Understanding by Design Unit Template
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Understanding by Design Unit Template
Teacher (Your name)
Grade/Age Level Curriculum Area
(Content/Subject)
Date Time Frame (total minutes)
Identify Desired Results (Stage 1) State Standard(s) (Math or ELA only) ISTE-S Standards (not required for Week #4, Instructional Plan #2) Established Goals/Learning Objective(s): (grade level and content-specific (Math or ELA only) Understanding(s) Involves Big Ideas (give meaning & importance to facts, can transfer to other topics, usually not obvious; an inference, not a fact, may provide a conceptual foundation to basic skills, deliberately framed as a generalization—do not end with an adjective-e.g.; “fractions are important”)
Students will understand that…
Essential Questions (Open-ended, no single “correct” answer/meant to be argued, provoke student inquiry & focusing learning & final performance, may address conceptual or philosophical foundations of a discipline, raise other important questions, naturally & appropriately reoccur, stimulate vital, ongoing rethinking of big ideas, assumptions, & prior lessons) Knowledge What we want students to know (Vocabulary, terminology, definitions, key factual information, formulas, critical details, important events & people, sequence & timelines)
Students will know…
Skills What we want students to be able to do (Basic skills—decoding, math computation, Communication skills—listening, speaking, writing, Thinking skills—compare, infer, analyze, interpret, Research/inquiry/investigation skills, Study skills—note taking, Interpersonal/group skills)
Students will be able to…
Assessment Evidence (Stage 2) Determine Assessment Evidence
Formative Assessments: Aligns with Stage 1: How will students “show what they know”? student work samples/artifacts, student skill demonstration (informal, non-cumulative), group/independent activities, traditional quizzes, tests, observations, student self-assessment & reflection
List form—more specifically described in Stage 3 when sequencing the lesson
Learning Plan (Stage 3) Plan & Sequence Instruction and Learning Experiences
Teacher’s role: Facilitator of meaning making & a coach giving feedback & advice about how to use content effectively
Key: Understanding by Design Unit Template
Indicate within each stage of the Gradual Release process a) where technology is integrated (T) (not required for Week #4 Instructional Plan #2) ,
b) formative assessments labeled (FA) with;
c) level of DOK (1:Recall, 2:Skill/Concept, 3:Strategic Thinking, or 4:Extended Thinking)
Anticipatory Set: How will you hook students at the beginning of the unit?
Instructional Input (“I do”–Teacher does)
Approx.time:
Guided Practice (We do together–I do, you help & You do, I help) Approx.time:
Independent Practice (You do alone, I watch) Approx.time:
Differentiation: Specify those areas of your instruction and student activities/assessments that show
how will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the lesson.
These are areas that recognize all levels of learners and modalities for learning.
Week #4 Instructional plan MUST deliberately plan for specific modifications to assessments and/or learning accommodations that would best support identified unique learners.
Other Adapted from: Wiggins, G. and Mc Tighe, J. (2005). Understanding by Design 2nd Ed., Association for Supervision and Curriculum Development. Alexandria, VA.
*Modifications in BLUE by A. Gray, Ed.D August, 2014
PAGE
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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