1. Identify
Desired
Results
Determine
Evidence
of
Learning
Plan
Instruction
Curricular Unit
Development
Delia DeCourcy
Oakland Schools
November 14, 2013

2. Good
Morning!
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3. Goals for Today
 Develop
a
shared language
for designing
curriculum
 Explore a design
process informed
by UbD
 Make
significant
headway on
framing a
fiction/nonfiction
unit
 Share progress on
the work

4. Today’s Schedule
 7:15-7:30
UbD/Essential Questions
 7:30-8:15
Structuring Unit
Development
 8:15-9:45
Collaborative Work Time
 9:45-10:15
Sharing the Work

5. Understanding by Design
Grant Wiggins & Jay McTighe
Unit Design Work:
 Intellectual
GPS
 Identify specific learning
destination
 Instructional path becomes
more clear

6. Understanding By Design
 Big
ideas – the knowledge
 Transfer Learning – authentic
performance/task
 Focus: long term results
 Not just covering material
 Teachers
 Coaches
of understanding
 Check for meaning making & transfer
 Designing with the end in mind

7. Designing with the End in Mind
To begin with the end in mind means to
start with a clear understanding of your
destination. It means to know where you’re
going so that you better understand where
you are now so that the steps you take are
always in the right
direction.
- Stephen Covey,
The Seven Habits of Highly Effective People

8. Design Template
Shared
language
collaboration
Uniformity of format
audience
Clear Framework
implementation

9. Backwards Design - Stages
1.
Identify Desired Results
2.
Determine Acceptable
Evidence of Learning
3.
Plan Learning Experience &
Instruction Accordingly

10. Curriculum Design
= Recursive

11. Identify Desired Results
Stage 1: Identify Desired Results
“If you don’t know where you’re
going, then any road will get you there.”
 Focus
on

Students’ output not teacher input

Students’ ability to make use of what is
learned

12. Identify Desired Results
Revisiting Essential Questions
 Essential
Questions have no one obvious
right answer.
 They
uncover, rather than cover up a
subject’s controversies, puzzles and
perspectives.
 Essential
Questions address the philosophical
or conceptual foundations of a discipline.
 Essential
Questions are framed to provoke
and sustain student interest.

13. Identify Desired Results
Entry Point = Key Text
 Why
are we having our students
read this text?
 What
makes this text great
literature?
 What specific lessons or ideas
does it have to offer?

14. Identify Desired Results
The Love Unit




What is romantic love?
What is Shakespeare’s take on romantic love?
How do ideas about and depictions of
romantic love differ across texts and time?
How have they remained the same?
Take Away/Intellectual End:
I want students to understand that there are
multiple definitions of romantic love and ways
that these definitions have been represented
across texts, within a text (Shakespeare), and
across time and cultures. But there are also ideas
about and depictions of romantic love that
remain consistent.

15. Identify Desired Results
Guidelines for Essential Questions
 Questions
should lead to larger essential
 Questions
should be framed for maximal
unit ideas.
simplicity.
 Questions
should be worded in studentfriendly language.
 Questions
should provoke discussion.

16. Identify Desired Results
Turn & Talk
 Does
your unit’s essential questions do all
those things?
 How
might you revise or tweak your
questions?
 Why
are we having our students read this
text?

17. Revisit Supporting Texts
 How
do they support the essential
questions?
TURN & TALK
Assess where you are with finding effective
supporting texts.

18. Identify Desired Results
Key Concepts
What do we want students to understand deeply and be able
to apply?

CONTENT
 romantic
love
 forbidden love
 iambic
pentameter
 sonnet form
 figurative
language
 puns

SKILLS
 performing
a multi-draft read
 summarizing key events
 identifying and analyzing the
development of a theme
 reading and analyzing across
multiple texts
 visual analysis
 identifying text features in a
nonfiction text
 identifying audience and
purpose in a nonfiction text

19. Identify Desired Results
STOP & JOT
Which concepts (content & skills) do
you think are most critical to this unit?

20. Identify Desired Results
The Standards
 Which
standards are crucial?
 Where am I in the year?
 What skills can I build on?
 What skills need to be reinforced?
 What skills need to be introduced?
 Reading - Informational
 Reading - Narrative
 Writing
 Speaking & Listening
 Language

21. Evidence of Learning
Stage 2: Evidence of Learning
 In
this task, students independently
recognize, apply, explain….
 What exactly are you assessing for?
 Could students do the proposed
assessment well but not truly have
mastered or understood the
content or skills?

22. Evidence of Learning
Summative Assessment Design
 How
can students apply and transfer
their learning? (new scenario)
 Do not focus on medium first! (essay,
speech, website)
 What is evidence of their
 Understanding of content?
 Mastery of a skill?

23. Evidence of Learning
STOP & JOT
•
•
At the end of this unit, what do
students need to be able to
recognize, apply, or explain?
What skills do they need to
demonstrate mastery of?

24. Evidence of Learning
The Love Unit: Summative Assessment
 Description:
a presentation that
examines the depiction of romantic
love across multiple texts, through
time and across cultures.
 Use
studied and self-selected texts
 Identify patterns of representation
 Provide textual and visual evidence to
support claims

25. Evidence of Learning
ALIGNMENT: Does the summative
assessment address the essential
questions & reflect the concepts
(content & skills) focused on?
TURN & TALK
Based on you Stop & Jot, what are
your ideas for the summative
assessment?

26. Evidence of Learning
Pre-Unit Assessment Task
1.
2.
3.
Students read a Shakespearean sonnet
as well as an advertisement that
addresses a related theme from the
sonnet.
They write a summary of each text then
write an analysis of the connections
between the two texts.
Skills assessed: close reading of text,
visual analysis, reading and analyzing
across multiple texts.

27. Evidence of Learning
Mid-Unit Formative
Assessment Task
1.
2.
3.
Students read Act 3, scene 2 of Romeo &
Juliet and watch both film versions.
They then summarize the key events and
ideas of the scene.
Next, they engage in a Socratic seminar
about the importance of this scene to the
development of the romantic love theme
and the similarities and differences
between the films’ interpretations.

28. Plan Learning Experience
Stage 3:
Learning Targets
 Otherwise


known as
Objective
Teaching Point
 Include
Content & Skill
 What students will KNOW and BE ABLE TO
DO
 Student-friendly language

29. Plan Learning Experience
The Love Unit – Learning
Target
 (Act
1, scene 2) Students will
analyze the role of romantic love in
a culture where arranged marriage
is the norm and how this affects
characters’ motivation and
behavior.

30. Curriculum Design
= Recursive
Check alignment of all 3 stages

31. Collaborative
Work
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32. Sharing the Work: Spokesperson
Essential
Questions
Texts
Concepts
Summative
Assessment
Task
Victories
Challenges