Understanding By Design Daily Lesson Plan Template


Daily Lesson Plan Template Guide
Understanding By Design
Stage 1 – Desired Results
Content Standard(s):
[Comes from professional standards and curriculum guide.
Essential Questions:
Students will understand that…
[What leading questions can you ask of students to get
[this is a goal, not an objective. List the big ideas or
them to understand the Big Ideas?]
concepts that you want them to come away with, not
[Address the heart of the discipline, are framed to provoke
facts that they must know]
and sustain students interest; unit questions usually have
no one obvious “right” answer
Student objectives (outcomes):
Students will build relationships by…
Students will know and be able to…
[These are observable, measurable outcomes that
[These are intentional, observable, outcomes that are
students should be able to demonstrate and that you
focused and building of relationships between students and
can assess. Your assessment evidence in Stage 2 must
instructor, or between students and peers.]
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):
The components of the framework for the performance task are outlined in the acronym GRASPS. The goal states the
purpose of the task; the role explains student involvement in the scenario; the audience identifies the people the students
address; the situation explains the scenario; the product is the tangible evidence of student understanding; and the
standards/criteria describes how
students can complete the task successfully.
[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]
Other Evidence (assessments)
[includes peer editing, graphic organizer
[includes pre-assessment, formative assessment, and
completion/review, formative assessment
summative assessment evidence]
review/retakes, and individual meetings with
[Can be individual or group based]
[Can include informal methods (such as thumbs up,
[Can be individual or group based]
thumbs down, and formal assessments, such as quiz,
[Can include formal written reflection, as well as
answers to questions on a worksheet, written reflection,
informal methods (such as thumbs up, thumbs down,
and formal assessments)]


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