Unit Title Author name Author school Grade Level.

Unit TitleUnit TitleAuthor name

Author school

Grade Level

Stage 1 – Identify Desired Results

Established Goals:[What relevant goals (CSOs, course objectives, learning outcomes) will be addressed]

Understandings:Students will understand that….

Essential Questions:1.

Students will know... Students will be able to…

Stage 2 – Determine Acceptable Evidence

Performance Tasks:[Through what authentic tasks will students demonstrate understanding?][By what criteria will performances of understanding be judged?]

Other Evidence:[Through what other evidence will students demonstrate achievement?]

Stage 3 – Plan Learning Exercises and Instruction

Factual Students will show what they already know by:[Pre-Test or hands-on demonstration]

Mechanical We will address deficiencies in vocabulary, knowledge and skills by:[Individual or small-group instruction – practice sheets, games, graphic organizer, manipulatives, etc.]

Proficiency Students will prove their proficiency of this skill by:[Teacher questioning, hands-on demonstration, review, explain/discuss/defend]

Creative Only after proving their proficiency, students will apply and extend what they know by:[authentic tasks and projects]

Mastery [Post-test]

Acquisition planning form for a topic or skill. Projected duration: [lesson length] Begin Date:

Essential Question

Activating Strategy

Teaching Strategies

Differentiation

Summarizing Strategy

Materials:

Non-Acquisition planning form for a topic or skill. Projected duration: [lesson length] Begin Date:

Essential Question

Teaching Strategies

Assignment

Materials:

Sternberg Assignments and Assessments

Analytical Show the parts of _________ and how they work.Explain why _______ works the way it does.Diagram how __________ affects __________________.Identify the key parts of _____________________.Present a step-by-step approach to _________________.

Creative Demonstrate how someone uses ________ in their life or work.Show how we could apply _____ to solve this real life problem ____.Based on your own experience, explain how _____ can be used.Here’s a problem at school, ________. Using your knowledge of ______________, develop a plan to address the problem.

Practical Find a new way to show _____________.Use unusual materials to explain ________________.Use humor to show ____________________.Explain (show) a new and better way to ____________.Make connections between _____ and _____ to help us understand ____________.Become a ____ and use your “new” perspectives to help us think about ____________.

Gardner’s Assignments and Assessments

Linguistic(Word-Smart)

TV/radio ad, debate, crossword, letters, limericks, similes, speeches, story problems, written instructions

Logical-Mathematical(Number-Smart)

Cause/effect, charts, coded message, graphic org., mind map, mnemonics, sequences, lab, calculator instructions

Spatial(Picture-Smart)

Model, book cover, collage, comic strip, flow chart, illustration, mobile, Pictionary, poster, puzzle, Venn diagram

Kinesthetic(Body-Smart)

Skit or play, charades, dance, games, sign lang., role-play, manipulatives demonstration, video production

Musical(Music-Smart)

Cheer, composition, jingle/melody, music mnemonics, poem, rap, song

Interpersonal(People-Smart)

Circle of knowledge, communication game, cooperative product, “each one teach one”, jigsaw, interview, role play

Intrapersonal(Self-Smart)

Diary/journal, personal application scenario, photo essay/slideshow, reflections, summary

Bloom’s Assignments and Assessments

Creating [film, song, new game, project, plan, media product]

Evaluating [debate, evaluation, persuasive speech, predict, Venn diagram]

Analyzing [graph, survey, mobile, interview, debate,]

Applying [pictograph, illustration, simulation, presentation]

Understanding [summary, show and tell, outline, paraphrase]

Remembering [quiz, test, definition, worksheet, list]

Format Audience Topic Presentation

Role Audience Format Topic

Goal Role Audience Situation Presentation

Think-Tac-Toe

[Topic 1]

[Topic 2]

[Topic 3]

Be a Student Leader Help your fellow classmates! Create a product that goes along with our current unit that will help other students understand and learn about the topic(s).  Possible products include: Make a bulletin board or poster highlighting important facts about each topic.

Produce an audio/visual podcast or PowerPoint slide show highlighting important facts (with examples) about each topic.

Create a web page, web log, or wiki that students can use as a learning/study resource.

Make a “…for Dummies” book, providing examples and practice (with answer key) that other students can use as a resource.

Make a skit/commercial advertising a special problem-solving strategy

Invent a game that teaches important concepts to the players

Write a song to help students remember important points (you will be asked to perform)

Create your own idea and get teacher permission.

21st-Century Learning/Technology/Workplace CSOs Addressed:

Student misconceptions to watch for:

Cross-curricular integration:

Technology Usage:

Vocabulary Developed:

Teacher notes/reflection: