how point of view, perspective, or purpose shapes the content and style of a text.

Understandings: Essential Questions:

Students will understand that…
 The meaning of words and phrases as they
are used in a text, including figurative and 
connotative meanings; analyze the impact of
specific word choices on meaning and tone,
including analogies or allusions to other
texts.
Student objectives (outcomes):
Students will know and be able to…
 Determine and/or clarify the meaning of
unknown and multiple-meaning words or
phrases based on grade 8 reading and
content, choosing flexibly from a range of
strategies: figurative language,
connotations, context clues, word parts,
word relationships, and reference materials.
 Compare and contrast the structure of two
or more texts and analyze how the differing
structure of each text contributes to its
meaning and style.
 How can I learn the meaning of words and
phrases in the text?
How can I understand the tone, meaning, use of
figurative language that the writer uses in a
piece of literature?
Students will build relationships by…
 Students will work in groups of 3 to create
together 5 questions about what the passage
How does the author’s use of specific types of
figurative language and connotation affect the
meaning of the text?
 They read. Once questions have been created,
groups will exchange questions, discuss, and
answer the questions.
 Students will work with a partner. Students will
discuss with their partner for 3 minutes about
the question from the teacher. Once the 3
minutes are over, one student from the pair will
walk to another student and have a discussion
about the question for 2 minutes. Students will
rotate. When done, a student lead class
discussion will be held.

Stage 2 – Assessment Evidence

Performance Task(s):
“GRASPS”
 Goal – Your goal is to learn how to identify and understand the meaning of words and phrases that are
used within a text that expresses meaning and implications (connotations, figurative language) to that
develops tone in the writing.
 Role – You are the English Teacher.
 Audience – The target audience is 8th grade students.
 Situation – Students will read a text and identify words and word phrases such as adjectives, verbs,
metaphors, similes, positive and negative connotations, etc., to understand the type of tone the
author is implying in the text.
 Performance and Purpose – Students will create a list of words and word phrases to determine the
tone that the writer has set within the text.
 Standards for Success – Your work will judged by filling out a Self-Assessment Form to assist in
determining areas that excel in and areas that require further clarification and explaining.

Self-Assessments Other Evidence (assessments)

 Based on the class activities performed,
students will fill out a peer review form from
the teacher.
 Students will write a one page reflection
about what they learned, strong points in
the lesson and areas that need improvement
or clarification.
 A short test will be administered that will
consist of a short text with questions. The
student will have to locate words or phrases
that the writer uses to imply explicit or implicit
meaning and/or personality traits of the
characters.
 Exit Slip – Teacher will pass out a sticky note to
each student. Each student will write how they
felt or their confidence level about the lesson.

Stage 3 – Learning Plan

Learning Activities:

 Students will watch a video at home before the lesson.

 Initially, students will be assessed to see the number of students who know figurative language,
connotation and context clues.
 Students will read the Essential Question on the board and write their answers in their copybooks.
 Students will work with their peers in groups to share and collaborate ideas and discoveries from
different texts and authors.
 Students will be given homework to help them practice, recollect and rethink what was learned in
class. Students will choose favorite figurative language terms and unfamiliar vocabulary words.
 Students will be administered a short test to test their knowledge of figurative language at the
conclusion of the lesson.

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 will know where the lesson will lead to. Students will understand the importance of the
authoring’s purpose in using figurative language in a text. Flipped classroom – students will watch a
video at home on Analyzing an Author’s Use of Figurative Language.
 W- Students will be informed of why the lesson is being taught. Students will know the different forms
of Figurative Language and the reasons of using figurative language in writing.
 W- To know where the students are coming from, they will be initially assess of how much they know
of the content.
 H- Students will be hooked by discussing what they learned from the video they watched at home.
 H- Students will be held by having them come up and identify different forms of figurative language
and understand the meaning of the words being used in a text through context clues. Also, while in
class listen to a rap song created to help students remember the types of figurative languages authors
use.
 E- Students will be explore in the lesson during the performing Think-Pair-Share activities in class, and
comparing and discussing their answers to their classmates and sharing information with the class.
 Students will be equipped with literary work to collaborate in groups with their peers to identify and
discuss different figurative language used in the passage.
 R- Students will rethink what they learned in class and homework assigned. Their homework would
consist of a text to read and choose their favorite figurative language and 4 unfamiliar vocabulary
words used by the author in the text and share and compare them with their classmates. Students will
also be able to express and share any difficulties with the text, if any.
 E- Students will evaluate their own work together with one of their peer’s homework using a rubric.
Additionally, students will have a summative assessment in the form of a short test to know their level
of understanding of the lesson.

[The acronym WHERE stands for where the student is headed from the beginning to the end of the unit; hook
the student; explore the subject and equip the student; rethink work and ideas; and evaluate results.]

Day 1
Lesson Activities:
 During the weekend, the students will have watched a fun video.
 Students will be told of where the lesson goals will lead to.
 A simple assessment of a raise of hands along with a series of questions to gauge the students of their
knowledge of figurative language and technique of using context clues to vocabulary.
 The essential question will be written on the board for the students to read and write their ideas and
what they know in their copybooks.
[Briefly list (in bulleted or numbered form) what students will do during class to prepare them for the
outcomes you expect of them, assessments determining these outcomes, and guided learning activities]
Materials Needed:
 Internet and a computer at home to watch video
 Whiteboard
 Student copybook

Feedback Strategies
Students will receive timely and constructive feedback/comments from the teacher and from peers at
different times of the lesson using a differentiation of techniques. Feedback is to provide students with
information of what was done correct and incorrect, and where improvements can be made. According to
Wiggins (2012), a goal should be made so that when feedback is given or received, there is something
concrete to compare it to, in order to make the proper adjustments to reach the goal.

 Teacher and peer feedback through group work – Each student will receive an assigned task (time
keeper, scribe, and resource person). Groups will be given a text to read, collaborate, and discuss the
types of words and figurative language used by the writer. A sheet of questions will be provided for
the scribe to write down the group’s ideas and comments. Once the activity has been completed,
handout will be given consisting of two sheets to be filled out by each student. The first sheet of
questions will cover their own responsibility in the task and of how their peers carried out their task. It
will be used to rate and comment about their group peer members on their performance. The second
sheet will be pertaining to the lesson including questions to address their level of understanding of the
concepts of the lesson, if the essential question had been answered, and the objective of the lesson
had been met.
 Sticky notes – At the end of one of the lessons, students will read the essential question on the board.
Then, each student will receive a sticky note to write down the answer to the essential question of the
day. Once completed, the student will walk over to the bulletin board and stick their note around the
Essential Question displayed on the bulletin board. This will allow students to share and compare each
other’s comments and ideas about the lesson. This will also provide the teacher a way to see if any
adjustments that need to be made or clarifications that need to be addressed.
 Reflective writing – Students will be given 5 minutes at the end of each class to write a reflective entry
of what they learned, a comment or contribution made by their classmate, identify what they would
change in they could do it all over again to improve or reach their learning goal faster or more
efficient, Additionally, write about what they liked or disliked about the delivery of the lesson from the
teacher. The teacher will collect these at the end of the week to review and give feedback on their
learning.
 Resources

North Carolina Department of Public Instruction. (2012). Instructional support tools for

achieving new standards [PDF file]. https://files.nc.gov/ncdoa/asrc/documents/

10202014/Grade%208%20Unpacking.pdf

Groveport Madison Schools. (2018). 8th grade language arts pacing guide and unpacking

standards. [PDF file]. Retrieved from

http://gocruisers.org/Downloads/8th%20ELA4.pdf

Ballew, J. (2010). UbD Unit. [PDF file]. Retrieved form

http://Ballej.files.workpress.com/2010/12/ubd-jason-ballew-pdf4.pdf

Pennsylvania Department of Education. (n.d.). Secondary response to instruction and

intervention (RtII) tier 1 core instruction. [PDF file]. Retrieved from

http://static.pdesas.org/content/documents/Sec-RtII-Tier1.pdf

Ascd. (n.d.). Seven Keys to Effective Feedback. Retrieved May 24, 2019, from

http://www.ascd.org/publications/educational-

leadership/sept12/vol70/num01/Seven-Keys-to-Effective-Feedback.aspx