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I Unit Plan Guide

This document contains a template for planning a curriculum unit. It includes three stages: desired results, assessment evidence, and learning plan. The desired results section establishes the learning goals, benchmarks, essential questions, and learning targets. The assessment evidence section outlines the performance tasks, criteria, and other assessments. The learning plan section provides spaces to summarize the learning activities and how they will engage students and have them process and retain the material.

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91 views2 pages

I Unit Plan Guide

This document contains a template for planning a curriculum unit. It includes three stages: desired results, assessment evidence, and learning plan. The desired results section establishes the learning goals, benchmarks, essential questions, and learning targets. The assessment evidence section outlines the performance tasks, criteria, and other assessments. The learning plan section provides spaces to summarize the learning activities and how they will engage students and have them process and retain the material.

Uploaded by

api-321021965
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Subject/Course ______________________ Grade(s) _______ Author(s) _________________________ Last updated______________ Quarter Taught __

CURRICULUM

UNIT PLAN GUIDE

Unit Title:
STAGE 1 DESIRED RESULTS

STANDARD(S) (Establish Learning Goals) : Formal, long-term goals, such as state content standards,
district program goals, departmental objectives and exit-level outcomes - the desired results that establish
priorities for instruction and assessment. These are the goals we abide by as we plan each question, activity,
assessment and so forth, providing the rationale for the short-term goals that are lesson and unit specific. They
refer to a complex mixture of academic aims: factual, conceptual, procedural, dispositional and expert
performance based. (p. 58, Wiggins)
BENCHMARK(S) (Understandings):
ESSENTIAL QUESTIONS:
Benchmark number and text
The best questions point to and highlight the big
Students will understand that
ideas. They serve as doorways through which
An understanding is best acquired by uncovering
learners explore the key concepts, themes, theories,
(i.e., it must be developed inductively, coconstructed
issues, and problems that reside within the content.
by learners) and doing the subject (i.e., using the
Good questions:
ideas in realistic settings and with real-world
Are open-ended (not yes/no or one right answer)
problems.
Are not just about learning the answer but about
What are the big ideas?
learning how to learn.
What specific understandings about them are desired? Cause genuine and relevant inquiry into the big ideas,
What misunderstandings are predictable?
assumptions and core content
Provoke deep thought, lively discussion, sustained
inquiry, and new understanding as well as more
questions
Require students to consider alternatives, weigh
evidence, support their ideas, and justify their answers
Spark meaningful connections with prior learning and
personal experiences.
Naturally recur, creating opportunities for transfer to
other situations and subjects.
(p. 106-108, Wiggins)
LEARNING TARGETS

LEARNING TARGETS

Students will know:

Students will be able to:

What key knowledge (nouns) and skills (verbs) will students acquire as a result of this unit?
What should they eventually be able to do as a result of such knowledge and skills?
(p. 22, Wiggins)

STAGE 2 ASSESSMENT EVIDENCE


Assessments/Performance Tasks:

Other Evidence:

1
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Subject/Course ______________________ Grade(s) _______ Author(s) _________________________ Last updated______________ Quarter Taught __

Common Formative/Summative Assessments

Through what authentic performance tasks will


students demonstrate the desired understandings?
By what criteria will performances of understanding
be judged (e.g. rubric, checklist)

Balance of Depths of Knowledge levels 1-4


(p. 22, Wiggins)

Through what other evidence (e.g., quizzes, tests,


academic prompts, observations, homework,
journals) will students demonstrate achievement of
the desired results?
How will students reflect upon and self-assess their
learning?
(p. 22, Wiggins)

Key Criteria/Rubrics:
Checklist for creating a rubric

STAGE 3 LEARNING PLAN


Summary of Learning Activities:
Be organized to maximize initial and sustained engagement as well as effective learning.
Priming (Getting ready to learn)
1. Help the students know where the unit is going and what is expected. Help the teacher know where the
students are coming from (prior knowledge, interests).
2. Hook all the students and hold their interest.
Processing (Making sense of the learning)
3. Equip students, help them experience the key ideas and explore the issues.
4. Provide opportunities to rethink and revise their understandings and work.
5. Allow students to evaluate their work and its implications.
6. Be tailored (personalized) to the different needs, interests, and abilities of learners (aligned to DOK).
Retaining for Mastery (Hanging onto the learning)
4. Provide opportunities to rethink and revise their understandings and work.
5. Allow students to evaluate their work and its implications.
6. Practice, repetition, authentic application of knowledge.
(p. 22, Wiggins)

2
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

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