Lawrence Donohue 

EDUC 403 

UbD Template 2.0 

Stage 1 Desired Results 

ESTABLISHED GOALS Transfer 

 
Students will be able to independently use 
 
their learning to…  
EngageNY Standard 
 
RL.9-10.1: Cite 
T1 Make meaning from poetry by identifying 
strong and thorough 
central ideas and understanding how these 
evidence to support 
ideas develop and interact throughout 
analysis of what the 
individual texts as well as throughout a series 
text says explicitly as 
of related texts. 
well as inferences 
drawn from the text. 
  Meaning 
EngageNY Standard  UNDERSTANDINGS   ESSENTIAL 
RL.9-10.2: Determine 
Students will  QUESTIONS  
one or more themes  understand that…   
or central ideas in a    Q1 What is this text 
text and analyze its  U1 Authors make  about? What is the 
development,  intentional choices  author trying to say? 
including how it 
within the structure  How can I figure out 
emerges and is  of their texts to  the central ideas of 
shaped and refined  create meaning and  this text? 
by specific details;  “explore enduring   
objectively and  human themes  Q2 “How do people, 
accurately 
transferable across  events, and ideas 
summarize a text.  time and place”  develop within the 
 
(McTighe & Wiggins,  text” (McTighe & 
EngageNY Standard  2012).  Wiggins, 2012), and 
RL.9-10.3: Analyze    how do they interact? 
how and why  U2 “Effective readers   
individuals, events,  use appropriate  Q3 How do an 
and ideas develop 
strategies (as needed)  author’s choices 
and interact over the  to construct meaning  contribute to a text’s 
course of a text.  from texts” (McTighe  meaning? 
  & Wiggins, 2012).   
 
 EngageNY Standard  U3 “Readers support  Q4 How might 
RL.9-10.5: In literary  their conclusions  different texts 
texts, consider how  (inferences and  develop similar 
varied aspects of  interpretations) by  central ideas in 
structure create  citing appropriate  different ways? 
meaning and affect  details within the 
the reader.  text” (McTighe & 
  Wiggins, 2012). 
EngageNY Practice 
Standard E5: They 
Acquisition 
value evidence. 
  Students will know…   Students will be 
EngageNY Practice    skilled at…  
Standard E2: They  K1 The definition of   
build strong content  central idea and how  S1 Identifying central 
knowledge.  central ideas develop  ideas of a text or 
  throughout a text.  texts. 
   
K2 How events, ideas,  S2 Analyzing how 
and individuals  central ideas and 
interact and develop  other other elements 
within a text  of texts (such as 
  characters) interact 
K3 How similar  and develop 
central ideas can  throughout a single 
develop differently  text as well as 
across different texts  throughout multiple 
  related texts. 
K4 How author’s   
choices and aspects of  S3 Using evidence 
structure affect  from a text or texts 
meaning  to support an analysis 
  of inferences and 
what a text says 
explicitly. 

Stage 2 - Evidence 
Checks for  Evaluative Criteria  Assessment Evidence 
Alignment 
    PERFORMANCE TASK(S):  
     
  Identifying a central  Identify a central idea common to the three 
T1, U2, U3, Q1, Q2,  idea  poems we have read during this unit: 
Q4, K1, K2, K3, S1,    Marlowe’s “The Passionate Shepherd to His 
S2, S3  Analyzing the  Love,” Raleigh’s “The Nymph’s Reply to the 
  development of a  Shepherd,” and Williams’s “Raleigh Was 
  central idea within  Right.” Write a formal essay in which you 
and across texts  answer the following question: “How does a 
  shared central idea develop over the course 
Analyzing how the  of the three poems from this unit?” 
structure (e.g. point  (EngageNY, 2015). Use evidence from the 
of view) of a text  three texts to support your analysis. 
affects meaning 
 
Supporting an 
analysis with 
evidence from the 
texts 
 
 
 
 
  <type here>  OTHER EVIDENCE:  
   
  Ongoing: Graphic organizers in which 
U1, U2, U3, Q1, Q2,  students identify a central idea of a text and 
Q3, K1, K2, K4, S1,  explain how it is introduced and developed 
S2, S3  through the author’s choices and interactions 
  of textual elements (Marlowe’s “The 
  Passionate Shepherd to His Love,” Raleigh’s 
  “The Nymph’s Reply to the Shepherd,” and 
  Williams’s “Raleigh Was Right”).  
   
   
  Ongoing: Small group and whole-class 
  discussions on the structure, textual 
U1, U2, U3, Q1, Q3,  elements, and word choice of Marlowe’s 
K2, K4, S2, S3  “The Passionate Shepherd to His Love,” 
  Raleigh’s “The Nymph’s Reply to the 
  Shepherd,” and Williams’s “Raleigh Was 
  Right” and their effects on the poems’ 
  meaning (EngageNY, 2015)  
   
   
  Graphic organizer in which students track the 
U2, Q1, Q2, Q4, K1,  development of a common central idea 
K2, K3, S1, S3  throughout three related poems: Marlowe’s 
  “The Passionate Shepherd to His Love,” 
  Raleigh’s “The Nymph’s Reply to the 
  Shepherd,” and Williams’s “Raleigh Was 
  Right.” 
   
   
  Quick Write: “Analyze the cumulative impact 
U1, U2, Q3, K2, K4  of Raleigh's word choices on the meaning and 
  tone of the poem” (EngageNY, 2015). 
   
   
  Quick Write: “How does Raleigh represent an 
  element of Marlowe’s poem?” (EngageNY, 
U3, S3, Q4, K3  2015). 
   
   
  Class discussion: “How does a shared central 
idea develop over the course of the three 
U1, U3, Q1, Q2, Q3,  poems from this unit? How does each poet 
Q4, K1, K2, K3, K4,  introduce and develop a central idea?” 
S1, S2, S3  (EngageNY, 2015). 
 

Stage 3 – Learning Plan 

  Summary of Key Learning Events and Instruction 
   
U2  Introduce students to Marlowe’s “The Passionate Shepherd to His 
  Love” and the genre of pastoral poetry. Have students read “The 
  Passionate Shepherd to His Love.” Provide students with a guide to 
  annotating poetry (EngageNY, 2015). 
   
U1, U2, U3, Q1, Q3,  Students will engage in small group discussions on the structure, 
K2, K4, S2, S3  textual elements, and word choice of “The Passionate Shepherd to 
  His Love” (EngageNY, 2015). 
   
U1, U2, U3, Q1, Q2,  Introduce students to the concept of central idea. Students will 
Q3, K1, K2, K4, S1,  then begin completing a graphic organizer in which they will 
S2, S3  identify the central idea of “The Passionate Shepherd to His Love” 
  and how Marlowe introduces the central idea.  
   
  Introduce the students to poetry-specific vocabulary (e.g. stanza, 
U1, U2, U3, Q1, Q3,  couplet, rhyme scheme), and conduct a class discussion on the 
K2, K4, S2, S3, K1,  effects of the author’s structural choices on the tone of the poem 
S1  (EngageNY, 2015). Students will continue the graphic organizer and 
  discuss how structure and other authorial choices work to develop 
  the central idea within “The Passionate Shepherd to His Love.” 
   
  Introduce students to Raleigh’s “The Nymph’s Reply to the 
U1, U2, U3, Q1, Q3,  Shepherd.” Have students read and annotate “The Nymph’s Reply 
K2, K4, S2, S3  to the Shepherd” (EngageNY, 2015). Students will engage in small 
  group and whole-class discussions on the structure, word choice, 
  and other elements of “The Nymph’s Reply to the Shepherd” as well 
  as its relationship to “The Passionate Shepherd to His Love” 
  (EngageNY, 2015). 
   
   
U1, U2, Q3, K2, K4  Quick Write: “Analyze the cumulative impact of Raleigh's word 
  choices on the meaning and tone of the poem” (EngageNY, 2015). 
   
   
   Students will engage in small group work in which they will reread 
U1, U2, U3, Q1, Q3,  “The Passionate Shepherd to His Love” and “The Nymph’s Reply to 
K2, K4, S2, S3, K1,  the Shepherd” and discuss the poems’ structures and authors’ 
S1  choices and how these have different effects on the poems’ 
  meanings and the development of the central idea (EngageNY, 
  2015). Students will continue the central idea development graphic 
  organizer for “The Nymph’s Reply to the Shepherd.” 
   
    
U3, S3, Q4, K3  Quick Write: “How does Raleigh represent an element of Marlowe’s 
  poem?” (EngageNY, 2015). 
   
  Introduce students to Williams’s “Raleigh Was Right.” Have 
U1, U2, U3, Q1, Q3,  students read “Raleigh Was Right” (EngageNY, 2015).Students will 
K2, K4, S2, S3, K1,  then engage in small group and whole-class discussions on the 
S1  structure, word choice, central idea development, and other 
  elements of “Raleigh Was Right” as well as its relationship to “The 
  Passionate Shepherd to His Love” and “The Nymph’s Reply to the 
  Shepherd” (EngageNY, 2015). Students will continue the central 
  idea development graphic organizer for “Raleigh Was Right.” 
   
   
U1, U2, U3, Q1, Q3,  Students will participate in a class discussion: “How does a shared 
K2, K4, S2, S3, Q2,  central idea develop over the course of the three poems from this 
Q4, K1, K3, S1, S3  unit? How does each poet introduce and develop a central idea?” 
  (EngageNY, 2015). Students will complete a graphic organizer 
  showing this development of the central idea across the three 
  poems. 
   
  Essay: Identify a central idea common to the three poems we have 
  read during this unit: Marlowe’s “The Passionate Shepherd to His 
T1, U2, U3, Q1, Q2,  Love,” Raleigh’s “The Nymph’s Reply to the Shepherd,” and 
Q4, K1, K2, K3, S1,  Williams’s “Raleigh Was Right.” Write a formal essay in which you 
S2, S3  answer the following question: “How does a shared central idea 
  develop over the course of the three poems from this unit?” 
  (EngageNY, 2015). Use evidence from the three texts to support 
  your analysis.