Understanding by Design (UbD) Template, Version 2.

0
Last updated July 14, 2016
Stage #0: COURSE APPROVAL

Sarah McGinley

Stage #0:
Course
Approval

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Understanding by Design (UbD) Template, Version 2.0

Stage #0: COURSE APPROVAL

STAGE #0: COURSE APPROVAL

Program name:
Program
overview:

Course number:
Course name:
Course overview:

Time length of
course:

Name of unit:
Time length of
unit:
Unit overview:

Course Approval
PROGRAM INFORMATION:
Which program will this unit be a part of?
First-year writing
First-year writing is part of Wright State Universitys general education
core.
COURSE INFORMATION:
Which course will this unit be a part of?
ENG 1100
Academic Writing and Reading
Wright States catalog describes the course as providing foundational
skills students need in academic discourse, research, and documentation
in an electronic environment.

One fifteen-week semester

UNIT INFORMATION:
Tell me about the unit you plan to teach.
Writing an Evaluation
Three weeks (either 9 x 55 minutes or 6 x 80 minutes)
The unit offers scaffolded activities building to a short (4 page) paper.
Students learn how to develop appropriate criteria for evaluations, how to
present the results of evaluations, and how to recognize academic

language that indicates an assignment calls for evaluation.

TECHNOLOGIES TO BE INCLUDED IN LESSON
Word processing in computer lab, PowerPoint overview of unit, Youtube videos to practice
evaluations, movie from Netflix/DVD, and University libraries databases. Work will be
submitted to Pilot. Students have the option of adapting this paper as their final electronic
presentation (choice of PowerPoint, Youtube video, or Prezi).

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Understanding by Design (UbD) Template, Version 2.0

Stage #0: COURSE APPROVAL

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.
Evaluating is a very common academic writing task -- many assignments have evaluation at
their core. For example, you may be asked:
Is this policy effective?
Which method is better for this task?
What is the best solution?
How successful was project X?
Is this a good film?
We also use evaluations when we read reviews of movies, choose a new car based on reports,
or decide where to eat. We also get into debates about which is the best music, best
quarterback, most authentic version of a character, or whether the old or new version of
something is better.
This units big idea is that the critical skill of evaluating depends on being able to develop and
apply criteria.

HISTORY OF UNIT:
What is your history with this unit? Have you taught it before? Is it new or are you redesigning
it?
Ive taught this unit three or four times a year for the last ten years. The evaluation
assignment is a standard one in first year writing; however, how I teach the unit is my own
design that I tweak every time. I will be redesigning it for this class.
WHY:
Tell me why you picked this unit? Why is it important to you?
Ive found that students who can write an evaluation tend to succeed in the rest of the course.
Its often the moment in the semester when things click. Its also a unit that lends itself to a
variety of topics and class activities that generally engage students. While it is an evergreen
unit, and one that I am reasonably happy with, I think I can improve on how I plan and teach
it. I am anxious about auto-piloting it if I dont revamp it.

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Understanding by Design (UbD) Template, Version 2.0

Stage #1: COURSE INTRODUCTION

Stage #1:
IDENTIFY
DESIRED
RESULTS

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Understanding by Design (UbD) Template, Version 2.0

Stage #1: COURSE INTRODUCTION

STAGE #1: DESIRED RESULTS

Subject/Discipline
Class name and
number:
Class time frame:
Grade Level:
Key words:
District/University
/ Organization
School/Departmen
t/ Corporation
Type of school or
organization

COURSE AND UNIT SUMMARY

COURSE
College Composition
ENG 1100 Academic Writing and Reading
One 15-week semester
Freshman College
Academic argument, rhetoric, academic discourse, research writing
Wright State University
Department of English Language and Literatures
Public School Private School Charter School

Corporation Training Company Other: ___________

Textbook for class: The Norton Field Guide to Writing 4th edition
Links to online
http://www.wwnorton.com/college/english/write/fieldguide/index.asp
resource material:
UNIT
Unit title:
Evaluation
Unit time frame:
Three weeks
Where does unit fit
into class?
The unit is midway in the semester and is the second main project.
Unit delivery?
F2F
Blended
Online Other: ___________________
COURSE DESIGN
Why are you
Course project Plan to teach course
Part of team developing course
developing this
course?
Other: __________________________________
Time frame to
teach:
Either 9 x 55 minutes or 6 x 80 minutes
Level of Expertise:
(Select all that
apply)
Subject Matter Expert (SME) Future Instructor Course Designer

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Stage #1: COURSE INTRODUCTION

UNIT SUMMARY
UNIT OVERVIEW
Give an overview of the unit in your own words (use simple words)
The evaluation unit is the second of three main papers in the course. The first is a narrative
during which students are introduced to the courses methods as well as the idea of writing as a
process. Students will be using many of the skills from the first paper as they explore how to
write an evaluation paper. In turn, the evaluation paper builds to the third paper, an analysis.
Thus, the course is scaffolded at the macro level as well as at the class by class level. The unit
offers scaffolded activities building to a short (4 page) paper. Students learn how to develop
appropriate criteria for evaluations, how to present the results of evaluations, and how to
recognize academic language that indicates an assignment calls for evaluation.
PROFESSIONAL ORGANIZATION(S) FOR CONTENT
List all professional organizations that would have competencies, standards, or requirements for this course.

Professional
Organization
#1
Professional
Organization
#2

Organization: National Council of Teachers of English

Put URL here: http://www.ncte.org
Put URL to competencies here: http://www.ncte.org/standards/ncte-ira
Organization: Writing Program Administrators Council
Put URL here: http://wpacouncil.org/
Put URL to competencies here: http://wpacouncil.org/framework
Organization: Wright State University Core

Professional
Organization
#3

Put URL here: https://www.wright.edu/academic-affairs/programs/generaleducation

Put URL to competencies here: https://www.wright.edu/academicaffairs/programs/general-education/learning-outcomes
Organization: Wright State University Core Writing

Professional
Organization
#4

Put URL here: https://liberal-arts.wright.edu/english-language-andliteratures/university-writing-program/core-writing-courses

Put URL to competencies here: https://liberal-arts.wright.edu/sites/liberalarts.wright.edu/files/page/attachments/eng1100-2100_outcomes.pdf

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Stage #1: COURSE INTRODUCTION

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?

C1
C2
C3
C4
C5
C6

Write clear and appropriate thesis statements

Support conclusions with textual evidence and sound reasoning
Organize texts appropriately for genre, purpose, and audience
Adapt writing strategies for audience, purpose, and type of task
Participate in democratic society as informed and civically engaged citizens
Evaluate arguments and evidence critically
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
T #2

identify assignments or tasks that call for evaluation

develop and apply appropriate criteria

C4
C3, C2

T #3
T#4

evaluate a variety of objects / tasks / ideas

explain their conclusions to others

C4, C6
C1, C2,

...understand the validity of different opinions and choices

C5.
C2, C4,

T #5

C5, C6

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Understanding by Design (UbD) Template, Version 2.0

Stage #1: COURSE INTRODUCTION

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
Q #2
Q #3

How do we make smart choices between similar seeming options?

How can we measure an idea?
How can we make a case for something subjective (such as matters of

C2, C6
C2 , C6
C1, C2

Q #4

taste)?
How can we understand that someone may genuinely disagree with us

,C3
C1, C2,

about the correctness of a choice or decision?

C3, C4,

Q #5

Is it ethical and appropriate to change our writing for different readers?

C5
C4, C5

Code

UNDERSTANDINGS [U]:
What specifically do you want students to understand? What inferences should they
make?
Put in the form of a statement. Students will understand that. . .

Competenc
y
Codes

U #1

complex choices can be made by identifying and applying the

C3, C2,

U #2

appropriate criteria
weighting different criteria can help a decision be made effectively

C6
C2, C1,

making a case to others depends on purpose and audience

C5, C6
C3, C4,

being able to present the overall conclusion concisely in the form of a

C5
C1

U #3
U #4

thesis is a key means of understanding and communicating a point

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Understanding by Design (UbD) Template, Version 2.0

Stage #1: COURSE INTRODUCTION

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
K #2
K #3
K #4
K #5

the specific meaning of criteria in this context

the meaning of stipulative definition
the components of the rhetorical situation (purpose, audience, genre)
the definition of thesis statement
.. the key words that signal an academic assignment is asking for an

C2
C2
C3, C4
C1
C3, C4

evaluation
Code
S #1
S #2
S #3
S #4
S #5

SKILL [S]:
What discrete skills and processes should students be able to use?
Students will be skilled at. . .

Competenc
y
Codes

writing clear definitions

organizing evidence

C1, C4
C2, C3,

considering audience needs

selecting strategies
measuring defined qualities using criteria

C4
C4
C4
C2

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Understanding by Design (UbD) Template, Version 2.0

STAGE #2: DETERMINE ACCEPTABLE EVIDENCE

Stage #2:
DETERMINE
ACCEPTABLE
EVIDENCE
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STAGE #3: PLAN LEARNING EXPERIENCES

STAGE #2- DETERMINE ACCEPTABLE EVIDENCE

Students should refer to Module G & J in the textbook for information in this section.

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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.
UnderstandingTask(s):
by Design (UbD) Template, Version
2.0
Desired Results
Performance
Evaluative
Criteria:
STAGE
#3:
PLAN
LEARNING
EXPERIENCES
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:

T2, T3, T4, T5

Students successfully identify criteria

Students empathize with other points of
view
Students successfully articulate a case
Students reflect on own tastes

U3

Ew, you like that? small

group activity students make a
case using criteria for why
someone might genuinely
enjoy something they
personally dislike
Where shall we eat? small

Q1

group activity students develop

according to different purposes and

T2, T3, T4

a grid to develop and apply

audiences

criteria to restaurants

Students make connections to real world

depending on budget and

purposes for evaluation

Q3, Q4

Students identify and adapt criteria

reasons for dining and write a

U2, U3, U4

final conclusion
Hes the best! Individual

Students independently develop criteria

Q3, Q4

students select a music genre,

Students identify and adapt criteria

T2, T3, T4, T5

several performers within it,

according to different contexts, purposes,

and make a case for why one

and audiences

performer is the best. Students

Students turn data into a thesis and

write a two-page letter based

conclusion

on their grid evaluation. Their

Students understand others may not agree

audience is someone who is a

and adapt their strategies

newcomer to the genre, and

who does not (yet) appreciate
it. This is scaffolded to by the
previous activities, and in turn
scaffolds to the four-page unit
U1, U2, U3,

paper.
Four-page evaluation paper.

Students independently select

U4

Students select their own topic

appropriately complex topic

Q1, Q2, Q3,

(which must now be more

Student independently develop criteria

Q4

advanced than a review or

Students identify and adapt criteria

T2, T3, T4, T5

simple decision) select criteria,

according to different contexts, purposes,

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develop a thesis, and make an

and audiences

Understanding by Design (UbD) Template, Version 2.0

STAGE #3: PLAN LEARNING EXPERIENCES

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.

K1, K2, K3,

K4, K5
T1, K1, K2,

In class retrieval practice

activities / formative
assessment
Quiz

Students can correctly identify meanings

and terms

Two-page letter

Students can correctly identify meanings

and terms
Students identify assignment prompts
calling for evaluation
Students achieve sufficient or exemplary

S5
S1, U4, K4

Thesis wars in class game

on grading rubric
Students can write tight, concise, and

S1, S2, S3, S4,

Four-page evaluation paper.

effective thesis statements

Students achieve sufficient or exemplary

K3, K4, K5
S1, S2, S3, S4,

S5

on grading rubric

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.

Two-Page Hes the Best Letter

CRITERION

EXEMPLARY

1. Criterion #1
Definitions

Definitions are

NEEDS
REVISION
Definitions are

Definitions are

elegant, precise, clear, complete,

present but may

absent or

accurate, and

be incomplete or

inaccurate.

clear.

SUFFICIENT
Definitions are
and accurate.

NO EVIDENCE

lack clarity.
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STAGE #3: PLAN LEARNING EXPERIENCES

2. Criterion #2
Criteria

Criteria are

Criteria are

Criteria may be

appropriate and

appropriate, ranked appropriate but

inappropriate or

well justified,

/ weighted

are insufficiently

missing, ranked /

ranked /

effectively, and

developed, may

weighted

weighted

applied fairly.

be ranked /

ineffectively, or

effectively with

Rationales for

weighted

misapplied.

rationales, and

decisions are given

effectively but

Dissent is not

applied fairly

and are

reasons are not

recognized or is

and with

appropriate.

sufficiently

treated unfairly.

engaged

Dissent may be

explained, and

consideration of acknowledged but

may be applied

dissent.

fairly, but

not engaged

Criteria are

rationale may be
missing. Dissent
is either not
acknowledged or
is handled
3. Criterion #3
Thesis

Thesis

Thesis statement is

dismissively.
Thesis statement

statement is

arguable, concise,

is present, but is

missing or is a

elegant,

and grammatically

simplistic or

simple statement of

arguable, and

correct.

underdeveloped.

fact or opinion.

complex while

It may have

It may be

being concise

sentence structure ungrammatical.

and

issues.

Thesis statement is

grammatically
4. Criterion #4
Evidence

correct.
Evidence is

Evidence is well

Evidence is

Evidence is absent

accurate, well-

organized and

inadequate,

or inaccurate.

chosen, and

helps make the

disorganized, or

Evidence may

well organized.

case. It connects

inappropriate.

contradict thesis.

Evidence ties

to the thesis in

Evidence may

closely to

most instances.

not relate to
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Understanding by Design (UbD) Template, Version 2.0

STAGE #3: PLAN LEARNING EXPERIENCES

5. Criterion #5
Audience

thesis.
Material is

Material is

thesis.
While material is

Material is

presented with

presented with

presented that

presented without

careful

consideration for

attempts to meet

consideration for

consideration of readers need for

readers needs,

audience

readers

new knowledge to

more

knowledge,

be explained,

consideration

reasons for

reasons for

needs to be given

reading, and

reading, and

to what is new

opinions.

opinions. Readers

knowledge for

Strategies for

and their existing

the reader and

informing and

knowledge and

why they are

persuading are

opinions are

reading the

successfully

respected.

information. At

employed.

Strategies for

the same time,

Readers are

informing and

their prior

treated with

persuading are

knowledge and

respect.

employed, and are

opinions need to

generally

be respected.

successful.

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STAGE #3: PLAN LEARNING EXPERIENCES

Stage #3:
PLAN
LEARNING
EXPERIENCES

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Understanding by Design (UbD) Template, Version 2.0

STAGE #3: PLAN LEARNING EXPERIENCES

STAGE #3A- PLAN LEARNING EXPERIENCES

Students should refer to Module K and N in the textbook for information in this section.
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.
2.
3.

W= help the students

know WHERE the
unit is going and
WHAT is expected? RELEVANCE:What are the benefits to the students by completing
Help the teacher know this unit? How will they benefit from learning this material?
1.
WHERE the students
2.
are coming from
3.
(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.
2.
3.
HOOK & HOLD: How will you hook and hold student interest?
1.
2.
3.
H= HOOK all
students and HOLD
TECHNOLOGY: How will technology be used in the unit to Hook
their interest.
your students and get them interested and engaged?

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STAGE #3: PLAN LEARNING EXPERIENCES

E= EQUIP students,
help them
EXPERIENCE the
key ideas, and
EXPLORE the issues.

R= provide
opportunities to
RETHINK and
REVISE their
understandings and
work?

E= EVALUTE. Allow
students to get
formative feedback to
improve their work.

EXPERIENCE & EXPLORE: How will students uncover the

meaning of the unit?
1.
2.
3.
RETHINK, REVISE, AND REFINE: How will the students have
opportunities to rethink, revise, and refine their work in the unit?
1.
2.
3.
REFLECT and SELF-REGULATE: How will the students have time
to improve their metacognition and self-regulation skills?
1.
2.
3.
FORMATIVE FEEDBACK: How will students get formative
feedback so they can improve their work and move toward mastering
the learning objectives?
1.
2.
3.

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Understanding by Design (UbD) Template, Version 2.0

STAGE #3: PLAN LEARNING EXPERIENCES

T= be TAILORED
(personalized) to the
different needs,
interests, and abilities
of learners.
Carol Ann Tomlinson
(2007) felt that
teachers can
differentiate
instruction in four
ways (1) through
differentiated content,
(2) through
individualized
process, (3)
differentiated product
and (4) through
personalized learning
environment.
O= ORGANIZED
(1) How will the unit
be organized to
help your students
develop more
effective Habits of
Mind?
(2) How will your
unit be organized
to allow your
students to
develop more
effective
technology skills?
(3) How will your
unit be organized
to use technology
to analyze student
data and interpret
the results to
improve
instructional
practices?

CONTENT:
CONTENT, PROCESS, PRODUCT, AND ENVIRONMENT:
How will you tailor your content, process, product, or learning
environment to tailor your unit to the different needs, interests, and
abilities of your learners?
1.
2.
3.

ORGANIZED TO DEVELOP HABITS OF MIND

How will the unit be organized to help your students develop more
effective Habits of Mind?
http://www.chsvt.org/wdp/Habits_of_Mind.pdf
1.
2.
3.
ORGANIZED TO DEVELOP TECHNOLOGY SKILLS
How will your unit be organized to allow your students to develop
more effective technology skills?
1.
2.
3.
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.
2.
3.

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Understanding by Design (UbD) Template, Version 2.0

STAGE #3: PLAN LEARNING EXPERIENCES

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
Association for Supervision and Curriculum Development
Copyright 2005
3. The Understanding by Design Guide to Creating High-Quality Units
by Grant Wiggins and Jay McTighe
Association for Supervision and Curriculum Development
Copyright 2011
4. The Understanding by Design Guide to Creating High-Quality Units
by Grant Wiggins and Jay McTighe
Association for Supervision and Curriculum Development
Copyright 2011
5. Understanding by Design Guide to Advanced Concepts in Creating and Reviewing
Units
by Grant Wiggins and Jay McTighe
Association for Supervision and Curriculum Development
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.

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