Fi gur e B .

The UbD Template, Version 2.0

Stage 1Desired Results

What content standards and

program- or mission-related
goal(s) will this unit address?

9RC2.1
Structural Features of
information Materials:
Analyze the structure
and format of functional
workplace documents,
including the graphics
and headers, and explain
how authors use the
features to achieve their
purposes.
9RC2.6
Comprehension and
Analysis of GradeLevel-Appropriate Text:
Demonstrate use of
sophisticated learning
tools by following
technical directions.

What kinds of long-term independent accomplishments are desired?

T2:For students to continue their research journey as their academic education continues.
T3:Blog consistently and share their ideas globally about the importance of proper formatting when writing to
someone, informing about a topic, and spreading the importance writing fundamentals.

Meaning
UNDERSTANDINGS

ESSENTIAL QUESTIONS

Students will understand that . . .

Students will keep considering . . .

U1: Citing resources from the Internet is important

because you are giving the owner credit and not violating
their ownership
What specically do you want students to understand?
U2: Paraphrasing
andthey
quoting
the authors ideas can
What
inferences should
make?
accomplish
preventing
plagiarism.
The importance in communicating through writing in
MLA format to convey ideas with correct delivery and
format.

Q1:How will careful revision benefit your audience?

Q2: What effective concepts can build your writing ability?
What thought-provoking questions will foster inquiry, meaningmaking, and transfer?

What is the proper MLA format?

Why is MLA important?

Acquisition
Students will know . . .

Students will be skilled at . . .

K1: Steps of a research paper in MLA format

K2: How to properly format works cited page
K3: How to properly cite footnotes an in text citations

S1: Determining when to paraphrase or summarize

authors ideas
S2:Developing topic sentences to structure the format of
What
discrete skills and processes should students be able to
the
paper

What facts and basic concepts should students know and be

able to recall?

How to cite a source in MLA format and how to properly

cite Internet resources in a research paper.
2011 by Grant Wiggins and Jay McTighe

use?

Students will know how to correctly format an essay using

MLA format.

M odul e B: The UbD Tem pl at e

What habits of mind and crossdisciplinary goal(s)for example,

21st century skills, core competencieswill this unit address?

Students will be able to independently use their learning to . . .

T1: Effectively write for (theatre, blogging, & tutorials) audiences in order to explain given topics through
collaborative forms that are behind the students given purpose.

The Und er stan di ng by Desi gn G ui de t o Cre at i ng Hi gh-Q ual i t y Uni t s

Transfer

Established Goals

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(continued)

Stage 2Evidence

Are all desired

results being
appropriately
assessed?

All A Goals
from Stage 1
are assessed
T1 and T3
Goals from
Stage 1 are
assessed.

What criteria
will be used in
each assessment to evaluate attainment
of the desired
results?

Knowledge of
concepts
through: Oral
Responses,
Visual
Representatio
n, Quizzes,
Regardless
daily
practice
of the format
through
daily
of the assessjournals
in
ment, what
iWrite,
and
qualities
Observations/
are most from
critiques
important?
peer
1.Thoughtfulncollaborations
ess with
responses
2. Clear
explanations
to reasoning
3. Knowledge
within the
subject matter
at hand

PERFORMANCE TASK(S):
Students will show that they really understand by evidence of . . .

T1.Thoughtfulness with responses

T2. Clear explanations to reasoning
T3. Knowledge within the subject matter at hand
T4: Prompt in describing four concepts in putting together a MLA format paper
How will students demonstrate their understanding (meaning-making and transfer) through complex performance?

T5: Journal entries that reflect knowledge of learning and how students will further this lesson in their futures
a: What key concepts have you grasped from the lesson?
b; How will you use what you have learned to benefit your audience?
T6: Observations/critiques: Students will discuss concepts that they have learned from their peer reviews from
classmates papers
OTHER EVIDENCE:
Students will show they have achieved Stage 1 goals by . . .

OE7: Evidence with MLA research paper

OE8: Evidence if steps need to be repeated when completing papers with proper formatting and why?
OE9: Oral responses to the essential questions
What other evidence will you collect to determine whether Stage 1 goals were achieved?

OE10: Visual representation of acronyms, step-by-step instructions, and Reflection Worksheet on Computer Applications
Unit.
OE11: Quizzes - 3 quizzes on MLA details during the course of the unit

M odul e B: The UbD Tem pl at e

All M Goals
from Stage 1
are assessed.

Evaluative
Criteria

The Und er stan di ng by Desi gn G ui de t o Cre at i ng Hi gh-Q ual i t y Uni t s

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The UbD Template, Version 2.0

(continued)

Stage 3Learning Plan

All A-M-T
Goals

I will use (3) pre-assessments (non-graded) to check for student knowledge by:
a: online MLA pre-assessment: making sure students can choose from multiple choice
questions (i.e. Are cover/title pages required for MLA research papers?)
b: writing self-assessment quiz on MLA formatting (students will write a one page
document and use an online assessment to assess their skills)
c: informal use of describing MLA procedures
in groups
Learning
Events of 3-4 (i.e. MLA acronym: L, M, H,
H, , I, F, W)
Student success at transfer, meaning, and acquisition depends upon . . .
1. On discussion and guessing activity regarding MLA formatting (M).
2. Introduce MLA acronym: L, M, H, H, T, I, F, W (A)
3. Showcase of unit material and specific standards and step-by-step of lesson activities
explanations that will be covered (M).
4. Essential questions: How will careful revision benefit your audience? and What effective
concepts can build your writing ability? (M)
5. Presentation of blogs on the importance of thoughtful writing (A, M)
6. Group discussions on given research prompts (M)
7. Quizzes on MLA formating (A)
8. iWrite journal daily wirtings (A, T)
9. Formative assessments with groups on rough drafts with MLA research paper (M)
10. Define/recall and discuss MLA acronym (A, M, T)
11. Apply knowledge from peer feedback/ teacher comments (M, T)
12. Creation/Submission of final MLA research paper (M, T)
13. Conclude with final unit assessment and student Reflection Worksheet on Computer
Applications Unit (M, T)
14. How students to choose to pull from this lesson within their daily lives (M, T)
15. Daily Journal through iWrite that illustrate concepts/knowledge of subject matter (A)

Pre-Assessment

Progress
Monitoring
How will you monitor students progress
toward acquisition, meaning, and transfer,
during lesson events?

Summative assessment will be

monitored on the students ability to
properly implement MLA research
formatting with 3 quizzes. Formative
assessment through describing MLA
concepts.
What are potential
spots
and
Throughrough
actual
research
student
paper inmisunderstandings?
MLA format. Lastly,through
iWrite journals.
Failure
for students to see the
importance in MLA formatting, not
plagiarizing, and how important it is to
apply all steps accurately.
How will students get the feedback they
need?

Through comments on their iWrite

Journals, peer interaction, rough draft
of MLA research paper, emails and
comments from me, and comments
from me as I walk around and observe
their progress. Additionally, students
will also have the chance to discuss
any questions that they may have
during the lesson.

M odul e B: The UbD Tem pl at e

Whats the goal

for (or type of)
each learning
event?

What pre-assessments will you use to check students prior knowledge,

skill levels, and potential misconceptions?

The Und er stan di ng by Desi gn G ui de t o Cre at i ng Hi gh-Q ual i t y Uni t s

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