Lesson Plan

Updated 8-9-13
Based on the Understanding by Design instructional model
Kansas Standards Aligned Instruction for Libraries,
Aligned to Common Core Standards,
AASL Standards for the 21st Century Learner and Guided by NETS-S


Basic Information

Grade Level

K-5
Curriculum (subject) Area
Library Media
Title
Author Study
Topics
author, elements of literature,
Brief Description

Time frame

LMS-teacher Designers


DESIRED RESULTS

Standard/s (state or national)
STANDARD 4, Benchmark C,Library Objective 7
TPS Library Media Performance Indicator/s
Identify Types & elements of Literature
Curriculum (classroom) Performance Indicator/s

Technology Performance Indicator/s

Student Understanding/s
(students will understand that:)

Essential Question/s
Asked

Student Knowledge
(students will know:)
1.

2.

3.
Student Skills
(students will be able to:)**
1.

2.

3.

EVIDENCE/ASSESSMENT/PERFORMANCE TASK

Assessment Summary
Locate stories written by featured author, Understanding the genre
Topic/s

Rubric/s

Student Directions

Other Evidence, (tests, quizzes, observations, journals, etc.)


LEARNING PLAN

Hook

Assess Prior Knowledge

Teaching Activities for LMS

Teaching Activities for Teacher

Materials,
Print and Electronic Resources, Handouts, Needed


REFLECTION

Changes and Additional Resources Needed to Improve Unit

The LIBRARY MEDIA INSTRUCTIONAL UNIT template was developed to convey the purpose of the instruction, describe how to deliver the instruction, provide a means of reflecting on the instruction and serve as a guide for replicating the instruction. It is loosely based on the “Understanding by Design” instructional model that consists of three stages that outline how to design an instructional unit. First decide what you want students to learn, then design the assessment, then plan instruction.
Stage 1: Desired ResultsQuestions to answer:
What transfer goals (those that enable learners to connect, make meaning of and effectively use knowledge and skills) and content goals will be met?
What should students come away understanding?
What essential questions will students explore and address?
What knowledge & skill will students leave with?

Stage 2: Assessment Evidence
Questions to answer:
What performances and products will reveal evidence of understanding?
What other evidence will be collected to reflect other desired results?

Stage 3: Learning PlanQuestions to answer:
What activities, experiences and lessons will lead to achievement of the desired results and success at the assessments?

The philosophy of UbD is a good underpinning for collaborative instruction and the purposes of Library Media instruction - From UbD in a Nutshell (Grant Wiggens 2006)
1. UbD is a way of thinking purposefully about curricular planning and school reform, a set of helpful design tools, and design standards – not a rigid program or recipe.2. The end goal of UbD is student understanding and the ability to transfer learnings – to enable learners to connect, make meaning of, and effectively use discreet knowledge and skills.3. Evidence of understanding is revealed through performance – when learners transfer knowledge and skills effectively, in varied realistic situations, using one or more “facets” (explain, interpret, apply, shift perspective, empathize, and self-assess), with minimal scaffolding and prompting.4. Educators are coaches of understanding (i.e., they design for and support “meaning making” by the learner), not mere purveyors of content or activity.5. Planning is best done “backward” from the desired results and the transfer tasks that embody the goals, The 3 Stages (Goals, Assessment, Learning Activities) must all align for the plan to be valid and potentially effective.6. UbD transforms Content Standards into focused learning targets based on “big ideas” and transfer tasks.7. Design Standards guide self-assessment and peer reviews of curriculum, instruction, and assessment for quality control.8. UbD reflects a “continuous improvement” approach to design and learning. The results of curriculum design and use (e.g., assessment results, quality of student work, degree of learner engagement) inform needed adjustments; improvement of the design as well as of achievement is always possible, and tools are provided for such self-assessment and adjustment.
When using this template keep in mind that results should be linked to standards and/or performance indicators, but may not be linked to each and every one; that understandings and essential questions are over-arching and general in nature, while “knowledge” and “skills” are more specific; and that the “Evidence/Assessment/Performance Task” and “Learning Plan” pieces are what define the instruction.

Understanding by Design-aligned to AASL and Common Core