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CURRICULUM
Unit Title:
STAGE 1 DESIRED RESULTS
STANDARD(S) (Establish Learning Goals) : Formal, long-term goals, such as state content standards,
district program goals, departmental objectives and exit-level outcomes - the desired results that establish
priorities for instruction and assessment. These are the goals we abide by as we plan each question, activity,
assessment and so forth, providing the rationale for the short-term goals that are lesson and unit specific. They
refer to a complex mixture of academic aims: factual, conceptual, procedural, dispositional and expert
performance based. (p. 58, Wiggins)
BENCHMARK(S) (Understandings):
ESSENTIAL QUESTIONS:
Benchmark number and text
The best questions point to and highlight the big
Students will understand that
ideas. They serve as doorways through which
An understanding is best acquired by uncovering
learners explore the key concepts, themes, theories,
(i.e., it must be developed inductively, coconstructed
issues, and problems that reside within the content.
by learners) and doing the subject (i.e., using the
Good questions:
ideas in realistic settings and with real-world
Are open-ended (not yes/no or one right answer)
problems.
Are not just about learning the answer but about
What are the big ideas?
learning how to learn.
What specific understandings about them are desired? Cause genuine and relevant inquiry into the big ideas,
What misunderstandings are predictable?
assumptions and core content
Provoke deep thought, lively discussion, sustained
inquiry, and new understanding as well as more
questions
Require students to consider alternatives, weigh
evidence, support their ideas, and justify their answers
Spark meaningful connections with prior learning and
personal experiences.
Naturally recur, creating opportunities for transfer to
other situations and subjects.
(p. 106-108, Wiggins)
LEARNING TARGETS
LEARNING TARGETS
What key knowledge (nouns) and skills (verbs) will students acquire as a result of this unit?
What should they eventually be able to do as a result of such knowledge and skills?
(p. 22, Wiggins)
Other Evidence:
1
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Subject/Course ______________________ Grade(s) _______ Author(s) _________________________ Last updated______________ Quarter Taught __
Key Criteria/Rubrics:
Checklist for creating a rubric
2
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)