Battleskelly Ubd Template

Understanding by Design (UbD) Template, Version 2.
0
Last updated July 14, 2016
Stage #0: COURSE APPROVAL
Kelly E. Battles
Stage #0:
Course
Approval
Page 1
Understanding by Design (UbD) Template, Version 2.0
STAGE #0: COURSE APPROVAL
Page 2
Course Approval
PROGRAM INFORMATION:
Which program will this unit be a part of?
Program name: General Education Core Curriculum
Program The Core Curriculum provides a governing framework for the essential
overview: outcomes that an undergraduate student is expected to master prior to
graduation. The Core Elements are divided among all general education
courses, so no one course would be expected to cover all of them.
COURSE INFORMATION:
Which course will this unit be a part of?
Course number: ENG 2100
Course name: Research and Argument
Course overview: The official course description: Adapts principles introduced in ENG
1100 to typical university writing tasks. Stresses communicating
effectively within disciplinary contexts, reading critically, and using
source materials effectively in argumentative and research writing [...].
This course fulfills Core Requirement #1 in the Wright State Core, which
is Communication, the foundational skills students need in academic
discourse, research, and documentation in an electronic environment.
There are more specific Core Objectives, Learning Objectives and
Learning Outcomes that have been defined for the course as well.
Time length of
course: 15 weeks
UNIT INFORMATION:
Tell me about the unit you plan to teach.
Name of unit: Gathering and Evaluating Research
Time length of
unit: 2 weeks
Unit overview: In this assignment, students create an annotated bibliography. They must
locate at least six sources using a combination of the library databases
and Google search engine. They must define good key search terms to
target and narrow down their results. They need to evaluate the quality of
the sources as they perform their searches. They then need to read the
sources in order to write the annotations, which involve a mixture of
direct quotations and summaries. They also write short statements about
the strengths, weaknesses, and usefulness of the sources. Lastly, they are
responsible for using proper MLA documentation.
TECHNOLOGIES TO BE INCLUDED IN LESSON
Library databases, Microsoft Word, Pilot Learning Management System, Google Scholar Page 3
search engine.
BIG IDEA OF UNIT

In student language, why is it important to teach this lesson? Put this in language so easy to
understand that a fifth grader would be able to understand it.
As citizens in a democracy, we are constantly bombarded by information from people trying to
convince us to agree with them about the important questions about how we should live our
lives, what our values should be, who to vote for, and what public policies we should support.
In the digital age, and especially with social media, this information bombardment has become
even more intense, and wading through all of that information has become tricky. People often
cite data and sources to try to convince us that their viewpoint is right, and it can be hard to tell
whether these sources of information are legitimate or not. Sometimes they have all the
trappings of legitimacy on the surface, but when you dig deeper, you find out that they are not
reliable. Learning how to sift out the legitimate information from the propaganda and outright
false information is the first step to becoming an empowered citizen. Its also important to
recognize bias and to balance out our information sources to represent a variety of viewpoints
rather than just locating information that confirms our already-established opinions.
HISTORY OF UNIT:
What is your history with this unit? Have you taught it before? Is it new or are you redesigning
it?
I have taught annotated bibliographies for most of my career, which amounts to about 15
years. I have several versions of the assignment including a bare bones mini annotated
bibliography for basic students and for courses in the major in which students are not required
to demonstrate all of the intermediate steps of the research project. The version of the
Annotated Bibliography assignment I have chosen for this template is the more complicated
one I teach for ENG 2100 in which students are required to show they have acquired the
ability to locate a variety of sources and show their ability to summarize and pull out direct
quotes, as well as evaluate the quality and usefulness of the sources. It is a fairly complex
assignment. I am not sure if I will redesign the assignment directions themselves because I feel
like Im happy with it overall but I do not have a real rubric for assessing it, so Id definitely
like to go through the thought process of developing a more structured way of thinking about
assessment for the assignment.
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WHY:
Tell me why you picked this unit? Why is it important to you?
I wanted to choose something that required students to demonstrate a range of different skills
so I would have the opportunity to articulate the reason why they have to do so much in this
assignment. It is typically a pretty challenging assignment for students, especially because
many of them have been required to do annotated bibliographies in other classes that were
much more simple and straightforward. Id like to make transparent and articulate to them the
reason why I make this assignment so challenging, as well as how it leads into other
assignments that they do for the class. I teach this course face-to-face usually, but this summer
for the first time I was assigned a fully online version. I have not sufficiently established a
good way to translate that face-to-face material to the online format, so I would be interested
down the line in figuring out how to do that.
Page 5
Stage #1: COURSE INTRODUCTION
Stage #1:
IDENTIFY
DESIRED
RESULTS
Page 6
STAGE #1: DESIRED RESULTS
COURSE AND UNIT SUMMARY

COURSE
Subject/Discipline English Composition
Class name and
number: ENG 2100: Research and Argument
Class time frame: 2 weeks
Grade Level: College general education (typically sophomore level)
Key words:
District/University
/ Organization Wright State UniversityLake Campus
School/Departmen
t/ Corporation English/Liberal Arts
Type of school or X Public School Private School Charter School
organization Corporation Training Company Other: ___________
Textbook for class: Graff, G. & Birkenstein, C. (2014). They say I say: The moves that
matter in academic writing (3rd ed.). New York, NY: Norton.
Links to online http://books.wwnorton.com/books/webad-detail-instructors.aspx?
resource material: id=4294982902
UNIT
Unit title: Annotated Bibliography
Unit time frame: 2 weeks
Where does unit
fit into class? Approximately week 6 of a 15-week semester
Unit delivery? X F2F Blended X Online Other: ___________________
COURSE DESIGN
Why are you
developing this Course project X Plan to teach course Part of team developing
course? course Other: __________________________________
Time frame to
teach: Two weeks
Level of Expertise:
(Select all that X Subject Matter Expert (SME) X Future Instructor X Course
apply) Designer
Page 7
UNIT SUMMARY
UNIT OVERVIEW
Give an overview of the unit in your own words (use simple words)
The annotated bibliography assignment is part of a semester-long scaffolded research
assignment in which students are ultimately expected to produce a 2000-word researched essay
on a topic connected to the theme of the course. In my case, I use the theme of digital
culture. Prior to producing the annotated bibliography, students are introduced to the library
databases, and taught to distinguish scholarly sources from non-scholarly sources, reliable
from unreliable, biased from objective, and so on. I have smaller assignments where they self-
guide themselves through the process of finding one scholarly source, then self-guide through
analyzing that source. We also have supplemental lessons on smaller issues such as proper
MLA citation and when it is appropriate to quote versus paraphrase. We also discuss how to
analyze a website to see if it is reliable to use as a source. Information literacy is a vital part of
this assignment for me. The annotated bibliography directions are much more structured than
is typical for what they may have done in the past, which takes some students by surprise. I
require them to produce a proper MLA citation. They then must identify and quote the thesis
statement word-for-word, then identify between 3-10 main points. They then must write
paragraphs on the strengths and weaknesses of the source and its usefulness for their final
paper.
PROFESSIONAL ORGANIZATION(S) FOR CONTENT

List all professional organizations that would have competencies, standards, or requirements for this course.
Professional National Council of Teachers of English
http://www.ncte.org/
Organization
#1 http://www.ncte.org/standards/ncte-ira
Organization:
Professional
Organization Put URL here:
#2 Put URL to competencies here:
Page 8
STANDARDS AND/OR COMPETENCIES

Standards are like the building code. Architects and builders must attend to them but they are not the purpose of
the design.
Code STANDARDS AND/OR COMPETENCIES [C]:
What content standards or competencies will this unit address?
1 Students read a wide range of print and nonprint texts to build an understanding
of texts, of themselves, and of the cultures of the United States and the world; to
acquire information; to respond to the needs and demands of society and the
workplace; and for personal fulfillment. Among these texts are fiction and
nonfiction, classic and contemporary works.
3 Students apply a wide range of strategies to comprehend, interpret, evaluate,
and appreciate texts. They draw on their prior experience, their interactions with
other readers and writers, their knowledge of word meaning and of other texts,
their word identification strategies, and their understanding of textual features
(e.g., sound-letter correspondence, sentence structure, context, graphics).
7 Students conduct research on issues and interests by generating ideas and
questions, and by posing problems. They gather, evaluate, and synthesize data
from a variety of sources (e.g., print and nonprint texts, artifacts, people) to
communicate their discoveries in ways that suit their purpose and audience.
8 Students use a variety of technological and informational resources (e.g.,
libraries, databases, computer networks, video) to gather and synthesize
information and to create and communicate knowledge.
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TRANSFER
What does the student need to be able to do in the future (perhaps in their career) in an environment that is
different than the classroom without the support of the instructor?
Code TRANSFER [T]: Competenc
What kinds of long-term independent accomplishments are desired? y
Students will be able to independently use their learning to. . . Codes
T #1 Recognize how people use appeals to logic, emotion, and authority to 1, 3
convince others to accept their worldview.
T #2 Recognize patterns in the public debates that play out over important 7
issues of the day.
T #3 Determine how their own opinions fit into the public conversation going 1, 3
on surrounding important issues of the day.
T#4 Know how to seek out reliable information published online and in print. 8
T #5 Know the importance of gathering and synthesizing information from a 1, 3, 7, 8
broad range of sources in order to develop their own balanced, well-
considered opinion on a topic
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MEANING
An understanding is an idea that results from reflecting on and analyzing ones learning: an important
generalization, a new insight, a useful realization that makes sense out of prior experience or learning that was
either fragmented or puzzling. An understanding is not a fact (though it may sound like one) but a theory in the
broadest sense; it is the result of inference- the developing and testing of ideas by learners, with teacher
assistance, as needed- culminating in an idea that seems useful and illustrative to the learner (Wiggins &
McTighe, 2011, p. 14).
Code ESSENTIAL QUESTION [Q]: Competenc
What thought-provoking questions will foster inquiry, meaning-making, and transfer? y
Put in the form of a question. Codes
Q #1 How do we know where to turn to for reliable information on issues that 7, 8
matter to us?
Q #2 How much should we base our opinions on the thoughts and opinions of 1, 3
others?
Q #3
Q #4
Q #5
Code UNDERSTANDINGS [U]: Competenc
What specifically do you want students to understand? What inferences should they y
make? Codes
Put in the form of a statement. Students will understand that. . .
U #1 Published sources have different levels of reliability, authority, and bias. 7
U #2 Legitimate arguments must be grounded in reliable evidence. 3
U #3 Proper research requires diligence, creativity, and flexibility when it 8
comes to locating a variety of sources.
U #4 Authors have many motivations for writing, and we as readers have 1, 2
many assumptions that we bring to their writing.
U #5
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ACQUISITION
In the short term, our aim is that students acquire knowledge and skill. Here, you state the key declarative
knowledge (factual information, vocabulary, and basic concepts) and procedural knowledge (basic know-how or
discrete skills) you want your students to learn by the units end (Wiggins & McTighe, 2011, p. 21).
Code KNOWLEDGE [K]: Competenc
What facts and basic concepts should students know and be able to recall? Students y
will know. . . Codes
K #1 The key qualities that make up a reliable website or other publication 7, 8
K #2 The strengths and weaknesses of different search engines such as 8
Google, Google Scholar, and the library databases
K #3 The qualities that differentiate a scholarly source from a popular source 1, 3, 7
K #4 How to recognize when search strategies are not successful and adjust 7, 8
them
K #5 How to not dismiss sources that they disagree with 3
K #6 How to avoid mischaracterizing the viewpoint of an opinionated source 3
Code SKILL [S]: Competenc
Know = What discrete skills and processes should students be able to use? y
S Students will be skilled at. . . Codes
S #1 Identifying publication information displayed on a variety of sources 8
S #2 Navigating an MLA style guide 1
S #3 Arranging publication information into proper MLA citations 8
S #4 Creating and adjusting keyword search terms to target relevant sources 7, 8
S #5 Summarizing sources 1, 2
S #6 Evaluating the suitability of a source for a particular research question 7
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STAGE #2: DETERMINE ACCEPTABLE EVIDENCE
Stage #2:
DETERMINE
ACCEPTABLE
EVIDENCE
Page 13
STAGE #2- DETERMINE ACCEPTABLE EVIDENCE
Students should refer to Module G & J in the textbook for information in this section.
PERFORMANCE TASKS
Assessments where students flexibly and intelligently use what they know, in a new complex situation where
higher-order thinking in the use of content is required.
Desired Results Performance Task(s): Evaluative Criteria:
Code How will students demonstrate their What criteria will be used in each assessment to
All Transfer understanding (meaning-making and evaluate attainment of the desired results?
Goals transfer) through complex Regardless of the format of the assessment, what
And performance? Students will show that qualities are most important?
All Meaning they really understand by evidence
Goals of:
Q1, U3, S4, Performing a search on the Keywords used are specific and effective
S6, K1, K2, library database and internet at locating appropriate sources about the
search engines such as Google research topic.
K4
and Google Scholar using
appropriate keywords,
adjusting keywords as needed
U1, T4, T5, Selecting useful sources from Sources are in a variety of formats from a
S6, K3, K5 their search results range of authors with different opinions or
backgrounds
T5, S5, K6 Identifying the thesis statement Summaries are in their own words and
of the sources and summarizing accurately represent the information in the
important information from sources
their sources
U1, U2, U3, Writing a paragraph assessing Paragraph makes reference to the type of
U4, T1, T2, K6 the quality of the source evidence used in the source, the type of
rhetorical devices used (e.g., logos, pathos,
ethos), identifies any bias or ideological
leanings, and identifies the qualifications
of the author
Q2, U2, T1, Writing a paragraph assessing Paragraph identifies how the source fits in
T3, T5, S6, the usefulness of the source for to their own opinions on the research topic
K5, K6 their research project and what potential points the source may
support or what counterarguments it will
represent
Page 14
OTHER EVIDENCE
Here you place assessments of knowledge, skill, standards, and other goals that are not otherwise assessed by the
performance tasks.
Desired Results Other Evidence: Other Evidence Evaluative Criteria:
Code Through what other evidence (e.g. What criteria will be used in each assessment to
All Meaning quizzes, tests, academic prompts, evaluate attainment of the desired results?
Goals observations, homework, journals, Regardless of the format of the assessment, what
And etc.) will students demonstrate qualities are most important?
All Skill and achievement of the desired results?
Transfer Goals
And
All Knowledge
and Skill Goals.
S1, S2, S3 Placing publication information Correctness
for sources in proper MLA
format in Annotated
Bibliography
S1, S2, S3 Quiz on MLA format Correctness
K2, K3 Homework on finding a basic Contains one example of each type of
range of sources (book, article, required source
website) using simple
keywords provided to them
Grading Rubric
Pick one of your critical assessments and develop the rubric that you will be using to evaluate it. In your rubric you should list
the criterion that you will be using to evaluate the assessment, the levels that you will use, and a description for each
level/criterion.
CRITERION EXEMPLARY SUFFICIENT NEEDS NO EVIDENCE
A B REVISION D or F
C
1. Basic Goes beyond Meets minimum Falls short by Major shortfall in
Requirements minimum requirement for less than 100 word count,
requirement for word count, words of required missing more than
word count, number and type length, one one source or type
number and of sources source missing, of source
type of sources one type missing
2. Quality of All sources are Most sources are One or two Serious problems
Page 15
Source reliable and up reliable, with one sources have in credibility and
to date or two having serious problems timeliness of most
minor flaws or with credibility sources
being slightly out (may be from an
of date. unreliable
website or
lacking a specific
author). Sources
may be out of
date.
3. MLA format Few if any MLA format Major MLA Major MLA format
MLA errors mostly correct, format errors, errors, missing
with only minor although major publication
errors important information
publication
information is all
present
4. Summaries of Language in Language in Language may Student may be
thesis statement summaries is summaries is seem too similar unintentionally
and specific significantly significantly to that of original crossing the line to
points different from different from that source or, plagiarism;
that of the of the source; most conversely, too Summaries
source, points summarized vague to inaccurately
accurately are major and represent a represent the
represents a specific but a few specific point argument in the
major and may be slightly source
specific point vague or minor
5. Paragraph For all sources, For most sources, For some Student does not
assessing quality student clearly student clearly sources, student perform the
of each source references type references type of fails to mention required analysis
of evidence evidence used in important points for most or all
used in source, source, about evidence sources
qualifications qualifications of used in the
of author, author, quality of source,
Page 16
quality of argument, qualifications of
argument, rhetorical devices author, quality of
rhetorical used. argument,
devices used. rhetorical devices
used
6. Paragraph on Student is able Student is able to Student makes Student fails to
Usefulness of to make make connections only vague develop a plan for
each source specific from their research connections how to connect
connections sources to the between research their source to their
from their points they have sources and their planned research
research planned, but those planned research project, or
sources to points may seem project completely
points they somewhat vague or misjudges the
have planned in underdeveloped usefulness of the
their research source
project
Page 17
STAGE #3: PLAN LEARNING EXPERIENCES
Stage #3:
PLAN
LEARNING
EXPERIENCES
Page 18
Page 19
STAGE #3A- PLAN LEARNING EXPERIENCES
Students should refer to Module K and N in the textbook for information in this section.
Page 20
WHERETO LEARNING PLAN
What teaching and learning experiences will equip students to engage with, develop, and
demonstrate the desired understandings? Group each key teaching and learning activity with
its appropriate WHERETO location.
GOALS: SMART Learning Objective

(Specific, Measurable, Attainable, Results-Focused and Time
Focused)
1. Perform database and internet searches to locate research
sources
2. Judge the quality of research sources
3. Summarize and synthesize information from sources
4. Apply MLA formatting to publication information
W= help the students
know WHERE the
RELEVANCE:What are the benefits to the students by completing
unit is going and
this unit? How will they benefit from learning this material?
WHAT is expected?
1. Students will become better evaluators of information (gain
Help the teacher know
WHERE the students information literacy) to make them 1) smarter consumers and
are coming from 2) more informed citizens
(prior knowledge, DIAGNOSIS: How will you know what they know before the lesson
interests). and what they know after the lesson? How will you test for
misconceptions?
1. Verbal diagnosis via classroom discussion of experiences
(Where do you go to find out about current events? What
websites do you visit regularly?)
2. Survey about previous experience. (Have they ever written a
research paper? Are they familiar with MLA?)
3.
HOOK & HOLD: How will you hook and hold student interest?
1. Display on classroom projector some popular sources of
information that may be familiar to students, then critique
them
2. Discuss political news, distinguishing between journalism and
blogs
H= HOOK all 3.
students and HOLD
their interest.
TECHNOLOGY: How will technology be used in the unit to Hook
your students and get them interested and engaged?
Do comparative searches on regular Google, Google Scholar, library
databases. Show videos on information literacy produced by
librarians and produced by myself.
Page 21
E= EQUIP students, EXPERIENCE & EXPLORE: How will students uncover the
help them meaning of the unit?
EXPERIENCE the 1. Review models of good performance
key ideas, and 2. Review rubric
EXPLORE the issues. 3. View demonstrations of search engines and databases
4. Walk through sample search activity
5. Perform group evaluations of provided websites and present to
class
RETHINK, REVISE, AND REFINE: How will the students have

opportunities to rethink, revise, and refine their work in the unit?
1. Conduct research, adjusting search terms based on results.
2. Keep ongoing record of their search terms and how they
adjust them with each search.
R= provide 3.
opportunities to 4.
RETHINK and
REVISE their
REFLECT and SELF-REGULATE: How will the students have time
understandings and
to improve their metacognition and self-regulation skills?
work?
1. Critique performance models using provided rubric
2. Write a self-reflection, referring to rubric, when they turn in
the assignment.
3.
E= EVALUTE. Allow FORMATIVE FEEDBACK: How will students get formative

students to get feedback so they can improve their work and move toward mastering
formative feedback to the learning objectives?
improve their work. 1. On-the-spot feedback will be given to students during initial
searches done in computer classroom.
2. Instructor feedback will be used to require students to revise
their source list in future assignments in the course (research
paper rough and final drafts).
Page 22
T= be TAILORED CONTENT:
(personalized) to the
different needs, CONTENT,by
Understanding PROCESS, PRODUCT,
Design (UbD) AND2.0
Template, Version ENVIRONMENT:
STAGE
interests, and abilities How will#3:
youPLAN LEARNING
tailor EXPERIENCES
your content, process, product, or learning
of learners. environment to tailor your unit to the different needs, interests, and
abilities of your learners?
Carol Ann Tomlinson 1. Content: Students choose their own topic, encouraged to
(2007) felt that choose one related to their intended major or other personal
teachers can
interest
differentiate
2. Abilities: Advanced students may be allowed to use regular
instruction in four
ways (1) through Google, while developmental students must use only library
differentiated content, website. Advanced students may be shown how to use
(2) through
discipline-specific databases instead of Quicksearch
individualized 3. Needs: Students have class time to perform initial searches in
process, (3)
computer lab supervised by instructor so they can get on-the-
differentiated product
and (4) through spot individualized advice from instructor.
personalized learning
environment.
O= ORGANIZED ORGANIZED TO DEVELOP HABITS OF MIND
(1) How will the unit How will the unit be organized to help your students develop more
be organized to effective Habits of Mind?
help your students http://www.chsvt.org/wdp/Habits_of_Mind.pdf
develop more 1. Persistence: Students often initially find few or no sources
effective Habits of
using their initial keywords. They must be persistent.
Mind?
2. Flexible thinking and empathy: Students must be able to think
(2) How will your
unit be organized of various terms another person may use to refer to the same
to allow your thing (e.g. illegal alien versus undocumented worker)
students to 3. Accuracy: Strive for accuracy in MLA format
develop more ORGANIZED TO DEVELOP TECHNOLOGY SKILLS
effective How will your unit be organized to allow your students to develop
technology skills? more effective technology skills?
(3) How will your 1. Required to use multiple databases, learn a bit about how
unit be organized
databases work (algorithms), learn about definitions of types
to use technology
to analyze student of publications (blogs, op-eds, journalism, academic
data and interpret publications) and where to find them
the results to 2.
improve 3.
instructional
practices? ORGANIZED TO USE TECHNOLOGY TO ANALYZE DATA:
How will your unit be organized to use technology to analyze student
data and interpret the results to improve instructional practices?
1. Do two MLA formatting quizzes in Pilot for formative and
summative assessment and compare data.
Page
2. Track grades on annotated bibliographies across semesters as 23
instructional changes are made.
3. Use a Survey Monkey given to students assessing their
UbD RESOURCES
Many schools and universities are now using the UbD process. To develop this template, I
have incorporated bits and pieces from several resources. Here are some of those resources:
1. Understanding by Design Professional Development Workbook.
by- Jay McTighe and Grant Wiggins
Association for Supervision and Curriculum Development
Copyright 2004
2. Understanding by Design
by Jay McTighe and Grant Wiggins
Copyright 2005
3. The Understanding by Design Guide to Creating High-Quality Units
by Grant Wiggins and Jay McTighe
Copyright 2011
4. The Understanding by Design Guide to Creating High-Quality Units
Copyright 2011
5. Understanding by Design Guide to Advanced Concepts in Creating and Reviewing
Units
Copyright 2011
OTHER RESOURCES
Here are some of those resources:
1. Tomlinson, C. A. (2007). Ministry of Education. Differentiated instruction teachers
guide: Getting to the core of teaching and learning. Toronto: Queens Printer for
Ontario.
Page 24

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Understanding by Design (UbD) Template, Version 2.

STAGE #0: COURSE APPROVAL

BIG IDEA OF UNIT

STAGE #1: DESIRED RESULTS

COURSE AND UNIT SUMMARY

PROFESSIONAL ORGANIZATION(S) FOR CONTENT

STANDARDS AND/OR COMPETENCIES

GOALS: SMART Learning Objective

RETHINK, REVISE, AND REFINE: How will the students have

E= EVALUTE. Allow FORMATIVE FEEDBACK: How will students get formative

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