UBD/SLO UNIT PLAN TEMPLATE

Teachers Name: Ayesha Ishihara

School: Mililani High School

Grade: 12

Content Area: English Language

Arts
Student Population:
Total Number of Students: 17

Males: 9

Complex: Central

Course Name: British Literature

Females: 8

SPED Inclusion: 4

Period: 6

SPED Pullout:

ELL:

GT:

Any Other: Free/Reduced Lunch:

Additional Information:

Essential Vocabulary:
Satire
Verisimilitude
Pride
Prejudice

STAGE 1: Desired Results

Learning Goal(s):
Students will be able to . . . .

For each learning goal statement provide:

Aligned standards/benchmarks
Rationale
Depth of Knowledge level (circle one):

Students will be able to create various levels of questions based on their reading of a
class novel, confidently able to create levels 2 and 3 (interpretive/inference and
global/thematic) in addition to level 1 (literal).
CCSS.ELA-Literacy.RL.11-12.2 Determine two or more themes or central
ideas of a text and analyze their development over the course of the text,
including how they interact and build on one another to produce a complex
account; provide an objective summary of the text.
LA.12.3.2 Identify the social and political assumptions in a literary text.
It is important for students to be able to formulate their own questions while
reading texts, allowing them to be actively engaged in the reading
experience. Students will guide their own learning and understanding, thus
demonstrating higher critical thinking skills when mastered.
Depth of Knowledge: 3
Students will be able to create essays (3 or more paragraphs) answering essay
questions they develop themselves, showing master over ideas, organization, and
conventions.
CCSS.ELA-Literacy.W.11-12.4 Produce clear and coherent writing in which
the development, organization, and style are appropriate to task, purpose,
and audience.
CCSS.ELA-Literacy.W.11-12.1 Write arguments to support claims in an
analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
CCSS.ELA-Literacy.W.11-12.1.d Establish and maintain a formal style and
objective tone while attending to the norms and conventions of the discipline
in which they are writing.
It is important for students to be able to write clearly and effectively while
discussing the various texts they are reading. The essays will be based on
carefully crafted questions developed by the student, directly relating to the
Common Core State Standards of Reading big ideas: Writing to Make an
Argument and Text Complexity.
Depth of Knowledge: 4

Students will be able to give support from the text they are writing about in the form of
textual evidence.
CCSS.ELA-Literacy.W.11-12.9 Draw evidence from literary or informational
texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.RL.11-12.1 Cite strong and thorough textual evidence to
support analysis of what the text says explicitly as well as inferences drawn
from the text, including determining where the text leaves matters uncertain.
Students should be able to make a claim and support it using textual
evidence, as well as discussing the various elements of fiction or poetry that
relate to the claim. This guides students to create a strong argument rooted in
the text.
Big Idea(s):
Students will understand that . . .
.
(Declarative statement describing
concept that transcends grade
levels in the content area and is
related to the learning goal.)
Essential Question(s):

Standards/Benchmarks:
HCPS III or Common Core

Students will understand that being able to formulate their own questions while
reading texts allows them as readers to be actively engaged in the reading
experience. This development can lead to discussion sessions about and
analysis of a text.

How are the concepts of pride and prejudice displayed in the novel?
How do these two concepts affect the plot and events?
What was important in courtship and marriage during Austens time period?
What has changed, and what has remained the same? What does this say
about courtship and marriage in general?

CCSS.ELA-Literacy.W.11-12.4 Produce clear and coherent writing in which the

development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.W.11-12.1 Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-Literacy.W.11-12.1.d Establish and maintain a formal style and objective
tone while attending to the norms and conventions of the discipline in which they are
writing.
CCSS.ELA-Literacy.W.11-12.9 Draw evidence from literary or informational texts to
support analysis, reflection, and research.
CCSS.ELA-Literacy.RL.11-12.1 Cite strong and thorough textual evidence to
support analysis of what the text says explicitly as well as inferences drawn from the
text, including determining where the text leaves matters uncertain.

Standards/Benchmarks:

General Learner Outcomes

Standards/Benchmarks:
State Teacher Standards

Interval of Instruction
Necessary to address Goals:

GLO 1: Self-Directed Learner

GLO 3: Complex Thinker
GLO 4: Quality Producer
GLO 5: Effective Communicator
Standard 1 Learner Development
Standard 2 Learning Differences
Standard 3 Learning Environments
Standard 4 Content Knowledge
Standard 5 Innovative Application of Content
Standard 6 Assessment
Standard 7 Planning for Instruction
Standard 8 Instructional Strategies
_____ Yearlong

___x__ Semester

______ Other

STAGE 2: Assessment Evidence

Summative
Assessment/
Performance Task:
Rubrics for
Summative
Assessment/Perfor
mance Task:

Formative
Assessments:
Rubrics for
Formative
Assessments:
Other Evidence:

Expected Targets:

Rationale for
Expected Targets:

Essay Question and Essay (Post-Assessment)

Criterion
Ideas

4
Are fully developed
and addresses prompt
A balanced
discussion

3
2
1
Are developed to
Are somewhat
Are minimally
address prompt
developed
developed
Support
A balanced
A partial discussion
Discussion with
discussion but no
only summary
quotes from
excerpt/just summary
Organization
Information is
Information
Information
Info is poorly
organized in a highly organized in an
somewhat organized
organized with
effective manner
effective way (clear
with awkward
few/no transitions
(smooth
transitions/
transitions and
and no overall
transitions/coherent
Mostly coherent
minimum overall
structure
structure)
structure
structure
Parking Passes (Students create a question (level 1, 2, or 3) on the section of the class
novel)
Others to be determined by PLC when SLO is finalized
Criterion
4
3
2
1
Levels of
Level 3 question
Level 2 question
Level 1 question
No attempt to
Questioning
create a question
Pre-Assessment: Students are given a list of 30 questions and will determine which level
of questioning each question is.
Very proficient: score of 27-30
Proficient: score of 21-26
Approaching: score of 16-20
Not proficient: score 15 and below
By the end of Fall 2014, 100% of students will be scoring proficient and higher in creating
various levels of questions, which will engender critical thinking. Students mastery in
levels of questions will increase a minimum of 20% from the beginning of the course to the
end as measured by their success in creating the different types of levels of questions.
All students can learn through exemplars and numerous Parking Pass opportunities in the
course. Students will see and hear effective questions and the depth and high quality of
class discussion they engender before they are asked to create the full range of levels of
questions on their own.

STAGE 3: Learning Plan

Include activities, instructions, groupings, differentiated instructional and engagement strategies, digital literacy
tool(s), and resources used

Day 1:
Class Discussion on Chapters 1-9 of Pride and Prejudice. Characterization of current characters. (Parking Pass,
Formative Assessment 1)
Day 2:
Pride and Prejudice: Unusual Terms group activity
Day 3:
No School, PC Day

0
To

No
all

Inf
org

0
To

Day 4:
Groups share terms with class. Pride and Prejudice: Couples
Day 5:
Classs Discussion on Chapters 10-19 of Pride and Prejudice. Satire and Verisimilitude Intro (PPT) (Parking Pass,
Formative Assessment 2)
Day 6:
No School, Election Day
Day 7:
Daniel Defoe and excerpt from A Journal of the Plague Year
Day 8:
Pride and Prejudice: terms and portrayal in novel
Day 9:
Class Discussion on Chapters 20-29 of Pride and Prejudice. Jonathan Swift Intro (Parking Pass, Formative
Assessment 3)
Day 10:
No School, Veterans Day
Day 11:
Gullivers Travels: A Voyage to Lilliput
Day 12:
Pride and Prejudice: Collins Proposals, Characters Reactions and Values
Day 13:
Class Discussion on Chapters 30-39 of Pride and Prejudice. Lydia characterization (Parking Pass, Formative
Assessment 4)
Day 14:
Gullivers Travels: A Voyage to Brobdingnag
Day 15:
Pride and Prejudice: From Darcys Signs to his Proposal
Day 16:
Jonathan Swift: A Modest Proposal
Day 17:
Class discussion on Chapters 40-49 of Pride and Prejudice. Lydias Marriage (Parking Pass, Formative
Assessment 5)

Day 18:
Pride and Prejudice: Elizabeth and her Family
Day 19:
No school, Thanksgiving Day
Day 20:
No school, Day after Thankgiving
Materials and Supplies Needed:
Projector for powerpoints and videos
Handouts of satirical articles
Group work handouts
Copies of Modest Proposal
Resources Needed:
Literature: Timeless Themes
Mililani High School Literature PLC SLO
Pride and Prejudice Curriculum Unit by Barbara Schlatter with The Center for Learning
Results and Reflection:

Template is based on the ONR STEM UBD Template and DOE EES SLO Template for SY 2014-2015
[From p.77-79 of the 2014-2015 Student Teaching Forms for CT, US, ST]