Backwards Design Unit

Name: _______________________________ Teacher: Axel D. Ramirez
Date: Fall 2004 Class: EDEL 4530
Description: Students will create a thematic unit plan using the backwards design model. Students will show evidence of backwards design, core content strands, essential questions, daily objectives that are measurable, unit assessments and activities that tie into the overall backwards design model, a bias free curriculum, and the tools that are needed for well integrated activities.
 
Proficient-10
Basic-5
Deficient-2
Evidence of Backwards Design There is substantial evidence of backwards design including enduring understanding and essential questions. The backwards design model is evident in ALL the activities that are used. There is some evidence of backwards design. Essential questions are written though not cohesive and/or well written. AND/OR it is unclear that all the activities are directly connected to the backwards design model. Essential questions and/or enduring understandings are not evident or are not well thought out. AND/OR most of the backwards design model is not followed throughout the entire unit.
Core Content The unit has direct explicit connections to appropriate grade level and to the Core Curriculum. It is unclear whether the lesson is grade appropriate and/or explicitly connected to the Core. It is clear that the lesson is not age appropriate and/or tied to the Core Curriculum of the state of Utah.
Daily Objectives The daily objectives are clear and measurable. It is very clear that each daily objective is tied in to the backwards design model. Daily objectives are evident but not completely clear or measurable. AND/OR it is unclear that the daily objectives are tied into the backwards design model. A poor understanding of daily measurable objectives is shown by the student. AND/OR some or all of the daily objectives are not tied into the backwards design model.
Daily Activities There are a variety of learning activities throughout the unit. Most of the activities are varied but too much emphasis is put on one type of delivery or assessment system. There is little variety in the unit.
Integration of language arts There is strong evidence of integration of language arts throughout the unit. Integration is explicitly stated. There is some evidence of integration of the language arts. It is not explicitly stated. There is poor or no evidence of integration of the language arts.
Assessment The assessment(s) tie in to the enduring understanding and essential questions. Each daily objective is clearly formally/or informally measured. The assessment is mostly tied to the enduring understanding, and essential questions. AND/OR it is unclear that each daily objective is formally or informally assessed. There is little evidence that the assessment is directly tied to the enduring understanding, and essential questions. AND/OR Most daily objectives were or could not be assessed.
Mulitculturalism-Issues of Conscience It is clear that the curriculum presented is bias-free and follows the 3Rs framework. It is unclear whether one section of the unit is bias-free and/or follows the 3Rs framework. There are sections in the unit that are not bias-free and/or do not follow the 3Rs framework.
Integration of technology There is strong evidence of integration of technology throughout the unit. Integration is explicitly stated. There is some evidence of integration of technology It is not explicitly stated. There is poor or no evidence of integration of technology.
Multidisciplinary Social Studies It is clear that students need to use more than one social studies discipline within the unit. There is some evidence that students use more than one social studies discipline within the unit. There is no evidence that students use more than one discipline of the social studies.
Tools/Materials A comprehensive list of tools and materials is easy to locate and is comprehensive. The tools and materials mentioned are not comprehensive for the unit. Too little of the necessary tools and materials are mentioned.

The Utah Education Network A service of the Utah Education Network
Comments, e-mail: resources@uen.org