Backwards Design Template for Unit Planning
Backwards Design Template for Unit Planning
(Adapted from The Understanding by Design Handbook by Grant Wiggins, et al. (ASCD publications))
Step One: What are the desired learning results of this unit?
Step Two: What essential question(s) will anchor students to learning?
Step Three: What skills are needed to achieve desired results (nuts and bolts teaching)?
Step Four: What is acceptable evidence to show desired results?
Step Five: What is the sequence of activities, learning experiences, etc. that will lead to desired results (the plan)?
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Students will acquire a working understanding of…
• Insert text of enduring understandings, learning outcomes, etc.
• Insert text of enduring understandings, learning outcomes, etc.
• Insert text of enduring understandings, learning outcomes, etc.
Must be relevant, guides all instruction, and drives students to achieve desired learning results
List all declarative and procedural knowledge students must have FIRST in order to successfully complete this unit
• Insert text
• Insert text
• Insert text
• Insert text
List performance tasks, assessments (formative and summative), journal prompts, etc. that demonstrate that your students are moving towards/achieving desired learning results
• Insert text
• Insert text
• Insert text
• Insert text
Get your calendar and plan the sequence of teaching/learning beginning with the nuts and bolts teaching and ending with the final or culminating evidentiary piece that demonstrates proficient learning of the desired results.
Day 1
Date:
Focus of the day:
How will you know that students are getting it?
How does the essential question connect students to this day’s focus?
Continue sequence while planning entire unit…
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