LessonPlanTitle:

IntendedGradeLevel:
YourName:
Pleaseanswerthefollowingquestionswithsufficientdetailsothatsomeoneelsecould
useyourlessonplaninaclassroom.Includeallrelatedmaterials(websiteURLs,
handouts,assessmenttoolsincludingtests/quizzesandscoringrubrics).Pleasereferto
theexamplelessonplanintheUnderstandingbyDesignBackwardDesignreadingby
Wiggins&McTighepostedinCanvas(ModuleforWeek4)foradditionalscaffolding.

Stage1:Whatarethedesiredresults?
A.EstablishedGoals:
Whatrelevantgoals(contentstandardsandlearningoutcomes)willthisdesignaddress?

Thisisareadingcheck.Iwanttoseethatstudentsaredoingthereading
forupcomingassignmentsthatwillbebasedonthisbookthattheyhave
chosen.
IndianaAcademicStandard
11.12.RL.1
Readavarietyofliteraturewithinarangeofcomplexityappropriate
forgrades11CCr.Bytheendofgrade11,interactwithtexts
proficientlyandindependentlyatthelowendoftherangeandwith
scaffoldingasneededfortextsatthehighendoftherange.Bytheend
ofgrade12,studentsinteractwithtextsproficientlyandindependently.
B.EssentialQuestions:
Whatprovocativequestionswillfosterinquiry,understandingandtransferoflearning?

ThequestionsIamfocusingonarewhoaretheimportantcharacters,
themes,plot,andtheprimaryprotagonist
C.Understandings:
Studentswillunderstandthat
Whatarethebigideas?
Whatspecificunderstandingsaboutthemaredesired?
Whatmisunderstandingsarepredictable?

Thebigideasofthisassignmentarethebonesoftheirbook.Iwant
studentstostartthinkingabouttheirbookasmorethanjustastory,

butaworkworthyofstudy,madeupofinterestingelementsthathave
asmuchmeritasclassicworksofliterature.Predictable
misunderstandingsarenotbeingabletoseeathemeatfirst.
Studentswillknow

Whatknowledgeandskillswillstudentsacquireasaresultofthislesson?

Studentswillknowwhattheirbookisabout,andhowtotalkaboutitin
ameaningfulway.
Studentswillbeableto
Whatshouldtheyeventuallybeabletodoasaresultofsuchknowledgeand
skills?
Theshouldbeabletoanalyzetheirbook,andpresenttheirfindingsinameaningful
way.Thisassignmentispracticeandaconfidencebuilderforlaterassignments.
WhentheyareworkingonthelateroralprojectandmoreindepthpapersIwantthem
torealizethattheyhavealreadydemonstratedtheabilitytodothis,andhopefullyit
wasaneasyprocess.

Stage2:Whatisyourassessmentevidence?
PerformanceTasks:
Throughwhatauthenticperformancetaskswillstudentsdemonstratethedesired
understandings?
Bywhatcriteriawillperformancesofunderstandingbejudged?(pleaseinclude
anyrubrics)
Bypresentinganonlinevideo,studentswilldemonstratethattheyunderstandthe
basicelementsoftheirnovel,andwillshowthattheycanspeakaboutthese
elementsinameaningfulway.
OtherEvidence:
Throughwhatotherevidence(e.g.quizzes,tests,academicprompts,observations,
homework,journals)willstudentsdemonstrateachievementofthedesiredresults?
Howwillstudentsreflectuponandselfassesstheirlearning?
Laterassignmentswillbuildoffofthisbasicassignment,andtakeittoamoreindepth,
andrigorousdirection.Bypresentingthisprojectearly,Icanseeifanystudentsare
havingtroublewiththisbasicrequirementforanalyzingliterature.

Stage3:Whatisyourspecificlearningplan?
Whatlearningexperiencesandinstructionwillenablestudentstoachievedesiredresults?
Usethisboxtoguideyourplanningoftheinstructionalsequence.Howwillthedesign:

WEnsurethestudentsknowwheretheunitisheadedandwhy
Studentswillhavealreadychosenanovelwiththeknowledgethattheyaregoingtohave
multipleassignmentsattachedtoit.Ihavealreadyinstructedthemaboutthenatureof
theseassignments,butwillgointomoredepthasweapproacheachrequirement.
HHookthestudentsinthebeginningandholdtheirattentionthroughout
Myideatohookthestudentswastouseavideoofmeportrayingachild.Imhoping
therewillbesomegoodnaturedribbingcomingmywayatournextmeeting.
EEquipstudentswithnecessaryexperiences,tools,knowledge,andknowhowtomeet
performancegoals
Studentswillhavealreadybeentoldtosetupayoutubechanneltosubmit
assignments.Ortheywillalreadyhavetheirown,andhaveselftaughtthemselvesto
useit.
RProvidestudentswithnumerousopportunitiestorethinkbigideas,reflecton
progress,andrevisetheirwork
Idontanticipatemanylowgrades,butifastudentsisunsatisfiedwiththeirwork
theywillbegivenachancetorevise.Also,theyknowtheyaregoingtoshowtheir
videostoclassandspeakabouttheirbooks.Thiswillbeanotheropportunityfornon
gradedassessment.
EBuildinopportunitiesforstudentstoevaluateprogressandselfreflect
Theirinformalpresentationtotheirclassmateswillhopefullygivethemanopportunityto
selfreflectandchecktheirprogress
TBetailoredtoreflectindividualtalents,interests,styles,andneeds
Fornontechystudents,Imadetherequirementsforthevideoasbasicaspossible,but
allowingforstudentstoaddthingsastheydesire.Thebookstheychosewerecompletely
theirchoicewithonlymyapprovalforappropriateness,andnecessarycomplexity,
required.Soitismyhopethattheywillchoosebooksthatspeaktotheirowninterest.
OBeorganizedtooptimizedeepunderstandingasopposedtosuperficialcoverage
Byaskingforsomebasicelements,buttellingthemthattheywillhavetoanswerstudent
questionsIhopethattheywillgivetheirassignmentsomeseriousthoughtsotheycangivesolid
answerstotheirpeers.

LearningActivities:
Whatarethespecificlearningactivities?Describethemhere:Thelearningactivitieswill
betheirownindependentreading,thecompletionoftheirvideo,andtheinclasstalk.

HowWillYourLessonPlanBeAssessed?HerestherubricDr.Gressickwilluseto
scoreyourplan:

Myrubricisincludedinthestudentpage,sohopefullyitwillbeeasyforthemtorefer
backto.
MeetsExpectation Partially
NoEvidenceofthis.
FullyDemonstrated Demonstrated
Stage1:DesiredResults
EstablishedGoals,
Understandings,
EssentialQuestions

Goals,
understandings,and
essentialquestions
areclearlystated,
appropriate
standardsare
included
Stage2:AssessmentEvidence
PerformanceTasks Performancetasks
&OtherEvidence
andotherevidence
areclearly
articulatedandmap
effectivelytothe
indicated
understandings.
Opportunitiesfor
studentself
reflectionare
included
Stage3:LearningPlan
LearningActivities Alllearning
activitiesare
describedindetail,
includingreferences
toresources.The
readerwouldbe
abletoeasilycarry
outtheplan.

Somegeneralgoals,
understandings,and
essentialquestions
arestated,however,
additional
elaborationis
needed

Goals,
understandingsand
essentialquestions
arenotarticulated.

Performancetasks
arearticulated,
however,
connectionsto
indicated
understandingsis
notclear.Fewother
assessmentsources
aredescribed.

Performancetasks
arenotpresentand
noothersourcesof
evidenceare
included.

Learningactivities
Learningactivities
aresomewhat
arenotpresented.
unclearand/or
discussedingeneral
termsthatprovide
onlyapartial
understandingof
learningactivities.