understanding by design (ubd) lesson plan...

 Understanding by Design (UbD) Lesson Plan Template

Classroom Teacher: _Alison Elphick_________________ Grade (K-12)/Developmental Level: _3rd grade_____________ Date Lesson Will Be Taught: _TBD__________________ Lesson Subject Area: _Language Arts_____________________ Lesson Topic: _Tongue Twisters & Alliteration_______________ Preservice Teacher: _Shayla Hosaka_______

Stage 1- Desired Results Established Goals/Big Ideas (Include): What are the big picture concepts, conceptual anchors, and connections?

• To teach students to identify alliterations in text and to be able to compose tongue twisters using alliteration. Common Core Standards: CC-LA-2014.3.W.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

CC-LA-2014. 3.RL.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.

CC-LA-2014.3.3.RF.4.b: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.

Understandings: Students will understand that…..

• Alliteration is the repetition of beginning sounds of words. • Many tongue twisters are alliterative. • A tongue twister is a phrase or sentence, which is hard to

speak fast, usually because of alliteration or a sequence of nearly similar sounds.

Essential Questions: What questions highlight the big ideas?

• What is alliteration? • How do we use alliteration in tongue twisters? • Why are tongue twisters so hard to speak fast?

Content Acquisition (Objectives): Student will know….

• Alliteration happens when words start with the same some and are used closed together in a sentence.

Skill Acquisition (Objectives): Student will be able to…

• Apply the knowledge they have gained about alliteration to the creation their own tongue twister poem.

 • Common tongue twisters

• Identify examples of alliteration in text.

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

• Create tongue twisters using alliteration.

Other Evidence: What other things can students do to show what they know?

• Homework: Tongue Twister Alliteration Worksheet • Participation in group discussions

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

• Take a Quick Quiz (define alliteration). • Fist for Five

Reflections: What did you identify during self-evaluation?

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:

• Read a tongue-twisting book or poem with alliteration to students. -Fox in Socks by Dr. Suess -Picture Puzzle Piece by Shel Silverstein -Danny O’Dare by Shel Silverstein

• Discussion: Have students point out the lines with alliteration (Put on elmo so students can come up to the board to highlight examples of alliteration).

• Teach students what alliteration is (repetition of beginning sound in two or more words). • Introduce students to well-known tongue twisters. Examples: -Peter Piper Picked a Peck of Pickled Peppers! -She Sells Seashells by the Seashore! -Toy Boat! Toy Boat! Toy Boat!

• Challenge students to say each phrase five times fast.

  During:

• Students will create their own tongue twister using alliteration in their journal. 1. Create two or more word alliteration for their name.

Example: Jessica jumps, Jessica jumps joyously 2. Create an alliteration of their choice.

• Students will share their tongue twisters with a partner and practice reading each other’s tongue twister. Closure:

• Quick Quiz: Write a definition of alliteration in their journal. • Pass out and explain Tongue Twister Alliteration Worksheet homework.

Homework: Tongue Twister Alliteration Worksheet http://www.education.com/files/280501_280600/280535/alliteration-tongue-twisters-s-worksheet.pdf Materials:

• Book/Poems • Journal • Pencil

Resources:

• Worksheet-Education.com

Acknowledged: ________________________________________ Date: ___________ Grade (if applicable): _________ (Course instructor, university supervisor, and/or cooperating teacher)