Understanding by Design (UbD) Lesson Plan

Classroom Teacher: __Lisa Kahue___________ Grade (K-12)/Developmental Level: _______5th___________

Date Lesson Will Be Taught: _____April 17, 2014____ Lesson Subject Area: _________Language Arts__________
Lesson Topic: _____Three Little Pigs_________ Preservice Teacher: _Charlette Encomienda________
Classroom Teacher: __Lisa Kahue___________ Grade (K-12)/Developmental Level: _______5th___________
Date Lesson Will Be Taught: _____April 17, 2014____ Lesson Subject Area: _________Language Arts__________
Lesson Topic: _____Three Little Pigs_________ Preservice Teacher: _Charlette Encomienda________
Stage 1- Desired Results Stage 1- Desired Results
Established Goals/Big Ideas (Include):
What are the big picture concepts, conceptual anchors, and connections?
- Identify the comparisons and contrasts of two variations of a story.
Established Goals/Big Ideas (Include):
What are the big picture concepts, conceptual anchors, and connections?
- Identify the comparisons and contrasts of two variations of a story.
Common Core Standards:
Language Arts:
5.RI.6 - Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view
they represent.
5.RL. 3 - Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specic details in
the text (e.g., how characters interact).
Common Core Standards:
Language Arts:
5.RI.6 - Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view
they represent.
5.RL. 3 - Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specic details in
the text (e.g., how characters interact).
Understandings:
Students will understand that..

Comparing and contrasting two different stories help with

comprehension by having them focus to the details.
Essential Questions:
What questions highlight the big ideas?

How do I use compare and contrast to better understand what I

read and write?
Content Acquisition (Objectives):
Student will know.

the vocab terms: compare, contrast, similarities, differences,

Venn digram
Skill Acquisition (Objectives):
Student will be able to

Listen and comprehend to two variations of the Three Little Pigs.

Compare and identify the similarities of the two stories by

analyzing the character, events, setting, and details.

Contrast and identify the differences of the two stories by

analyzing the character, events, setting, and details.

Work in groups to analyze the two stories.

Stage 2- Assessment Evidence Stage 2- Assessment Evidence
Performance Tasks:
What tasks will students be able to do to demonstrate understanding?

As a group, students will create a Venn Diagram of the similarities

and differences between the two stories.
Other Evidence:
What other things can students do to show what they know?

Participate in class discussion about comparing and contrasting.

Participate in class discussion about the Three Little Pigs stories.

Self-Assessments:
What ways can students check understandings to set future goals?

Each student will be responsible for contributing their ideas to

their group. Students will be able to self-assess and check
understandings by seeing how much or how little they contributed
to their assigned group.
Reflections:
What did you identify during self-evaluation?
Stage 3 Learning Plan Stage 3 Learning Plan
Learning Activities:
What will the students do during the lesson so that they achieve the stated goals? How will you guide the students? What resources are needed?
Introduction
- Go over the compare and contrast standard that we will be focusing on for this lesson.
- Review the definitions of the following: Compare, Contrast
- Ask students if they have heard of the The Little Pigs. Let them know that we are going to take a look at two variations of the story: the
original and the wolfs point of view.
- Have students bring out a sheet of paper and a highlighter. They will be taking notes about the two stories and/or highlight any important
information of the original Three Little Pigs on their own hard copy.
- Read the original Three Little Pigs as a class. Ask questions about the story to check for understanding. While we are reading the story,
recreate the important details of the story with pictures/cut outs of the three pigs, wolf, and the houses to help visual learners.
- Show them a video of the wolfs point of view to the story. Ask questions about the story to check for understanding.
- Set ground rules:
1. When working with groups, everyone must contribute and participate.
2. You must compromise with one another.
3. Speak loud enough for your group members to hear you but soft enough so that other groups wont hear you. You dont want other
groups to steal your ideas!
During
- Students will be put into heterosexual groups.
- As a group, students will create a Venn diagram of the two stories.
- Students will focus on the similarities of the stories first. We will come together as a group and fill in a class Venn diagram.
- Once we are finished with the comparisons, students will go back to their groups and discuss the differences between the two stories. We
will come together as a whole class and fill in the Venn diagram.
Closing
- Go over compare and contrast once more.
- Pose questions: How did comparing and contrasting the two stories help you with comprehending the story?
Resources used in lesson:
- The two Three Little Pigs stories, Venn diagram for each student, pencil, overhead projector, laptop, drawings of: pigs, wolf,
houses.
Learning Activities:
What will the students do during the lesson so that they achieve the stated goals? How will you guide the students? What resources are needed?
Introduction
- Go over the compare and contrast standard that we will be focusing on for this lesson.
- Review the definitions of the following: Compare, Contrast
- Ask students if they have heard of the The Little Pigs. Let them know that we are going to take a look at two variations of the story: the
original and the wolfs point of view.
- Have students bring out a sheet of paper and a highlighter. They will be taking notes about the two stories and/or highlight any important
information of the original Three Little Pigs on their own hard copy.
- Read the original Three Little Pigs as a class. Ask questions about the story to check for understanding. While we are reading the story,
recreate the important details of the story with pictures/cut outs of the three pigs, wolf, and the houses to help visual learners.
- Show them a video of the wolfs point of view to the story. Ask questions about the story to check for understanding.
- Set ground rules:
1. When working with groups, everyone must contribute and participate.
2. You must compromise with one another.
3. Speak loud enough for your group members to hear you but soft enough so that other groups wont hear you. You dont want other
groups to steal your ideas!
During
- Students will be put into heterosexual groups.
- As a group, students will create a Venn diagram of the two stories.
- Students will focus on the similarities of the stories first. We will come together as a group and fill in a class Venn diagram.
- Once we are finished with the comparisons, students will go back to their groups and discuss the differences between the two stories. We
will come together as a whole class and fill in the Venn diagram.
Closing
- Go over compare and contrast once more.
- Pose questions: How did comparing and contrasting the two stories help you with comprehending the story?
Resources used in lesson:
- The two Three Little Pigs stories, Venn diagram for each student, pencil, overhead projector, laptop, drawings of: pigs, wolf,
houses.
Acknowledged: ________________________________________ Date: ___________ Grade (if applicable): _________
(Course instructor, university supervisor, and/or cooperating teacher)
Acknowledged: ________________________________________ Date: ___________ Grade (if applicable): _________
(Course instructor, university supervisor, and/or cooperating teacher)