You are on page 1of 3

(Based on Understanding by Design by Wiggins and McTighe, The Publishers Criteria for the CCSS, and KFET 2.


Unit Background
Course: Unit Title Unit Designer: Name School
(KFET 3.1, 3.2, 4.2, 4.3, 4.4)

Unit #


Unit Reviewer (s):

Name School

Unit Overview:

Summary - What are the overall goals of this unit, why are they important, and why is this unit essential to achieving the big goals for the course? Connections How will this unit build upon prior units and how will it prepare students for future units? Differentiation - How is scaffolding provided in this unit for students who need it while also providing them with opportunities to analyze grade-level text as required by the standards? Speaking/Listening How are speaking and listening incorporated into this unit? Unit Framing How will you invest students in this unit and in the unit goals?

Unit Texts (KFET 4.3)

Anchor Texts What are the anchor texts
being used in this unit?

Texts for Close Reading -What

shorter challenging texts will be used for close reading in this unit?

Text Choice - What opportunities will

students have in this unit to make choices about texts and find joy in reading?

Stage 1: Big Goals

Established Standards: (KFET 3.2, 4.2)
Which standards will students master in this unit? Which standards will be spiraled? What other standards will be introduced?

Standards Addressed:

Level of Mastery: (introduce, review, master)

Enduring Understandings: (KFET 4.2)

Are the enduring understandings big, transferable ideas at the heart of the discipline? Are they ideas that are worth understanding and remembering in forty years? Are they unobvious and important inferences in need of uncovering?



Essential Questions: (KFET 4.2)

Do the essential questions lead to the enduring understandings? Do they provoke inquiry, deep thought, and encourage transfer? Are they

provocative, arguable, and stimulate ongoing debate? Do they have no simple answer?



Stage 2: End in Mind

Assessment: (KFET 3.1, 3.8, 3.9)
Are assessments frequent and easily implemented so that students are able to receive rigorous and timely feedback?

Formative - How and when

will students demonstrate progress towards mastery throughout the unit? Be specific.

Summative - How will

students demonstrate mastery at the end of the unit? Describe the summative task.

Tracks - How will assessment

data be tracked and analyzed throughout the unit to drive planning, re-teaching, and differentiation?

Tells - How will progress be

communicated to students and to their families throughout the unit?

Knowledge (KFET 4.2, 4.3, 4.4)

Unit Terms - What factual information/truths related to the
standards will students learn as a result of this unit?

Text Vocabulary - What academic vocabulary words from unit

texts will students be asked to use and practice in their speaking and writing?

Stage 3: Game Plan

Schedule Learning Experiences (KFET 3.1, 3.9, 4.2, 4.4)
Is there time built into the unit for students to receive feedback and to reflect on and evaluate their progress? Is there time for individual students to have their needs met? Is there sufficient time for deep understanding rather than superficial coverage? Are speaking and listening incorporated into aims and learning experiences?

Day 1 2 3 4 5 6 7 8 9 10 11

(include assessment days)

Learning Experience(s)
Brief description of how youll approach this aim



*Tricky Text

*What parts of the text might cause confusion and require additional scaffolding or support? (This should be completed by individual teachers)