Orosi High School Unit Plan Template
Title of Unit
Department
Developed By
Unit Overview
Course
Time Frame
Identify Desired Results (Stage 1)
Established Goals – What relevant goals will this unit address?
Content standards: (Key focus standards)
Which ESLRs will this unit address?
____College and career ready
____Able to think critically and communicate complex information
____Reading and writing at grade level
____Determined to set and reach goals
____Independent workers and creative collaborators
____Next-generation leaders in the workplace and the community
____Aware of the implications of personal decisions
____Lifelong learners and problem solvers
____Strategic and skilled users of digital media and technology
Big Ideas/Understandings
* What are the big ideas?
* Students will understand ….
Related Misconceptions
* What misunderstandings are predictable?
Essential Questions
* What provocative questions will foster inquiry,
understanding, and transfer of learning?
Knowledge (unpack standards)
Skills (unpack standards)
Students will know… (verb and context)
Students will be able to… (verb and context)
* What key knowledge and vocabulary will students
acquire as a result of this unit?
A.
* What should they eventually be able to do as a
result of such knowledge and skill? (use numbers)
1.
Assessment Evidence (Stage 2)
Final Performance Task(s)
How will students demonstrate in-depth knowledge of the outcomes of this unit? (include prompts)
What criteria will be used in each assessment to evaluate attainment of the desired results? (Include scoring
rubrics)
Other Assessment Evidence
* Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will
students demonstrate achievement of the desired results?
* How will students reflect upon or self-assess their learning?
Learning Plan (Stage 3)
How will you
organize and
sequence the
learning
activities to
optimize the
engagement
and
achievement
of ALL
students?
Include lessons for the phases of learning:
What will you do to prepare students for new learning? (Knowledge anticipation)
Introduction of unit and expectations: models of proficient work, assessment criteria, student
goal setting
What will you do to present new learning? (Knowledge acquisition):
What will you do to deepen learning? (Practicing and processing new knowledge)
What will you do to apply and extend learning? (Knowledge application): Strategic
Thinking & Reasoning, Extended Thinking
What will you do to reflect on and celebrate learning? (Reflecting on new knowledge)
What levels of
DOK will the
lessons target
to
demonstrate
student
understanding
of the “Big
Idea”,
concepts, and
skills?
(Code lesson
from phase 1)
From: Wiggins, Grant and J. Mc Tighe.Understanding by Design, Association for Supervision and Curriculum Development