Ubd Stage1-2-3-Onlymcginley3

Understanding by Design (UbD) Template, Version 2.
0
Last updated July 14, 2016
Stage #0: COURSE APPROVAL
Sarah McGinley
Stage #0:
Course
Approval
Page 1
Understanding by Design (UbD) Template, Version 2.0

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).
Page 2

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.
Page 3

Stage #1: COURSE INTRODUCTION
Stage #1:
IDENTIFY
DESIRED
RESULTS
Page 4

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:
Unit time frame:
Where does unit
fit into class?
Unit delivery?
Evaluation
Three weeks
The unit is midway in the semester and is the second main project.
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
Page 5

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
Page 6

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
Page 7

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
Page 8

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
Page 9

STAGE #2: DETERMINE ACCEPTABLE EVIDENCE
Stage #2:
DETERMINE
ACCEPTABLE
EVIDENCE
Page 10

RESOURCES
STAGE #2- DETERMINE ACCEPTABLE EVIDENCE

Students should refer to Module G & J in the textbook for information in this section.
Page 11
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:
RESOURCES
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,
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
T2, T3, T4, T5
simple decision) select criteria,
according to different contexts, purposes,

Page 12
develop a thesis, and make an
and audiences

RESOURCES
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.
Page 13

RESOURCES
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
Page 14

RESOURCES
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.
Page 15

RESOURCES
Stage #3:
PLAN
LEARNING
EXPERIENCES
Page 16

RESOURCES
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. Students will complete a four-page evaluation paper that
W= help the students

know WHERE the
successfully meets sufficient or exemplary on course rubric
unit is going and
2. Students will adapt evaluation paper to a digital presentation
WHAT is expected?
that reflects different format and audience needs
Help the teacher know
WHERE the students
RELEVANCE: What are the benefits to the students by completing
are coming from
this unit? How will they benefit from learning this material?
(prior knowledge,
1. Students will see how evaluation permeates many academic
interests).
tasks and learn to identify key words that alert them to the task
2. Students will become better informed consumers
3. Students will become better informed citizens
Page 17

RESOURCES
DIAGNOSIS: How will you know what they know before the lesson
and what they know after the lesson? How will you test for
misconceptions?
1. Early scaffolded activities about low stakes evaluating tasks
will reveal student preliminary strategies
2. Group activities and class discussions will explore ability to
make connections between individual choices and wider
consequences.
3. Activities will explore differences between tastes and the
extent to which students have the ability to use criteria to
establish basis and reasoning for explaining and exploring
them.
HOOK & HOLD: How will you hook and hold student interest?
1. Students will engage in activities that ask them to consider
how someone could genuinely like something the students
find unappealing.
2. Evaluating in everyday life: movies, food, social activities,
purchasing, etc.
3. Activities that show how the skill of evaluating is embedded
H= HOOK all
students and HOLD
their interest.
in many academic assignments.

4. Activities that tie evaluating to democracy: policies,
candidates, how information is presented, how these affect
daily life.
TECHNOLOGY: How will technology be used in the unit to Hook
your students and get them interested and engaged?
Scaffolded activities will include evaluating music videos, and
advertising, as well as a Netflix movie.
Clips to show political uses including how the West Wing and Larry
Wilmore use non-standard maps to help evaluate how policies are
set.
Page 18

RESOURCES
E= EQUIP students,
help them
EXPERIENCE the
key ideas, and
EXPLORE the issues.
EXPERIENCE & EXPLORE: How will students uncover the

meaning of the unit?
1. Students will use skills from scaffolding activities to select
their own topics and develop appropriate criteria to evaluate
2. Students will develop a thesis driven case to preset their
evaluation
3. Students use K-W-L technique
R= provide
opportunities to
RETHINK and
REVISE their
understandings and
work?
E= EVALUTE. Allow
students to get
formative feedback to
improve their work.
RETHINK, REVISE, AND REFINE: How will the students have

opportunities to rethink, revise, and refine their work in the unit?
1. Group activities will allow for test-driving ideas
2. Written peer reviews before submitting to instructor
3. Students redesign / reformat the papers content for a separate
digital project
4. Students may resubmit revised project in finals week
REFLECT and SELF-REGULATE: How will the students have time
to improve their metacognition and self-regulation skills?
1. Students make a case for the topic before committing to draft
2. Students write an action plan after receiving peer reviews
3. Students write a short self-review after completing the draft
that is submitted to the instructor
FORMATIVE FEEDBACK: How will students get formative
feedback so they can improve their work and move toward mastering
the learning objectives?
1. Responses to scaffolded activities and exercises
2. On-demand feedback during in-class writing sessions.
3. Optional individual conferences
4. Written feedback to draft with option to resubmit
Page 19

RESOURCES
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.
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. Students select own topics to evaluate
2. Students may opt for more individual help via conferences
3. Students write papers AND create digital project
4. Scaffolded tasks target different processes
Page 20

RESOURCES
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?
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. Exploring the tastes of others requires understanding and
empathy as well as flexible thinking.
2. Understanding ones own choices requires questioning and
posing problems.
3. Students will engage in metacognitive activities at multiple
stages
4. Students will apply past knowledge about making choices to
new situations as they evaluate more complex issues.
ORGANIZED TO DEVELOP TECHNOLOGY SKILLS
How will your unit be organized to allow your students to develop
more effective technology skills?
1. Students will use Google search skills to find appropriate
materials to evaluate.
2. Students will embed images as needed into their papers.
3. Students will upload materials to Pilot.
4. Students will convert paper to a digital project YouTube,
Prezi, PowerPoint, etc. that they have best judged to suit
their topic and audience.
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. Students will complete a survey about what they found
effective and ineffective
2. Students will complete mini-quizzes at Pilot throughout the
unit. Scores can be analyzed in the aggregate as well as
individually.
3. Comparison of rubrics at three stages: peer reviews, original
drafts, and revisions.
4. Comparison of paper and digital project scores.
Page 21

RESOURCES
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 22

Ubd Stage1-2-3-Onlymcginley3

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Ubd Stage1-2-3-Onlymcginley3

Uploaded by

Copyright:

Available Formats

Understanding by Design (UbD) Template, Version 2.

Understanding by Design (UbD) Template, Version 2.0

STAGE #0: COURSE APPROVAL

One fifteen-week semester

language that indicates an assignment calls for evaluation.

Understanding by Design (UbD) Template, Version 2.0

BIG IDEA OF UNIT

Understanding by Design (UbD) Template, Version 2.0

Understanding by Design (UbD) Template, Version 2.0

STAGE #1: DESIRED RESULTS

COURSE AND UNIT SUMMARY

Corporation Training Company Other: ___________

Why are you

Understanding by Design (UbD) Template, Version 2.0

Organization: National Council of Teachers of English

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

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

Understanding by Design (UbD) Template, Version 2.0

STANDARDS AND/OR COMPETENCIES

Write clear and appropriate thesis statements

identify assignments or tasks that call for evaluation

evaluate a variety of objects / tasks / ideas

...understand the validity of different opinions and choices

Understanding by Design (UbD) Template, Version 2.0

How do we make smart choices between similar seeming options?

about the correctness of a choice or decision?

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

complex choices can be made by identifying and applying the

making a case to others depends on purpose and audience

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

thesis is a key means of understanding and communicating a point

Understanding by Design (UbD) Template, Version 2.0

the specific meaning of criteria in this context

writing clear definitions

considering audience needs

Understanding by Design (UbD) Template, Version 2.0

Understanding by Design (UbD) Template, Version 2.0

STAGE #2- DETERMINE ACCEPTABLE EVIDENCE

T2, T3, T4, T5

Students successfully identify criteria

Ew, you like that? small

group activity students develop

according to different purposes and

a grid to develop and apply

Students make connections to real world

depending on budget and

purposes for evaluation

Students identify and adapt criteria

reasons for dining and write a

Students independently develop criteria

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

performer is the best. Students

Students turn data into a thesis and

write a two-page letter based

on their grid evaluation. Their

Students understand others may not agree

audience is someone who is a

and adapt their strategies