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He found this and I really liked it

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Understanding by design using a story board to explain the concepts

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Stage 3: Important Questions to Answer

What activities, experiences, and lessons will lead to achievement of the desired results and success in the assessments?

How will the learning plan help students acquisition, evaluation, and transfer?

How will the unit be sequenced and differentiated to optimize achievement for all learners?

Stage 3: W.H.E.R.E.T.O.

WHERETO is an acronym to help execute Stage 3 and is explained below. (Another acronym to help with the process of writing Stage 3 is GRASPS) When considering your unit you must recognize what is expected of your students throughout the process. This table includes how will they be evaluated, judged, and graded:

E

EQUIP students, help them EXPERIENCE the key ideas and EXPLORE the issue.

R

Provide opportunities to RETHINK and REVISE their understandings and work.

E

Allow students to EVALUATE their work and its implications.

T

TAILOR the unit to the different needs, interests, and abilities of learners.

O

ORGANIZE to maximize engagement, as well as effective learning.

Stage 3 Worksheet

Stage 3 Completed Worksheet

Learning Activities and Planned Lesson Instruction:

Sources

Front Loading

Activities - Worksheets and Handouts

Lesson 1 - What is an Essay?

Lesson 2 - What are Different Styles of Essays?

Lesson 3 - Taking a Peek at an Essay

Lesson 4 - The Bing, Bang, Bongo Method: 5 Paragraph Essay

Lesson 5 - Check Out My Body...Type

Lesson 6 - MCAS/PARCC

Lesson 7 - Audience Importance

Lesson 8 - Introducing the Introduction

Lesson 9 - "Girl, Look at the Body...I Work Out": Writing SEXI Body Paragraphs

Lesson 10 - Conclusion Confusion

Lesson 11 - IYOW (Write Your Own)

Lesson 12 - Self Editing

Lesson 13 - Peer Editing

Lesson 14 - Final Draft

Lesson 15 - Reflection

Works Cited

Ray, Rebecca L. CURRICULUM UNIT Composition Writing 10th Grade English Language Arts. 14 July 2012. Lesson Plan. Fitchburg State University, Fitchburg, Massachusetts.

Wiggins, Grant P., and Jay McTighe. The Understanding by Design Guide to Creating High-Quality Units. Alexandria, VA: ASCD, 2011. Print

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What is UBD? | Understanding By Design in the Classroom

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What activities, experiences, and lessons will lead to achievement of the desired results and success in the assessments? How will the learning plan help students acquisition, evaluation, and transfer? How will the unit be sequenced and differentiated to optimize achievement for all learners? WHERETO is an acronym to help execute Stage 3 and is explained below.

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This is a pearson article which explains how the pearson textbooks incorporate the understanding by design principles

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The same teacher put together an online list of unit plans that she made.

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Sample UbD Units-Science - UbD: Design Team Resources

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This unit plan has incorporated students completing multiple projects within the unit that they have the option of choosing

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This unit is organized using the understanding by design template, it is a great template because it covers overarching understandings during the unit, essential questions, what students will learn...

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I just really liked this unit plan and wanted to have it on my paddle too.

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Abstract

The purpose of this unit is for students to experience the interdisciplinary nature of chemistry and science by having them create a work of art using processes and/or concepts learned in class. Each student will create their own art piece which incorporates at least 7 chemical processes. At least 4 of them must be concepts learned in class. The theme of the project: My Personal Identity. Accompanying the physical project will be a "How-To" paper which explains at least 7 of the chemical processes used to create the art piece. Also, accompanying the project will be a paper explaining the theme - how the project relates to themselves.

This unit should be introduced at the beginning of the year, although it is meant to be completed sometime during the last nine weeks of the academic year. At this time share the rubric and project specifications with the students. Periodically throughout the year, check in with students on project ideas, or how a particular topic of study might relate to the project.

This unit will be very laboratory intensive, and could include 5-8 laboratory activities. It will also cover a variety of chemistry topics, including: acids and bases, solvents, solutions and solubility, reaction types, chemical bonding, and polarity.

This unit was adapted from the "Artist as Chemist." Active Chemistry. New York: It's About Time, 2003.

Repository Citation

Brawner, Bonnie, "Artist as Chemist [10th grade]" (2015). Understanding by Design: Complete Collection. 317.
https://digitalcommons.trinity.edu/educ_understandings/317

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The purpose of this unit is for students to experience the interdisciplinary nature of chemistry and science by having them create a work of art using processes and/or concepts learned in class. Each student will create their own art piece which incorporates at least 7 chemical processes.

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I really like this template because it gives an example of a set up that makes a lot of sense to me