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[85 minute class period] |\n| STANDARDS |  |\n| *Standards | • Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. (CCSS.ELA-LITERACY.SL.9-10.1.A)\u003Cbr>• Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. (CCSS.ELA-LITERACY.W.9-10.6)\u003Cbr>• 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 tasks, purposes, and audiences (CCSS.ELALITERACY.W.9-10.10)\u003Cbr>• Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. (CCSS.ELA-LITERACY.RL.9-10.2) |\n| UBD (UNDERSTANDING BY DESIGN) LESSON PLAN ELEMENTS REQUIRED:\u003Cbr>STAGE 1 DESIRED RESULTS |  |\n| Established Goals | • Students will identify and share themes in the text\u003Cbr>• Students will use technology to respond to a prompt and also a peer’s response • Students will identify character qualities and use evidence to support their claim |\n| Understandings\u003Cbr>Overarching\u003Cbr>Understanding\u003Cbr>Related\u003Cbr>Misconceptions | • Students will understand how important character qualities are in furthering and distinguishing character development and identity.\u003Cbr>• Students will know how to identify character qualities through textual evidence.\u003Cbr>• Students will identify their own misconceptions about slaves, what motivates a slave, and they type of people slaves actually were. |\n\n\n| Essential Questions | ••\u003Cbr>• | Why was it important for a slave to not be educated?\u003Cbr>What are the character qualities of Frederick Douglass?\u003Cbr>How does textual evidence show true character qualities? |\n| --- | --- | --- |\n| Knowledge | •\u003Cbr>• | Understanding of how to, and the ability to, identify character qualities and support the selection of that quality through textual evidence.\u003Cbr>Greater understanding of how to use a blog to write and respond to a peer’s writing. |\n| Skills | ••\u003Cbr>• | Writing electronically through a blog and responding to a prompt and a peer’s writing. Identifying character qualities.\u003Cbr>Using textual evidence to support a claim. |\n\n\n| UBD (UNDERSTANDING BY DESIGN) LESSON PLAN ELEMENTS REQUIRED:\u003Cbr>STAGE 2: Assessment Evidence |  |\n| --- | --- |\n| Performance Task Description:\u003Cbr>• What authentic performance tasks will students demonstrate the desired understandings?\u003Cbr>• By what criteria will performances be judged?\u003Cbr>• Through what evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired\u003Cbr>results?\u003Cbr>• How will |  |\n| Goal | Students will use technology to respond to a prompt by critically analyzing a character’s actions in the situation. Students will also make text to self connections by putting themselves in the character’s shoes during the event. Students will give a peer response to another peer.\u003Cbr>Students will identify character qualities through putting themselves in a character’s shoes","cbCairocBZb5deVn","https://ap.wps.com/l/cbCairocBZb5deVn","pdf",155590,"English","# Lesson Overview\n## Vital Information\n## Standards and Required UbD Elements\n# Stage 1: Desired Results\n## Established Goals\n## Understandings, Misconceptions\n## Essential Questions\n## Knowledge and Skills\n# Stage 2: Assessment Evidence\n## Performance Task Description\n## Goal, Role, Audience, Situation, Product\n# Stage 3: Learning Plan\n## Learning Experiences and Instruction","[{\"question\":\"What is the main focus of this lesson (Day 4)?\",\"answer\":\"Students write and share through technology using a blog, identify character qualities, and support claims with textual evidence while giving peer responses.\"},{\"question\":\"Which text and author are central to the lesson?\",\"answer\":\"Students read “Narrative of the Life of Frederick Douglass, An American Slave” and use related prompts to analyze character actions and qualities.\"},{\"question\":\"How will students demonstrate achievement and assessment?\",\"answer\":\"Students respond to prompts through a blog activity, provide peer responses, complete the ABCs of Character Qualities task, and then use the results to draft a compare/contrast essay.\"}]","UbD Lesson Plan Template - Unit 4: Courage - Day 4 | PDF",1790111926]