UbD Lesson Plan
|Understanding by Design (UbD) Unit Plan |
|Title: |Unit and Competency |Subject/Course: |Your Subject Area |
|Topic: |Topic of Lesson |Grade: | |Designers: | |
| | | | | |Your Name |
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|Stage 1 – Desired Results (PLAN) |
|Established Goals: (What do students need to learn and be able to do?) |
|Essential or Common Core Standards |
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|Understandings: |Essential Question/Big Idea: |
|Students will understand that… | |
| |What question(s) will guide inquiry and point toward the big ideas and |
|What understandings are desired about the big ideas of this unit? |transfer goals of the unit? |
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|Students will know…. |Students will be able to…. |
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| |What will students know and be able to do by the end of the unit? (List the|
| |few most important discrete knowledge and skill goals that are separate |
| |from the transfer goals.) |
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|Be sure to include both language and content objectives. |
|Stage 2 – Assessment Evidence (STUDY) |
|Performance Task (How will we know if they learned it?) |
|Summary in GRASPS form |
|Here is where you will develop a scenario for the activity/project. |
|This section is for you to develop a guide for the students on what to do. |
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|Goal(s): |
|(Scenario for Assignment/Project) |
|Role: |
|(Student’s role) |
|Audience: |
|(Who will see this information? It can be the teacher only.) |
|Situation: |
|(How – individually, partners, groups – the goal will be accomplished.) |
|Performance: |
|(What will the student do?) |
|Standards: |
|(The criteria for success and how it will be assessed.) |
|Key Criteria: to reflect Performance Tasks: Examples: Rubric, Checklist, etc. |
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|By what criteria will performances and products be judged? |
|Other Evidence (How will we know if they learned it?) |
|Summarized (tests, essays, work sample(s), etc. |
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|What other evidence (quizzes, observations. Homework, etc.) will be collected to determined whether or not Desired Results identified in Stage One have been |
|achieved? |
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|Stage 3 – Learning Plan (DO) |
|Learning Activities (How will students learn it?) |
|Consider the WHERETO elements |
|These questions are/can be directed as…. |
|What the teacher and/or the student do in regards to the WHERETO. |
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|W |
|Where are we going? What is expected? |
|H |
|How will we hook (Introduce this to) the students? |
|E |
|How will we equip students for expected performances? |
|R |
|How will you rethink or revise? What are likely or predictable student misunderstandings and/or performance weaknesses in this unit? What do the research |
|and teacher experience say we can expect the greatest difficulties to be? What suggestions can you offer about how to troubleshoot these issues? |
|E |
|How will students self-evaluate and reflect on their learning? |
|T |
|How will we tailor learning to varied needs, interests, and learning styles? |
|O |
|How will we organize the sequence of learning? |
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|Resources |
|What print and web resource best support the unit? Also provide additional resources used in planning for activities or during instruction. |
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|Reflection (ACT) |
|Were the lessons successful? How do you know? What would you do differently next time? |
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|Intervention (What will we do if students don’t learn it?) |
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|Enrichment (What will we do if students don’t learn it?) |
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