Understanding By Design Daily Lesson Plan Template
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2Daily Lesson Plan Template Guide
Understanding By Design
Stage 1 – Desired Results
Content Standard(s):
[Comes from professional standards and curriculum guide.
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Understandings:
Essential Questions:
Students will understand that…
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[What leading questions can you ask of students to get
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[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
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[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
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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.]
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[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):
“GRASPS”
The components of the framework for the performance task are outlined in the acronym GRASPS. The goal states the
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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.]
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[designed at least at the application level or higher on Bloom’s Taxonomy. ]
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[Rubrics can be used to guide students in self-assessment of their performance]
Self-Assessments
Other Evidence (assessments)
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[includes peer editing, graphic organizer
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[includes pre-assessment, formative assessment, and
completion/review, formative assessment
summative assessment evidence]
review/retakes, and individual meetings with
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[Can be individual or group based]
instructor]
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[Can include informal methods (such as thumbs up,
[Can be individual or group based]
thumbs down, and formal assessments, such as quiz,
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[Can include formal written reflection, as well as
answers to questions on a worksheet, written reflection,
informal methods (such as thumbs up, thumbs down,
essay]
and formal assessments)]
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