Unit Outline Template

Grade Subject: Title

UNIT TOPIC AND LENGTH:
The length of the unit includes suggested time spent on the classroom
instruction of lessons and administration of assessments. Please note
that this framework does not include individual lessons.

COMMON CORE CONTENT STANDARDS:

Standards that are relevant and aligned to the instruction and

assessments.

BIGIDEAS/ENDURING ESSENTIAL QUESTIONS:

UNDERSTANDINGS:
What provocative questions will
What are the big ideas? foster inquiry, understanding,
and transfer of learning?
What specific understandings
about them are desired?
What misunderstandings are
predictable?

CONTENT:
What is the subject matter? Key
concepts? Facts? Topics?
Foundational Information?
What key knowledge will
students acquire as a result of
this unit?
SKILLS:
The targeted proficiencies;
technical actions and
strategies. Starting with an
action verb
What key skills will students
develop as a result of this unit?
Are skills represented in the
standards?

VOCABULARY/KEY TERMS:

KEY TERMS THAT ARE USED THROUGHOUT THE UNIT AND IN THE LEARNING PLAN &
ACTIVITIES
ASSESSMENT EVIDENCE AND ACTIVITIES:

INITIAL ASSESSMENT : (IF APPLICABLE)

FORMATIVE ASSESSMENT: (IF APPLICABLE)

FINAL PERFORMANCE TASK:

LEARNING PLAN & ACTIVITIES:

What other learning experiences and instruction will enable
students to achieve the desired results?
Is there enough information provided to direct educators in
developing lesson plans building towards the assessments?
Are there adequate descriptions of learning activities that could be
used for teaching?
Is there guidance for teachers on how to sequence lessons and
formative assessments leading to the final performance task?
Through what other evidence (e.g. quizzes, tests, academic
prompts, observations, homework, journals) will students
demonstrate achievement of the desired results?
How will students reflect upon and self-assess their learning? What
should they eventually be able to do as a result of such knowledge
and skill?
Identify challenges in the unit (e.g. cognitive, language, etc.) and
provide recommendations of supports and strategies in the learning
plan to use with students who may experience difficulty. Use the
template in the example below to draw attention to the
supports you develop.
Example:
Additional Support Strategies: For students who need help
understanding the concept of argument, consider assessing and
building background knowledge using the following strategies: use of
checklists contrasting opinionated vs. objective arguments, using
video clips and focus questions to demonstrate the power of
argument and supplying sentence starters to note observations with
peers. For examples of checklists and sentence starters, visit the
following documents on the Common Core Library, under the See
Student Work tab: ELA/Literacy for ELLs, Mathematics for ELLs, and
Students with Disabilities.
RESOURCES: RESOURCES:
What materials, including books and other texts will be used in the
unit?

Are all the materials referenced in the assessments included here?

What websites/web-tools, materials, field trips/lab experiences are

used?