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BACKWARD DESIGN Unit Planning


What is it?
It is a three-stage planning model, one currently used in Albemarle County and widely adopted
in school systems nationwide:
Identify Desired Results
Ask yourself, What is worthy and requiring of understanding?

Stage
1

You begin with the end result you want, i.e., plan backward from
the understandings and skills that you want students to achieve at
the conclusion of instruction
Determine Acceptable Evidence of Learning
Ask yourself, What is evidence of understanding?

Stage
2

Stage
3

You identify what will be acceptable evidence that those understandings and
skills have been achieved, i.e., what assessments will demonstrate what
students know and are able to do?

Design Learning Experiences & Instruction


Ask yourself, What learning experiences and instructional methods
promote understanding, interest, and excellence?
You plan content, methods, and activities that will support students
development of the target knowledge.

The Template:
Use the template below to begin thinking about your own concept unit. You already know your audience (the
students from your 488 placement); now you must imagine these students are the students who walk in the door
of your first year of teaching those students for whom you are designing the first unit of the school year. This
three-week unit will follow the first week of school (introductory week plans that you will also develop).
Keep in mind that you will most likely re-visit this document over and over again to make adjustments as well
as to ensure that your individual lesson plans are in line with your overall unit design. This is a working
document whose purpose is to keep you focused on the learning that you have identified as essential.

OVERARCHING (UNIT) UNIVERSAL CONCEPT


These are the overarching big ideas targeted for deeper understanding

1. Frenemies
(The BIG Idea at the heart of your unit, i.e., a concept or theme)
2. Perspective, Point of View, & Conflict
(The targeted essential skill; your secondary focus, e.g., persuasive writing, literary
analysis, plot structure, etc.)

ENDURING UNIVERSAL UNDERSTANDINGS


(Generalizations about the overarching concept/objective)
*
Consider: Are the targeted understandings enduring, based on transferable, big ideas at the heart
of the discipline and in need of un-coverage?
*
Four is a reasonable number for a 3-week unit, though you may have fewer or more.
*
Students will understand that...
1. __ Complex friendships play an important role in society and literature.

2. __ A classroom, community, or society is full of different perspectives and complex relationships that
teens must navigate.

3. __ Friendships can be complex.

4. __ Empathy involves seeing different perspectives.


CRITICAL CONCEPTS
(This is the conceptual vocabulary necessary for arriving at the enduring understandings)
Identify the number of concepts you feel you can reasonably teach in the length of your unit.
1. enemy

3. perspective

2. friendship

4. rival

5. communicatio
n

6. motives
7. compromise
2

8. empathy
9.
10.
11. ESSENTIAL QUESTIONS
12. (These are the overarching questions that drive teaching and learning within a course/unit; they
represent the questions for which you want students to formulate answers over the course of the unit.)
13. *
14. Consider: Are these questions provocative, arguable, and likely to generate inquiry around the central
ideas (rather than a pat answer)? Are they kid-friendly? Will students view them as relevant?
15. *
16. The number of questions is negotiable; keep in mind the length of your unit!
17.
1. __ What role do friendships play in society and literature?
18.
19.
2. __ What makes a friendship complex?
20.
21.
3. __ Why do we have friends and enemies?
22.
23.
4. __ How can an enemy become a friend?
24.
25.
5. __ How can a friend become an enemy?
26.
27.
6. __ How can someone be a friend and an enemy at the same time?
28.
29.
7. __ How does perspective effect our interactions with friends and enemies
3

30.
31.

32. UNIT LEARNING OBJECTIVES


33. These reflect the big (i.e., general) student learnings (and what you will eventually assess):
34.
35. cognitive (to know and understand) affective (to feel/value) & non-cognitive performative
(to do)
36.
37. *With the exception of the affective goals, these correspond to the KUD model for developing
objectives you practiced in EDIS 5400.
38.
39. Select up to 3 cognitive, 3 affective, and 4 performative critical learning objectives, i.e., what I want
my students to learn. This is the most you would want to tackle in a 3-week unit.
40.
41. COGNITIVE (to know and understand)
1. _ Relationships (between friends or enemies) are complex, but fluid.
2. _ Conflict, internal and external, complicates relationships between friends or enemies.
3. _ Perspective involves seeing, reading, and writing from various points of view
42. AFFECTIVE (to feel/value) & NON-COGNITIVE
4. _ Perspective helps us to understand the actions and motivations of others.
5. _Sometimes a greater cause, desire, or situation, can change the relationship between friends and
enemies.
6. _ Writing through complex situations or a different point of view can bring new understanding or
perspective into difficult issues.
43. PERFORMATIVE (to do)
7. _ Identify conflict and its effect on a characters situation, actions, and motivation.
8. _ Analyze descriptions and information about characters and setting, from the text to make inferences
regarding character motivation and behavior.
9. _ Explain complex relationships from literature, society, and personal experience through writing.
10. _Create a Portfolio that explores the concept of Frenemies through multi-genre perspective writing.
44. Standards: Select at least 2 related SOLs and CCSs (at your units grade level) that fit into your
learning framework. Give them the numbers that they carry in the State Department SOL
document/CCS Website.
45.
46.
SOL#
SOL Objective
47.
1. _ 6.5f
Use information from the text to draw conclusions and make inferences
5

2. 6.5g

Explain how character and plot development are used to support a central conflict

or story line.
48. CCS#

CCS Objective

49.
1. _6.3 B Use narrative techniques such a dialogue, pacing, description, to develop experiences, events,
and or characters.
2. 6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text.
50. EXTRA SOLS
51. 6.5
The student will read and demonstrate comprehension of a variety of fictional texts, narrative
nonfiction, and poetry.
52.
a) Identify the elements of narrative structure, including setting, character, plot, conflict,
and theme.
53.
f) Use information in the text to draw conclusions and make inferences.
54.
6.6
55.
e) Draw conclusions and make inferences based on explicit and implied
56.
Information.
57. 6.7 The student will write narration, description, exposition, and persuasion.
58.
c) Organize writing structure to fit mode or topic.
59.
60. TEXTS/TOOLS/RESOURCES
61. Enter your list of possible tools and resources from which you will eventually select those that best
support students deepened exploration of the critical concepts that lead to the more enduring
understandings identified earlier in this graphic).
62.
Relevant print texts:
o Primary:
Excerpts from Popular: A Memoir, by Maya Von Wagenen
The Diary of a Left Shark - New Yorker Article
http://www.newyorker.com/magazine/2015/02/16/diary-left-shark
A Higher Call - Article/Narrative Non-Fiction
http://www.cnn.com/2013/03/09/living/higher-call-military-chivalry/
o Secondary (supporting, excerpts, etc.):
Article on Bullying from Newslea
Relevant media (audio/video/film clips, ads, etc.)
o Calvin and Hobbes
o Left Shark Video from Super Bowl
o Higher Call Video Clip
63.

Models (Texts, graphic organizers, etc.)


6

o American infographics about The Importance of Friendship

http://www.americaninfographic.com/post/110272123449/infographic-friends-happiness

64.
65.

Technology (based on school site evaluation of resources)


o Weebly (Class Wesbite)

66.

Supporting handouts (informational, graphic organizers, etc.)

67.
68.
69.

Guest speakers

70.
71.
72.

Community resources

73.
74.
75.
Other
76. INSTRUCTIONAL ACTIVITIES
77. Brainstorm a list of possible activities (both process and product) that would involve students in the kind
of learnings identified by the unit learning objectives (identified earlier in this graphic); actively consult
methods texts for activities and strategies. Identify for each the unit learning objective that the activity
or strategy would primarily serve.
78.
79.

80. ACTIVITIES
[Cite activities by text/ page no.]
81.
1.
2.
3.
4.
5.
6.
7.

Mentor Text
Model Text
Somebody Wanted But So (Kylene Beers)
Grammar Instruction (Jeff Anderson)
Question Formulation Technique (Right Question Institute 2012)
Word Scrolls (Beers)
Topic Blasts (Kelly Gallagher)

82.
83.
84. ASSESSMENTS
[Note: Cite all sources for assessment tools.]
85.
86. How will you assess students learning? Brainstorm possible assessment tools and approaches.
87. Each assessment is defined by rubrics, ideally some of which are co-created with students; the rubrics
developed form the basis of instructional focus so that students are assessed for what they have been
taught.
88. (Assessment and rubrics will be discussed later; this represents your initial thinking only.)
89.
90.
Diagnostic
o Pre-assessment Student Intro Letter
91.
Formative
o Conversation Calendars
o Journals/Binders
o Exit Tickets/Quizzes
o Writing Workshop
92.
Summative
o Final Portfolio - includes three writing pieces, one memoir, diaries entries, and perspective piece
(writing from two perspectives)
o Coffee house - students share one piece with the class
93.
94.
95. Final Unit Grade Breakdown
Portfolio - 50%
Class Work / Participation - 25%
o Includes Conversation Calendars, Quizzes, and Class Discussions
Journal/Binder - 25%
o Includes Do Nows
o Organization of Binder/Journal
96.
97.
98.

99. Objectives
With Lesson Plan Objectives

100.
101.
102.
COGNITIVE (to know and understand)
1. _ Relationships (between friends or enemies) are complex, but fluid.
a. Relevant Issues and questions surrounding friendship, enemies, and bullying. (Lesson 1)
b. Explain the change in relationship between enemies and friends during war with examples from the
text. (Lesson 6)
103.
2. _ Conflict, internal and external, complicates relationships between friends or enemies.
a. Story Elements, including character and conflict. (Lesson 2)
b. Explain conflict through SWBS Strategy (Lesson 2)
104.
3. Perspective involves seeing, reading, and writing from various points of view
a. First person narrative helps to understand a new perspective by stepping into
someone elses shoes (Lesson 2)
b. Writing from different points of view requires different details and tone depending on the character
(Lesson 7)
105.
106.
AFFECTIVE (to feel/value) & NON-COGNITIVE
4. _ Perspective helps us to understand the actions and motivations of others.
a. Theres always two sides to a story (Lesson 7)
107.
5. _Sometimes a greater cause, desire, or situation, can change the relationship between friends and enemies.
a. Rivals are a kind of complex Friendship (Lesson 4)
b. Empathy helps us to connect with other, even our enemies (Lesson 6)
108.
6. _ Writing through complex situations or a different point of view can bring new understanding or
perspective into difficult issues.
a. The importance of personal writing and the writing process. (Lesson 3)
b. The importance of looking at different perspectives during difficult situations (Lesson 6)
109.
110.
PERFORMATIVE (to do)
7. _ Identify conflict and its effect on a characters situation, actions, and motivation.
a. How to make inferences to identify conflict and plot (Lesson 4)
8. _ Analyze descriptions and information about characters and setting, from the text to make inferences
regarding character motivation and behavior.
a. Analyze character details to make inferences regarding conflict and motivation (Lesson 4)
9. _ Explain complex relationships from literature, society, and personal experience through writing.
c. The importance of personal writing and the writing process. (Lesson 3)
d. Learning new words helps us to understand new ideas, reading, and experiences. (Lesson 5)
10. _Create a Portfolio that explores the concept of Frenemies through multi-genre perspective writing.
a. Write from two different points of view (Lesson 7)
b. Students will know the expectations for the Portfolio Assignment and Class Coffeehouse (Lesson 8)
c. Create a revised and publish worthy pieces for the Portfolio (Lesson 8) Quality writing comes
from hard work! (Lesson 10)
111.
112.
113.
114.
115.

116.
117.

Assessments:
With Objectives

118.
119.

120.

Final Unit Grade Breakdown

Portfolio - 50%
o Students create a portfolio of three writing pieces form the unit, based on the three prompts from
class. Each writing piece has a separate unit, which factors into a total portfolio grade.
First piece: A Memoir about a Friend or Enemy
Second Piece: Diary Entries about famous rivals
Third Piece: Perspective Writing, Write the story from Brown and Stiglers Points of View
o Portfolio must include initial drafts and final writing pieces, as well as any written tasks/comments
from workshop.
o Objectives 3, 6, 9, 10
121.
Classwork / Participation - 25%
o Includes Formative Assessments Does During Class Time.
Conversation Calendars
A way for me to ask students questions, as well as respond to them. Students will get
either a check for completion with a quality answer, or a circle, that means they need
to try again. These are constantly being passed back between teacher and students,
so students can easily modify their answers.
Quizzes
Only one quiz, on the two grammar points after two weeks of review. Factors into
the overall all grade. Pass/Fail. If students fail they can take it again.
Class Discussions
Participation in class discussion or group work, particularly the final class discussion
of unit themes. Students can write a rationale for their participation grade on their
reflection sheet.
Conferences:
Preparedness for conferences and engagement
o Objectives
I would say these assess all objectives throughout the Unit as I use them to check in on
student progress and understanding.
122.
Journal/Binder - 25%
o Includes completion, competent work, and organization of materials in Students Journals and
Binders. Journals are for writing activities/grammar instruction, and Do Nows. Binders include all
class handouts, some notes, and returned work.
Do Nows - I will check only for completion for each Do Now on each date, students can
miss up to two without any points taken off.
o Binder/Journal
I will check for organization that the binder follows the continuous guide on the board. This
helps students work on non-cognitive skills, while also helping them keep track of their
things. I will also check that each assignment is completed. I will check assignments in
binders throughout the unit, but this is where I can assess student understanding of certain
ideas or materials.
o Objectives:
All objectives, but specifically Objectives 7 and 8

123.
124.

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