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PROFESSOR CALLEN
UOBLESSONPLANTEMPLATE1.docUnderstanding by Design
Established Goals:
What understandings are desired?
What essential questions will be considered?
What key knowledge and skills will students acquire as a result of this unit?
What evidence will show that students understand?
*Complete a Performance Tasks Blueprint for each task (next page)
Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples)
Student Self-Assessment and Reflection:
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What understandings and goals will be assessed through this task?
What criteria are implied in the standards and understandings regardless of the task specifics?
What qualities must student work demonstrate to signify that standards were met?
Through what authentic performance task will students demonstrate understanding?
What student products and performances will provide evidence of desired understanding?
By what criteria will student products and performances be evaluated?
Unit design status: Completed template pages – stages 1, 2, 3
Completed blueprint for each performance task Completed rubrics
Directions to students and teacher Materials and resources listed
Suggested accommodations Suggested extensions
Status: Initial draft (date: ___________) Revised draft (date: ____________)
Peer Reviewed Content Reviewed Field Tested Validated Anchored
Brief Summary of Unit (including curricular context and unit goals):
Unit Title: ____ ____________ Grade Levels: _________________
Topic/Subject Areas: ____________________________________
Key Words: ���_____________________________
Designed By: ___=__________ Time Frame: __ ______________
School District: ____________________________ School: ______________________
Unit Cover Page
Stage 1 – Identify Desired Results
Students will understand that:
Students will know… Students will be able to…
Stage 2 – Determine acceptable Evidence
Performance Tasks* (Summary in GRASPS form):
Performance Task Blueprint
Consider the WHERETO elements
W:
H:
E:
R:
E:
T:
O:
Stage 3 – Plan Learning Experiences and Instruction
