Understanding by Design Template

      with      
questions

Stage 1 - Desired Outcome

Established           G
Goals:
* What relevant goals (e.g. content standards, course or program objective, learning outcomes) will this design
address?
North Carolina Common Core Standards
RL 6.1: Students will cite evidence from the text to support analysis from it explicitly, including the drawn textual
inferences as well.
RL. 6.2: Students will identify themes in the text and the manner in which details are conveyed as well as
summarizing the text without referring to their own perspective and judgment.
RL. 6.3: Explain how the story and plot in Holes unravels across different episodes and the manner in which the
character react or change with the plot’s progress to a solution.
RL.6.4: Students will make a determination of the words and phrases as they are used and their meaning as well as
create an analysis of the effect that certain words have on meaning and tone.
RL. 6.6: Students are expected to describe the development of the author’s opinion regarding the text’s narrator or
speaker.
RL.6.9: Student’s will make a comparison and contrast of the text’s various forms or genres with regards to the
approaches incorporated in similar themes and topics within it.
 
Understan   U Essential Q
dings: Questions:
Students   * What provocative questions will foster inquiry, understanding, and transfer of
will learning?
understand What are some of the vocabularies in this reading?
that… What other words do you know related to these vocabularies?
What are   What is the effectiveness of these vocabularies in brining meaning to the reading?
the big Which words make things eerie?
ideas? From the vocabularies used, which character is leading?
How is literature essential to your learning needs?
Students will understand that….
The big ideas
The author Gaiman uses allusions to convey the theme and purpose
● Allusions are instrumental in conveying themes and literary
purposes in the graveyard
● The author uses words to manipulate the mood of the readers

*What specific understandings about them are desired?

● Knowledge of using and analyzing allusions used by Gyaman

● What is the significance of the names of the character?
● What are the unique elements of this genre and how do they uniquely combine?
● How do the images in the book connect to the text?
● How do the characters differ or relate to mythology or folklore?
● How does Gaiman invert the notion that graveyards are dangerous and scary
and the living world is safe?
● What are the unusual circumstances that Boyd grows?
● Ability to identify the theme and purpose of Gaiman
● Analysis of allusions in concisely developed sentences and paragraphs
 ● Identification of the literary purposes and using textual evidence to support the
analysi
● * What misunderstandings are predictable?
● Poor literary hypothesis of characters in the reading
● Misconstrued understanding of the diction and imagery
● Lack of understanding the diction and dialogue from the reading
* What
specific
understand
ings about
them are
desired?
* What
misunderst
andings are
predictable
?
       
Students K Students S
will know . . will be able
. to
* What key Students will be able:
knowledge What key knowledge and skills will students acquire as a result of this unit?
and skills ● To learn how the major episodes make a cohesive novel
will ● Consider whether the graphic illustration elements contribute or reinforce understanding of the
students novel
acquire as a ● Reflect on the importance of the names of the characters. Do you see any significance of
result of this naming to the central theme of the reading? Do the names have any connection to the
unit? vocabularies used?
● Explain how the concept of boundaries relate to the novel
● Analyze the authors dialect and use of archaic language
* What should they eventually be able to do as a result of such knowledge and skill?
The students should be able to:
● write outlines of the chapters of the reading
● Research analyze allusions
● Stimulate mood by analyzing diction and Grammar
● Analyze the characterization; inference, diction, imagery, dialogue
● Should be able to incorporate the literary devices into other forms of writing like poetrty
● Inhabit the character’s life along different episodes in the reading
               

Stage 2 - Assessment Evidence

Performan   T Other OE
ce Tasks: Evidence: 
* Through Assessment evidence
what
authentic * Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework
performanc and journals) will students demonstrate achievement of the desired results?
e tasks will ● Discussion prompts: The discussion prompts would be based on key themes in the story. The
students following themes should be discussed in class, along with the prompts mentioned alongside:
demonstrate 1. The issue of bullying in children.
the desired  From ‘The Graveyard’, who all can be called a bully? Did they do the right thing, and
understandi if no, why?
ngs?  What causes children to bully other children?
 How to stop bullying in children? Does it continue into adulthood as well?
2. The issue of creating imaginary friends and characters as a sign of loneliness during
childhood.
  From ‘The Graveyard’, can the adoption of the protagonist by ghosts be compared to
the creation of imaginary friends?
 What causes children to create imaginary friends in their childhood?
 What are the major effects of the creation of imaginary friends?
3. The issue of ethics and morality in making choices between vengeance and forgiveness.
 Are there ethical dilemmas in the story? Does the protagonist do the right thing
according to you by ‘arranging’ a plot to kill the villain?
 Did the protagonist have a choice to forgive the villain? What would you have done
in his situation?
4. The development of themes in the story from the point of view of the understanding of
writing and story-lining.
 What devices and sub-themes does the author use to narrate the story?
 Does the author make a lasting impression on the reader? What would you have done
to end the story differently?
● Quizzes: A combination of objective and subjective quizzes would be used to test the
understanding of the students. The objective quiz would focus on the knowledge of literary
devices and themes in the story, and would ask event and character-based questions to test it.
The subjective quiz would test the students on the understanding and appreciation of the
knowledge of writing. They would be asked to imagine and analyze in this section. Both
quizzes would be short in nature.
● Flashcards: the use of innovative techniques such as flashcards and prompters can enhance
the understanding of the ethical dilemmas in a person’s mind. While enacting the scenes where
the ethical dilemmas present themselves, and asking the students to take on the roles of
different characters, the moral issues in the narrative can be brought to light and discussed
upon by the class.
● Tests: The tests would draw on the pattern of the quizzes (i.e. objective tests for gaining
knowledge on the expression used and subjective tests for understanding how to become better
writers of English), but they will be slightly lengthy in nature. The subjective tests could be
administered in the form of short essays or long essays.
● Poems: the students would be encouraged to read up poems in contemporary literature which
have similar themes as the ones explored in ‘The Graveyard’.
● Journals of specific characters in the reading: Students would be divided into groups of
five, and each group would be assigned characters at the start of the Lesson 1. As the days
progress, the group is expected to discuss and write a journal for the character’s diary entry (1
page per lesson). The group is then expected to discuss the diary entry at the end of the course.
● Composing movie posters: Each group of five students assigned above for the journal would
also prepare a movie poster at the end of the course, with the expectation that the poster would
be used for depicting a TV series similar to ‘The chilling adventures of Sabrina’.
* By what * How will students reflect upon on self-assess their learning?
criteria will ● Students will need to explain the archaic words used by some characters
performanc ● Students will reflect on mastery of literary devices used in the novel
es of ● Students will identify major themes and be able to understand related works to the novel
understandi ● Students will conduct investigative research
ng be ● Students will list all the allusions in the book and write essays on select few
judged? ● Students will write summaries of the reading

3 - Learning Plan

Learning           ● Students will fill

Activities: in prompts
prepared by the
instructor.
● Explain the
portrayal of death
in the book.
● Explain the role of
community in
raising children.
 ● Outline heroes in
the book
What learning experiences and instruction will enable students to achieve the desired results?
  How will          
the design
W = Help the students know Where the unit is going and What is expected? Help the teacher know Where the students
are coming from (prior knowledge, interests)?
● Ask the students to volunteer their experience and understanding of the reading
● As students to list the characters they like/ dislike
● Ask students questions about the reading and provide constructive feedback based on specific answers
H = Hook      If you were to develop an animation for this reading, how would
all students, you map the characters?
and Hold  Which character would have the most roles, and why?
their  What do you think was the central challenge for the characters?
interest?  What is the sequence of changes of characters over time, and
what would you change?
 Can you expand the symbols, themes, and the motifs in the
reading?

E = Equip students, help them Experience the key ideas and Explore the issue?
● Organize students in groups to discuss the characters and answer specific questions
● Provide students with flashcards with key ideas to guide discussions
R = Provide opportunities to Rethink and Revise their understandings and work?
● Assign students short essays on the reading
● Students to perform peer review on each other’s short essays
● Provide students opportunities to implement feedback from peer review
E = Allow   ● Pair up in groups and review each other’s assignments suggesting appropriate
students to changes
Evaluate ● Considering your partner’s assignment, what marks would you assign for the
their work work done?
and its
implications
?
T = be Tailored (personalized) to the different needs, interests, and abilities of learners?
● Personalized assignments for further learning reinforcement
O = Be Organized to maximize initial and sustained engagement as well as effective learning?
● Outline the elements of gothic literature
● Pair the gothic literature with another gothic book
● Recreate scenes and let students volunteer to answer