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T & L Lesson Plan Understanding by Design (UbD) Template

(Adapted with permission from Understanding by Design Professional Development Workbook (p. 31), by J. McTighe and G. Wiggins, 2004, Alexandria, VA: Association for Supervision and Curriculum Development. Copyright 2004 by ASCD). All rights reserved.

Descriptive Data_________________________________________________________ Teacher: Britney Jo Block Lesson Topic: Interactive Read Aloud Grade Level: 2nd grade Teaching Date(s): November 26, 2013 Stage 1 Desired Results__________________________________________________ Content Standards/Goals: Understandings: Students will understand that . . . Good readers are able to follow story events and understand the plot Good readers make predictions about the text Good readers think about the characters (development, changes, actions and consequences) Good readers use graphics or illustrations to gain meaning or information Good readers respond to the story appropriately

Essential Questions: What is going on in the story? Why did the young boy write a story on how to babysit his Grandpa? What are some things we learned from this? Who is really babysitting who in this story? What are some things we learned how to do when babysitting your Grandpas? Knowledge: Skills: Students will be able to think along and activate comprehension strategies including, schema, making connections both text-to-self, and text-to-text, predicting and questioning. Students will think about characters actions and consequences. Students will understand that the story is about a Grandfather babysitting his Grandson but it is written in the eyes of the Grandson Stage 2 Assessment Evidence_____________________________________________ Performance Tasks:

Since this is an interactive read aloud, the teacher will read the story to the students. However, students are expected to think along, making connections, and engaging in small group discussions throughout the read aloud experience.

Other Evidence: Anecdotal observations and recordings relative to students interactions with the story. Pay close attention to student understanding related to literary elements and comprehension strategies (schema, inferring, questioning, etc) Evaluative Criteria: Use of rubrics or evaluation standards. This is an opportunity for informal assessment. However, if students are asked to respond in their reading notebooks, student samples could serve as an assessment of student connection and understanding.

Stage 3 Learning Plan___________________________________________________ Preparation Prior to Teaching Pre-Assessment: Using the Literacy Box idea will help students to predict how items connect to the story. Their ideas are evidence they are thinking and preparing for the interactive read aloud. Differentiated Instruction: The book chosen for an interactive read aloud is appropriate for all children (no matter the grade level). However, if there are ELL students, more attention to frontloading vocabulary before or after reading would be appropriate. Accommodations: This read aloud is interactive, so listeners will be naturally engaged, however, asking students to choose a smart spot on the carpet before beginning may prevent issues, also PROXIMITY is a must for students who are challenged to attend while on the carpet. Technology: Visit the website connected to the story Extensions & Enrichment: Students could respond in their reading notebooks (write their own How to books, relate to a character, share their favorite part) Students will use their personal stories as a writing idea for Writers Workshop.

Sources: Procedure for Teaching Materials Needed: Literacy Box full of items linked to story How to Babysit a Grandpa by Jean Reagan

Readers Notebooks Post-its Show items in Literacy Box and have students predict. What do you think the book I brought is going to be about after looking at everything in my reading mystery box? Students share predictions. Show cover of book. Are you ready to see the title of the book? Here it is How to Babysit a Grandpa! So now that you know the titlewould you like to make any changes to your predictions? Allow time for students to share their ideas. Those are great ideas! Now lets get started and see if our predictions were correct!.

DURING READING Well, lets get started and see what happens. Think along while I read because I will be stopping here and there for you to have a chance to discuss your ideas, connections and predictions with each other. Begin reading. Look at this Title.Do you really think that the little boy is babysitting his Grandpa? 1st post-it: Has anyone ever read a How to book? What does it mean? (Vocabulary and text to self connection) 2nd post-it: Now here is where he starts giving his How to tips? (Vocabulary) 3rd posit-it: Why is the text so much bigger here? (Questioning) 4th post-it: Why is he putting sunscreen on the top of his head?(Questioning) 5th post-it: Does anyone know what a Kazoo sounds like?(Questioning) 6th pos-it: What do you think they will do next? (Predicting) 7th post-it: Does anyone know how On top of old smokey goes (Text to self and Questioning) 8th post-it- What does he mean when he says,(check how to stay quiet)?(Questioning) AFTER READING So, what do you think? Wait for students to share their thoughts about the text. I predict they will say that they liked it, that it was funny, etc. Follow up questions and comments are a result of student responses. So, what kinds of things did Jean Reagan do as an author to make this different from other stories?? Do you think it would be neat to make your own How To story? Its something to brainstorm about! NOTE: I could use the extension activities here: Students respond in their readers notebooks and make their How To stories

Reflection following Teaching All teachers reflect on their practice. Prompts: