UbD Lesson Plan Template

Teachers Name: Sydney

Subject/Course: Language Arts

Lesson Title: Identifying Vocal Effects

Grade Level: One

Approximate Time Frame: 35 minutes

Essential Vocabulary: Emotion, happy, sad, mad, excited,[ tone, pitch, speed, volume- students do not
necessarily need to know the exact definition of these terms, but an idea of what these terms are].
Brief Overview (Summary) of the Unit:
Start by stating some sentences with a variety of tones, pitches, speeds, and volumes. Explain to the
students what each of the elements is called after verbally displaying them. The teacher can create posters
with pictures to display each emotion. The teacher can ask the students to identify which emotion is being
used in the sentences by selecting the corresponding poster board.
Create and/or read a story in these various tones, pitches, speeds to correspond to the meaning of the story.
After each page adhere to the Plickers assessment. The questions will be: "Which vocal effect was I
using?" (Go through the options and re-explain the concepts, the words might be difficult), "Does this
make me mad, sad, or happy with my friend?" By following along on the Plickers game, the students will
be demonstrating their ability to identify the various tones, etc.
Stage 1 Desired Results (Acquisition, Meaning Making and Transfer)
Key Standards (Common Core ELA, Math or District AND Indian Education for All Essential
Understandings):
2.5 Identify some vocal effects including tone, pace, pitch, volume, and use them appropriately to help
communicate meaning.
Transfer: Students will demonstrate comprehension of emotions and their associated vocal effect in order
to produce meaning in a variety of situations. For example, students will be able to detect that when in a
confrontation, an individuals volume may be louder if they are angry and their pace might be quicker
whereas, if an individual is sad about missing their pet their pace and volume may be slower.
Meaning Making: Students will understand and keep considering that vocal effects are correlated with
emotions. One can express themselves and their emotions by using a vocal effect to show how they feel.
Understandings: Students will understand that emotions are linked with vocal effects and that vocal effects
demonstrate meaning by this.
Essential Questions (Long Term and Topical): What do vocal effects have to do with emotion?
Acquisition of Knowledge and Skill
Knowledge: Students will know various vocal effects and their corresponding emotion. What vocal effects
someone might use if they are feeling a specific emotion.
grade one

Skills/Performance: Students will be able to identify the vocal effects and their corresponding emotions,
and determine which emotion someone is in several circumstances through the use of vocal effects.
Stage 2 Assessment Evidence
Performance Task or Other Key Evidence of learning (What will students understand and/or be able to
do?)
Key criteria to measure Performance Task(s) or Key Evidence:
The teacher will be reading a story and asking questions throughout using Plickers.
Other Evidence Observation while using Plickers.

Plans for after this lesson/competency is complete (How will you extend, enrich?):
After this lesson is complete, the teacher can extend it by implementing role play. The teacher can
address a specific situation and have the students act it out in pairs. To guide this activity, the teacher can
ask What do you notice about your voice when you were angry? Was your voice louder or quieter than
normal? Were you speaking faster or slower?
Key Resources Used: Websites, books, film clips, etc.
Type of Resource(s):
Name of Resource(s):
Book (focused on emotions)
Assessment
Plickers

grade one