Backwards Design Template for Unit Planning

(based on  The Understanding by Design Handbook by Grant Wiggins, et al. (ASCD publications)

** list them – yes the WHOLE THING

Step Two:  What are the big ideas and key concepts?

Ask yourself,  So What???

Step Three: What essential question(s) will anchor students to learning?

Criteria: Questions must be relevant, guides all instruction, and drives students to achieve desired learning results – turn your big ideas into questions

**Step Four: What skills are needed to achieve desired results (nuts and bolts teaching)?

List all prior knowledge and skills students must have FIRST in order to successfully complete this unit

What do they already need to know before starting the unit?

Step Five: What are the desired learning results of this unit or lesson?

**What will students know and be able to do as a result of this unit or lesson? (Learning Targets)

Use the form students will be able to or I will be able to

**Step Six: What is acceptable evidence to show desired results?

List performance tasks, assessments (formative and summative), that demonstrate that your students are moving towards/achieving desired learning results

You should have a variety of assessments for the unit measuring learning in different ways.

**Step Seven: What is the sequence of lessons, activities, learning experiences, etc. that will lead to desired results (the learning)?

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, keeping in mind the amount of time (days, class periods) you have for teaching and learning.Gradual Release

**List proposed sequence

(based on  The Understanding by Design Handbook by Grant Wiggins, et al. (ASCD publications)

RL.K.3 With prompting and support, identify characters, setting, and major events in the story.

Step Two:  What are the big ideas and key concepts?

Big ideas are a character set that enables the teacher to help the children to recall settings, significant events, and characters. The teacher could help the learners understand the story using clues, context, prediction, and picture, marked in identifying and comprehending the story’s elements.

Step Three: What essential question(s) will anchor students to learning?

How does one identify major events in a story?

Why are characters, setting, and major events important in a story?

How do these elements (settings, major events, and characters) help you understand and comprehend what the story is about?

Step Four: What skills are needed to achieve desired results (nuts and bolts teaching)?

·       Teaching reading from left to right following along with a finger

·       Teaching to turn to the next page

·       Using gradual release of responsibility, using visual images to help understand what the story is about.

·       Being able to visually identify all characters in the story.

The foundation in which excellent teaching is built is difficult and subtle to note, but it contains critical elements such as body language, tonal variation, persona, identity, and vocabulary. Body language isn’t about stature, and the preparedness and the veneer make it all. Avoid putting rash and downs comments when teaching, as it is crucial in getting students to respect, other than making them comfortable in your presence. Tonal variation is significant in creating an environment that learners will work. They are too pitchy and monotone and will not be interested or listen.

Step Five: What are the desired learning targets of this unit or lesson?

Students will be able to describe characters using visual images within the story.

Students will be able to discuss and describe the setting of the story using visual images

Students will be able to identify a major event in the story.

Step Six: What is acceptable evidence to show desired results?

Indirect pre assessment –

(virtually) Using seesaws to have students match pictures and put in order to demonstrate story events.

Using anchor charts to demonstrate and discuss the characters in the story

Using assessments is a crucial instrument in education for practice growing. Assessment is significant in identifying the differences in learners for significant instructional planning. Anchor charts will also serve as a vital tool reminding the learners without direct input from the teacher. The chart remains in place once a lesson has been demonstrated to act as a guide if a learner forgets a context.

Step Seven: What is the sequence of lessons, activities, learning experiences, etc. that will lead to desired results (the learning)?

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, keeping in mind the amount of time (days, class periods) you have for teaching and learning. Gradual Release

Day 1- Students will be able to describe characters using visual images within the story.

·             Have print outs of pictures of characters

·             Provide/send home handout with vocabulary of descriptive/characteristic words

Day 2– Students will be able to discuss and describe the setting of the story using visual images

·             Discuss what is a setting? Make sure they understand it’s not only a place but also a time

·             Compare and contrast settings in similar stories

Day 3- Students will be able to identify a major event in the story.

·             Number order worksheet

·             Vocab before a story

·             Print out visuals of major events