Arlington Public Schools
Department of Instruction
Backward Design
UNIT TEMPLATE
A.
B.
DESIGNERS
Name
School
Email
BASIC INFORMATION
Unit Title:
Unit Theme:
(if applicable)
Subject Areas
Addressed:
Grade
Level(s):
Time Frame:
Unit Summary: (Include broad overarching goals and specific topic goals.)
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Rev./SJL/4/9/04
Arlington Public Schools
Department of Instruction
Backward Design
UNIT TEMPLATE
C.
STAGE 1- IDENTIFY DESIRED RESULTS
Content Standards Addressed: (Virginia SOL’s, APS, other applicable)
Overarching Big Ideas/Enduring Understandings:
Students will understand that…
Conceptual Essential Questions:
(Questions to guide the unit and focus the teaching and learning.)
Declarative and Procedural Knowledge (Knowledge & Skills)
(What key knowledge and skills will students acquire as a result of this unit? (Be specific,
indicate S.O.L. Objectives )
Students will know…
Students will be able to…
Prior Knowledge and Skills Needed to Achieve Desired Outcomes
(What prior knowledge and skills do students come to the unit with?)
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Rev./SJL/4/9/04
Arlington Public Schools
Department of Instruction
Backward Design
UNIT TEMPLATE
D.
STAGE 2 - Evidence of Expected Outcomes
What evidence will exist that students understand the understanding, know what they should
know and are able to demonstrate the skills identified? What strategies and tools will you use
to gather that evidence?
Culminating Performance Task
What evidence will show that students understand?
Performance Task should include the following components.
 Goal
 Role
 Audience
 Situation
 Product/Performance and Purpose
 Standards & Criteria for Success
(See Performance Task G.R.A.S.P. Worksheet for assistance in development process.)
Summarize the Performance Task(s) (include the task time frame)
Performance Task Rubric
Attach the performance task rubric or the criteria by which the students’ performances or products will
be evaluated.
Other Assessment Evidence
(Quizzes, Tests, Prompts, and/or Work Samples)
Summarize what will be used, what it will assess and attach a copy. If a copy is not available, cite the
reference.
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Rev./SJL/4/9/04
Arlington Public Schools
Department of Instruction
Backward Design
UNIT TEMPLATE
E.
STAGE 3- Learning Experiences / Lesson Plans
What sequence of teaching and learning experiences will equip students to develop and
demonstrate the desired understandings?
Unit Hook/Preview Activity:
Sequence of Learning Activities
List the learning activities in the sequence that they will be addressed.
Attach the individual lesson plans and/or copies of activities you will use. If you
cannot provide a copy cite the reference.
(See the attached APS/UbD Lesson Template for assistance with developing your lesson plans.)
Unit Resources/References Needed: (related websites, reference materials, worksheets,
etc.)
Textbook References:
Materials Needed:
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Rev./SJL/4/9/04
Arlington Public Schools
Department of Instruction
Backward Design
UNIT TEMPLATE
APS UbD LESSON TEMPLATE
LESSON # ____
Prior knowledge needed for lesson:
SOL objectives to be addressed in this lesson:
(include all applicable)
1. LESSON DESIRED RESULTS
(Key concepts that support students in coming to understand the unit enduring understanding.)
Guiding Questions for Lesson
Lesson Knowledge and Skills
(Identify vocabulary and skills addressed in this lesson that support understanding of the concept)
The students/participants will know…
The students/ participants will be able to…
2. ASSESSMENT/EVIDENCE of lesson desired results (formative and/or summative)
Evidence/Criteria for Success
Assessment tools and methods
3. PROCESS
Lesson Introduction (hook):
Activity Procedures:
(e.g. Identify the ways you will provide students with information, the opportunity for practice and application.)
Lesson Closure/Summary:
Materials:
Resources:
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Rev./SJL/4/9/04
Arlington Public Schools
Department of Instruction
Backward Design
UNIT TEMPLATE
4. INDIVIDUAL ACCOMMODATIONS
Extra support
Enrichment or early finishers
Various learning styles
Limited English proficiency
5. TEACHER REFLECTION

Were my students talking about the subject, or was I doing all of the talking and students were just listening
to me?

Were my students engaged at the beginning of the lesson?

How much time did I spend reviewing homework, and how much time did I spend on new material?

Did the students respond to “How” and “Why” questions?

Did my students have an opportunity to discuss and/or write about the topic?

What changes would I make next time the lesson is taught?

What steps do I need to take next in this topic?
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Rev./SJL/4/9/04
Arlington Public Schools
Department of Instruction
Backward Design
UNIT TEMPLATE
Unit Plan Design Considerations -WHERETO
The acronym WHERETO summarizes the key elements that should be found in a learning plan,
given the desired results and assessments drafted in Stages 1 and 2. The elements need not
appear in the same order as the letters of the acronym; WHERETO serves as a checklist for
building an evaluating the final unit design plan.
W
How will the students know
where they’re going, why,
what they already know,
where they might go astray,
and what is required of them?
H
E
R
How will the students be
hooked – engaged in digging
into the big ideas?
How will the students have
adequate opportunities to
explore/experience key ideas
and receive instruction to
equip them for the desired
performance?
How will the students have
sufficient opportunities to
rethink naïve or prior ideas;
and rehearse, revise and/or
refine their work based on
E
T
O
timely feedback?
How will the students have an
opportunity to evaluate their
work and set future goals?
To what extent is the learning
plan tailored and flexible to
ensure optimal performance
and interest for all students?
To what extent is the learning
plan organized and sequenced
to maximize engagement and
effectiveness?
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