Name: Date:

Stage 1 Identify Desired Results

Established Goals:
1. Write the complete SOL that is in your unit.
2. Indicate in some fashion which part(s) of the SOL is/are the focus
of your unit.
What essential questions will be considered?
1. Write the essential questions that will shape your unit. nits
typically ha!e "etween 2 and # questions.
2. $ach question taps a different facet of understandin%.
&. 'e sure to include which facet of understandin% your question taps.
What understandings are desired?
Students will understand that
1. Write the understandin% for each essential question that students
will %ain throu%hout the unit.

What key knowledge and skills will students acquire as a result of this unit?
Students will know Students will be able to
(or your unit) what are the (or your unit) what thin*in%
specific facts) ideas) !oca") etc.+ "eha!iors will your students do+
(,hin* thin*in% s*ills) not
acti!ities.)
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nd
.ed.)# le-andria" .:
ssociation for Su!er/ision and 0urriculum De/elo!ment#
Name: Date:
Stage 2 Determine Acceptable Evidence
What e/idence will show that students understand?
1erformance tasks:
-reate a performance tas* for each essential question. (Summati!e assessment)
What other e/idence will be collected in light of Stage 2 Desired 3esults?
4ther e/idence (tests" qui55es" !rom!ts" work sam!les" obser/ations,:
What traditional assessments will you use to ensure students are %ainin% the
information necessary to finally answer your essential questions+ ((ormati!e
assessment)
Students Self6ssessment and 3eflection:
.ow will you ha!e students thin* a"out the content throu%hout the unit and after
the /'$s+ (self0reflection)
.ow will you ha!e students thin* a"out themsel!es as learners throu%hout the
unit and after the /'$s+ (self0assessment)
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nd
.ed.)# le-andria" .:
ssociation for Su!er/ision and 0urriculum De/elo!ment#
Name: Date:
Stage 3 Plan Learning Eperiences
,hin* a"out how you will pro!ide1
access to the content/information
opportunities for students to ma*e meanin% of that content (ma*in%
meanin% requires more than 2ust one opportunity to practice with the
content)
e3periences to transfer that meanin% to new situations
Sequence all the *nowled%e) s*ills) and e!idence included in Sta%es 14 2 in the
order you "elie!e will promote student understandin%. 'e aware that as you map
out the unit) you may disco!er additional content (*nowled%e 4/or s*ills) that
must "e tau%ht. 'e sure to include those) "ut you do 5O, ha!e to %o "ac* to the
early Sta%es and re!ise them. 6ou may list your sequence (see p%. 27) or plot it
out in a calendar. If you use a calendar) don8t panic if your unit runs more than
the current typical unit of one to two wee*s. 9$:$:'$91 you are teachin% for
understandin%) not rote memori;ation<<< ,hat ta*es time and practice with the
content.
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nd
.ed.)# le-andria" .:
ssociation for Su!er/ision and 0urriculum De/elo!ment#