Download Westside High School Backwards-Design Lesson Plan Template

Westside High School Backwards-Design Lesson Plan
Template
2013-2014
<Westside Football>
<1-1>
<Nov 3rd>
Understanding
(s)/goals:
EU1: 4-3 alignment
to trips and trey sets
Stage 1 – Desired Results
Student Outcomes (objectives):
Essential
Question(s):
EQ1: What zone are SO1.1: Net outcome of 200 total offense
we giving up in
SO1.2: 100% alignment to set rec
coverage due to
SO1.3: Net outcome of 100 pass yardage
trips sets
SO1.4:
EU2: 4-3 stunt
EQ2: What bubbles SO2.1: Front side pressures and backside pressures to produce
package of the front will be exposed
breakdowns in pass protection
7 box players
during stunts
SO2.2:
EU3: Secondary
EQ3: What are we
SO3.1: Be balanced with the offense run vs pass
coverage’s to match giving up due to
SO3.2: Establish Tempo early
stunt packages from pressures from the
SO3.3:
support personnel in secondary
the secondary
EU4: What
EQ4: Based on set
SO4.1: Limit zone catches due to varied pressures from secondary
coverages will be
alignment, what
alignment
effective during 3 – zone boxes are we
10 situations
going to give up or
SO4.2:
drop into to produce
effective coverage
on 3-10
Stage 2 – Assessment Evidence
Performance Task(s) and Other Evidence: (Assessment evidence should be collected for each Student Outcome
(SO) listed above.)
Formative
Summative (Attach copy)
SO1.1 Weight training at 70% and Scouting Report
Plyo – Cardio – Large Muscle groups
SO1.2 Special Teams, sled work and pass hull
Kick off Return, Punt Return
SO1.3 Wednesday is Red Zone Production Day
2 first downs and a FG attempt
SO1.4 Thursday is recap and reteach plus 70% weight
Alignment overview
training. We will also add in Plyo-Curcuit
SO2.1 Friday will be Ghost Game analysis
Tempo of the game and situational
SO2.2
SO3.1
SO3.2
SO3.3
SO4.1
SO4.2
Glossary
Understanding (s)/goals
[this is a goal, not an objective. List the big ideas or concepts that you want them to come away with, not
facts that they must know]
Essential Question(s):
[What leading questions can you ask of students to get them to understand the Big Ideas?]
[Address the heart of the discipline, are framed to provoke and sustain students interest; unit questions
usually have no one obvious “right” answer
Student objectives (outcomes):
Students will be able to:
[These are observable, measurable (often dally) outcomes that students should be able to demonstrate
and that you can assess. Your assessment evidence in Stage 2 must show how you will assess these.]
[Your learning activities in Stage 3 must be designed and directly linked to having students be able to
achieve the understandings, answer the essential questions, and demonstrate the desired outcomes
Performance Tasks:

[Authentic, performance based tasks that have students apply what they have learned and
demonstrate their understanding.]

[designed at least at the application level or higher on Bloom’s Taxonomy. ]

[Rubrics can be used to guide students in self-assessment of their performance]
Other Evidence:

[includes pre-assessment, formative assessment, and summative assessment evidence]

[Can be individual or group based]

[Can include informal methods (such as thumbs up, thumbs down, and formal assessments, such
as quiz, answers to questions on a worksheet, written reflection, essay]
Learning Activities:
[[This is the core of your lesson plan and includes a listing describing briefly (usually in bullet or numbered
form so easy to follow) what:

the students will do during the class to prepare them for the outcomes you expect of them.]

the teacher will do to guide the learning]
Understanding by Design, Expanded 2nd Edition by Grant Wiggins and Jay McTighe
Chapter 1. Backward Design: Figure 1.4. UbD Design Standards
Stage 1—To what extent does the design focus on the big ideas of targeted content?
Consider: Are . . .

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The targeted understandings enduring, based on transferable, big ideas at the heart of the
discipline and in need of uncoverage?
The targeted understandings framed by questions that spark meaningful connections, provoke
genuine inquiry and deep thought, and encourage transfer?
The essential questions provocative, arguable, and likely to generate inquiry around the central
ideas (rather than a “pat” answer)?
Appropriate goals (e.g., content standards, benchmarks, curriculum objectives) identified?
Valid and unit-relevant knowledge and skills identified?
Stage 2—To what extent do the assessments provide fair, valid, reliable, and sufficient measures
of the desired results?
Consider: Are . . .
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Students asked to exhibit their understanding through authentic performance tasks?
Appropriate criterion-based scoring tools used to evaluate student products and performances?
Various appropriate assessment formats used to provide additional evidence of learning?
The assessments used as feedback for students and teachers, as well as for evaluation?
Students encouraged to self-assess?
Stage 3—To what extent is the learning plan effective and engaging?
Consider: Will the students . . .
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
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
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Know where they're going (the learning goals), why the material is important (reason for learning
the content), and what is required of them (unit goal, performance requirements, and evaluative
criteria)?
Be hooked—engaged in digging into the big ideas (e.g., through inquiry, research, problem
solving, and experimentation)?
Have adequate opportunities to explore and experience big ideas and receive instruction to equip
them for the required performances?
Have sufficient opportunities to rethink, rehearse, revise, and refine their work based upon timely
feedback?
Have an opportunity to evaluate their work, reflect on their learning, and set goals?
Consider: Is the learning plan . . .


Tailored and flexible to address the interests and learning styles of all students?
Organized and sequenced to maximize engagement and effectiveness?
Overall Design—To what extent is the entire unit coherent, with the elements of all three stages
aligned?