Lesson+Plan+template


 * Instructions for Lesson Plan Template**

Understanding By Design – Backwards Design Process (Developed by Grant Wiggins and Jay McTighe, 2002)

For more information & examples, go to the Understanding By Design Exchange http:// www.ubdexchange.org/resources.html

Stage 1 – Desired Results

Content Standard(s): [Comes from professional standards in your field]

Understanding (s)/goals

Students will understand that: › This is a goal, not an objective. List the big ideas or concepts that you want them to come away with, not facts that they must know

Essential Question(s):

What leading questions can you ask of students to get them to understand the Big Ideas? › Address the heart of the discipline, are framed to provoke and sustain students interest; unit questions usually have no one obvious right answer

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Student objectives (outcomes):

Students will be able to: › These are observable, measurable outcomes that students should be able to demonstrate and that you can assess. Your assessment evidence in Stage 2 must show how you will assess these. › Your learning activities in Stage 3 must be designed and directly linked to having students be able to achieve the understandings, answer the essential questions, and demonstrate the desired outcomes

Stage 2 – Assessment Evidence

Performance Task(s):

Authentic, performance based tasks that have students apply what they have learned and demonstrate their understanding. › Designed at least at the application level or higher on Bloom’s Taxonomy. › Rubrics can be used to guide students in self-assessment of their performance

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Other Evidence:

includes pre-assessment, formative assessment, and summative assessment evidence Can be individual or group based Can include informal methods (such as thumbs up, thumbs down, and formal assessments, such as quiz, answers to questions on a worksheet, written reflection, essay

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Stage 3 – Learning Plan

Learning Activities:

This is the core of your lesson plan and includes a listing describing briefly (usually in bullet or numbered form so easy to follow) what: › the students will do during the class to prepare them for the outcomes you expect of them. › the teacher will do to guide the learning

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