Understanding by Design Lesson Plan

1. Understanding by Design Lesson Plan
Subject Level: English 4
Title: Education for Life
No. of Meetings: 5 days
Topics: Taking down notes, word analysis, structuring dialogues and performing a play
Established Goals Understanding
At the end of the week unit the Essential understandings Transfer
learners will be able to:
Students will understand that… The student, in the long term and on his/her
G. 1 own will be able to…
Assess the effectiveness of 1. Every speaker has a strong purpose. 1. Write and perform a short play with
listening strategies employed 2. A word, phrase or sentence can reflect correct grammar intonation and feelings.
considering text types, the the culture, personality and background 2. Communicate confidently to convey
listening task and purpose for of the speaker. his/her ideas with correct delivery,
listening to be able to produce 3. Reading is a way to understand each projection and gestures.
an effective play-acting. other or people of other races or ethnicity. 3. Engage in creative and purposeful
projects.
G. 2 Essential Questions
Develop strategies for coping 1. Why do you want to learn?
with unknown words and 2. How do you want to learn?
ambiguous sentence structures 3. Do you believe that people live what they learn? Why? Why not?
and discourse for organizing Knowledge and Skills
dialogues. Students will know how to: Students will be skilled at:
1. Analyze words and sentences 1. Understanding and analyzing unknown
2. Relate written text to real life words or sentence structures
3. Use the concepts of listening strategies 2. Listening attentively to what is spoken
4. Value teamwork and team effort 3. Writing dialogues
4. Identifying the speaker’s tone, attitude
and purpose.
6. Voicing out his/her opinions and
emotions about a text.

2. Stage 1 Alignment Evaluative Criteria Assessment Evidence
To obtain evidence of… Where performance is judged in terms Students will need to show their learning by…
of…
Analytic Rubrics: Performance Task(s):
Content / Ideas Drama/Role Playing
Acting Skill G - D – Dynamics of the group. Everyone must
Fluency participate. No one must be left out in the team.
Volume and Quality of Voice R - R – Reveal the creativity in every student.
Group Dynamics A - A – Acting prowess must be displayed.
Costume and Props S - M – Must show effort and hard work.
P - A – Ability to capture audience interest.
S – S – Sensational performance and delivery.
Other Evidences:
Recitation
Enrichment Activity
Self Check Questions
Summary of Key Learning Events and Instruction
Day 1: Note Taking (Hook)
1. Introduce the essential questions.
2. Allow the students to answer according to their own experiences. Don’t correct their answers.
3. Inform them about the output which would be producing a drama or play and present to them the criteria on how their
performance will be graded.
4. Present a listening text, The Analects by Confucius, to the students and let them answer the questions which will be
helpful in checking their note taking, vocabulary and comprehension skills.
5. Give the students an assigned reading text to be discussed next meeting.

3. Day 1: Listening Text Questions (The Analects by Confucius)
1. How did the author begin his topic?
2. Who, do you think, are his specific target readers? Explain.
3. According to Confucius "Learning without thought is a snare: thought without learning is a danger." Do you agree
with him? Why?
4. Give illustrations to the truth of the statement: "The man of wisdom does not vacillate; the man of natural goodness
does not fret; the man of valor does not fear."
5. Comment on the author's view that the maxim of charity is ought to be acted upon throughout one's life. Support
your answer.
6. Think about Confucius' views on the qualities of a noble man. Which of these do you believe most exemplify an
educated or learned man? A thinking man? Which of his arguments are still relevant today?
7. What do you think is the author's purpose in his essay?
8. What generalization or basic truth in life or human experience is expressed in the essay?
9. How does the title help contribute to the clarification of this truth about life?
Day 2: Word/Sentences/Discourse Analysis (Make meaning)
1. Instruct students to underline the unfamiliar words in the assigned reading text, “A Tell Tale Heart” by Edgar Allan Poe.
2. Unlock the meaning of the following words in the story by using word analysis.
3. Ask the students to do a brief reaction paper to the story to be passed on the next meeting.
Unfamiliar Word Word or Sentence Analysis (Root word + Affixes) or Meaning
Context Clues from the discourse can be used
hearken
cautiously
profound
motionless
dissemble
tolerable
gesticulations
audacity
concealment
unperceived

4. Day 3: Writing a Short Play (Make meaning)
1. After collecting their homework, assign a random grouping for the students and give each group a title which they will
work on in writing their short play.
2. Give them refresher tips for writing and time to brainstorm.
3. Check their progress.
Day 4: Performance Task Making
1. Using the short play their group created on the previous meeting; let the group practice the play for whole period.
2. If other groups haven’t finished writing their play let them finish up and then join the rehearsals.
3. Remind students about teamwork and the criteria before dismissing them.
Day 5:
Presentation of Performance Task
(Please scroll down to see next page for rubrics)

5. Analytic Rubrics:
Criteria 5pts. 3pts. 2pts.
Content / Ideas Not all ideas make sense.
All ideas make sense. Stays All ideas make sense. Stays
Some parts go off the track.
on track. Includes many on track. Includes some
Does not have interesting
interesting details. interesting details.
details.
Acting Skill Feelings and ideas are
Feelings and ideas were not
expressed in interesting Feelings and ideas are
properly expressed. It lacked
ways. Various emotions and expressed. Emotions were
strong emotions where it
strong acting prowess were strongly expressed.
was needed most.
displayed.
Fluency / Organization Strong beginning and Strong beginning and most
Weak beginning. Few
sentences are tied together. sentences are tied together.
sentences tie together.
Details are presented in Details are somewhat
Details are mixed-up or not
order. Presentation begins presented in order.
in order. Many sentences
with different words some Presentation begins with
begin with the same words.
sentences are short and different words. Some
Most of the sentences are
some are longer and sentences are short and
short. Few words are used.
complex. Many power some are long. Some power
words were used. words were used.
Volume and Quality of Voices were not loud
Voices were clearly heard Voices were clearly heard
Voice enough to be heard by the
and all the words were most were properly
whole class. Some words
enunciated properly with pronounced with correct
were properly stressed and
correct stress and pauses. stress and pauses.
pronounced.
Group Dynamics All members were able to
Most members were able to Few members were able to
contribute ideas and
contribute ideas and contribute ideas and few
organized the final output
organized the final output. organized the final output.
together.
Costume and Props The costumes were very The costumes were
creative. The props were significant to the setting of No costumes were used.
very realistic and add color the story. The Props are Props were not used.
to the performance. appropriate.

6. Prepared by: Ma. Cristina D. Panganoran
Course and Year: BSE – 3
Clearance Number: 321
Submission Date: Oct. 17, 2011