Unit Plan Overview Template

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen
(2002) Steppingstones to Curriculum

Unit Plan Overview

Unit: Non-Fiction Stories by: Elizabeth Mulcock
Stage 1- Desired Results
Connections to Context:
(How does this fit with students experiences,
the school goals, and the larger societal issues?)

For the past few weeks they have done
studies on all different writings.

Established Goals

(What content standards and program- or
mission-related goal(s) will the unit address?
What habits of mind and cross-disciplinary
goal(s)- for example 21
st
century skills, core
competencies- will this unit address?
Include source and identifying number)
Transfer
Students will be able to independently use their learning to
Write, edit, and illustrate their own non-fiction story

(What kinds of long-term independent accomplishments are desired?)
Meaning
UNDERSTANDINGS
Students will understand that
Non-fiction stories are an important part of the world

(What specically do you want students to understand?
What inferences should they make?)
ESSENTIAL QUESTIONS
Students will keep considering
What can I do to make my writing better, what do non-
fiction writers include

(What thought-provoking questions will foster inquiry, meaning-
making and transfer?)

Acquisition of Knowledge, Skill and Values/Commitments/Dispositions
Cognitive Objectives
Should know correct punctuation
Have a basic idea of what non-
fiction writing is

(What facts and basic concepts should
students know and be
able to recall?)
Physical Development Objectives
The act of writing and drawing
The skill of communication to me
and to friends in the class

(What discrete skills and processes should
students be able to use?)
Socio-emotional Objectives
Everyones opinion is important
whether in their writing or what
they edited

(What values and commitments and
attitudes should students acquire or
wrestle with?)
Stage 2- Evidence
Evaluative Criteria Students will show their learning by

A verbal assessment, and I will look over
their work to see if they are applying what I
teach.

(What criteria will be used in each assessment to
evaluate attainment of the desired results?)
PERFORMANCE TASK(S):
By writing out their own story, editing their story and friends stories, and illustrating their story.

(How will students demonstrate their understanding- meaning-making and transfer- through complex performance?)
(Regardless of the format of the assessment,
what qualities are most important?)
OTHER EVIDENCE:
If they get stuck I will ask them to explain where they are, what they still have to do, and how they will do it.

(What other evidence will you collect to determine whether Stage 1 goals were achieved?

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum
By Elizabeth Mulcock
Stage 3- Learning Plan
My teacher is teaching the first three lessons in the unit so she will be doing the pre-assessment.
After her lessons, I will be teaching my five lessons to wrap up the unit.
Pre-assessment- due ________

(What pre-assessments will you use to check students prior knowledge, skill levels, and potential misconceptions?)
(Toward which goal does each
learning event build?)

Acquisition

Meaning

Transfer

Learning Events

Student success at transfer, meaning, and acquisition depends upon their participation in
these learning events

Listen to me give an example

Discuss with their writing partner and brainstorm what they will do for their own
book

They will write their book, edit their book and others books, and will also illustrate
their story.

(Have you included multiple means of representation, multiple means of action and
expression, and multiple means of engagement?)
(Are all three types of goals (acquisition, meaning, and transfer) addressed in the learning
plan?)
(Does the learning plan reflect principles of learning and best practices?)
(Is there tight alignment with Stages 1 and 2?)

Progress Monitoring

(How will you monitor students progress
toward acquisition, meaning, and transfer
during lesson events?)
I will be walking around and asking
what they are working on and what are
they going to do next.

(How will students monitor their
own progress toward acquisition,
meaning, and transfer?)
They will be checking up with a partner in
the class to make sure they are staying on
track and know what to do next.

(What are potential rough spots and
student misunderstandings?)
If I dont fully explain what I am looking
for, students can easily get off track and
will do work but work that doesnt
connect to the lesson.

(How will students get the feedback they
need?)
Mrs. Sayre and I will be giving them
feedback while they work on the
assignment in class.

Unit Plan Overview Template

Uploaded by

Copyright:

Available Formats

Unit Plan Overview Template

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Unit Plan Overview Template

Uploaded by

Copyright:

Available Formats

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen

(2002) Steppingstones to Curriculum

You might also like