Ubd Template Story Elements Unit

Understanding by Design Template
Story Elements Unit: Regional ALS J. Bahrijczuk 2017

Stage 1 - Desired Results
Established Goals: Students will understand story elements that the author uses to make stories and
that identifying these elements will increase comprehension.

1.1 Enduring Understandings 1.2 Essential Questions
Students will understand that . . . . ● What items make a story?

● There are multiple story elements that are ● How does identifying story elements help
involved when reading and writing a story. me grow as a reader?
● Story elements enhance our writing.
● Identifying story elements have benefit our ● How does understanding story elements
reading comprehension. help me grow as a writer?

1.3 Acquisition of Knowledge and Skills
Students will know . . . . Students will be able to . . .

● What the basic elements of a story are:
characters, setting, and key events. Identify character, setting and key events.

Vocabulary: Retell main events from a story read aloud by an
adult or peer.
Characters-the people, animals, or things that are
acting out a story. Describe characters in a story and explain their
actions being done in the story.
Setting- where a story takes place
provide or look back to evidence from the text to
Sequence of events- placing things in order often support their understanding.
using words such as first, next, then, after, and last

Problem/Solution- a situation that characters set
out to solve in a story

Retell- to share a story again

Identify- to find and name

Story Elements-characters, setting, key events of
a story

Adapted from Understanding by Design (p. 22), by G. Wiggins and J. McTighe, 2005, Upper Saddle River, NJ: Pearson
Education, Inc. Copyright 2005 by ASCD.
Stage 2 - Assessment Evidence
Performance Tasks: Other Evidence:

The teacher will read a final story. Guided Reading: Students continue identifying
story elements with adult support or with a peer.
Students will be orally quizzed on the following.
Reading Center: Teacher will leave books already
Name the characters. What is the setting or read in this center. Students will read by pictures
settings of this story? What happens in this story? and act out a story or retell the story to a partner
Share the big events. or staff member.

Comprehension Center:
● Sequencing Events pictures/puzzles
● Writing Center: Students will choose a
character from a book read aloud. They will
create their own setting and events and
draw/write their own story.
● Class Book: Students pick one character
from a book and create a story.
● Free Independent Writing:: Students create
their own story and share with the teacher
orally. Stories are typed and presented in a
class book or shared in parent newsletters.

Stage 3 - Learning Plan

Learning Activities:

W
Where are we going? What is expected?
● Pre-questioning to gather previous knowledge
● Show finished outcome of writings for students to analyze expectations
H
How will I hook/introduce this to my students?
● Modified text with picture clues
● Colored images for viewing preferences
● Text relevant to their lives and interests

E
How will I equip students for desired performances?
● Reminder/cheat sheet for practice problems to refer back to
● Minimal adult prompting during independent activities
● Prompted questioning similar to the final desired performance.

R
How will I rethink or revise? What are going to be predictable misunderstanding?
● Small group discussion and then large group sharing
● Un-colored coded answers for guided answering with be added or removed based on
knowledge retained. (students rely on color coded answers in the beginning

E
How will students self-evaluate their learning?
● Student checklists/ to do lists
● Behavior Intervention Plan token system
● Students check their work independently with correct answers to make modifications
T
How will I tailor learning to varied needs, interests, and learning styles?
● Self-selected writing stations
● Modified reading text tailored to the student’s reading level
● Picture clues with text
● Preferential reading topics
O
How will I organize the sequence of learning?
● Overview of sessions - share terminology, assess background knowledge
● Progressive independence in the sequence of learning


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Understanding by Design Template

Story Elements Unit: Regional ALS J. Bahrijczuk 2017

1.1 Enduring Understandings 1.2 Essential Questions

Students will understand that . . . . ● What items make a story?

1.3 Acquisition of Knowledge and Skills

Students will know . . . . Students will be able to . . .

Stage 3 - Learning Plan

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