Adapted Lesson Plan

UbD Customized Lesson Plan Template
Teacher(s) Name: Kari Woodman

Grade/Class: 4th Grade
Age Group: 9/10
Proposed Duration: ____hours over_____number of weeks
Stage 1 Desired Results What do we want to learn?
Transdisciplinary Theme:____________________________
Central Ideas:______________________________________
What do we want to Learn?
(What are the key concepts (form, function, causation,
change, connection, perspective, responsibility and
reflection) to be emphasized within this inquiry?
Essential Questions:
[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]
What lines of inquiry will define the scope of inquiry

into the central idea?
What teacher questions will drive these inquiries?
Student objectives (outcomes):

Students will know and be able to
[These are observable, measurable 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.]
Stage 2 Assessment Evidence How might we know what we have learned?
Performance Task(s):
GRASPS
The components of the framework for the performance task are outlined in the acronym GRASPS. The goal
states the purpose of the task; the role explains student involvement in the scenario; the audience identifies the
people the students address; the situation explains the scenario; the product is the tangible evidence of student
understanding; and the standards/criteria describes how
students can complete the task successfully.
[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 Blooms Taxonomy though employing appropriate levels
of rigor and relevance for your learners.]
[Rubrics can be used to guide students in self-assessment of their performance.]
Self-Assessments
Other Evidence (assessments)
[Includes peer editing, graphic organizer

completion/review, formative assessment
review/retakes, and individual meetings with
instructor]
[Can be individual or group-based]
[Can include formal written reflection, as well as
informal methods (such as thumbs up, thumbs
down, and formal assessments)]
Lesson 1
Time allotted :_____minutes
Main Idea:
Lesson Activities:
Materials Needed:
[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]
Stage 3 Learning Plan How best might we learn?

Lesson 2
Time allotted :______minutes
Main Idea:
Lesson Activities:
Materials Needed:
Lesson 3
Time allotted :______minutes
Main Idea:
Lesson Activities:
Materials Needed:
Lesson 4
Time allotted :_______minutes
Main Idea:
Lesson Activities:
Materials Needed:
Lesson 5
Main Idea:
Lesson Activities:
Materials Needed:
Lesson 6
Main Idea:
Lesson Activities:
Materials Needed:
Lesson 7
Main Idea:
Lesson Activities:
Materials Needed:
Lesson 8
Main Idea:
Lesson Activities:
Materials Needed:
Feedback Strategies
Based on the article Seven Keys to Effective Feedback by Wiggins (2012) and the Secondary Response to Instruction
and Intervention (RtII), how will you ensure you provide your learners with effective feedback throughout and at the
conclusion of this lesson?
Feedback Inquiries
What student-initiated inquiries arose from the learning?
**Go Back to Stage One and highlight the teacher questions that were most effective**
What student-initiated actions taken by students (individually or in groups) showed their ability to reflect, to chose and to
act?
To what extent did we achieve our purpose?

Reflection on students understanding of the central idea:
How could we improve on the assessment tasks?
What was the evidence that connections were made between the central idea and the transdisciplinary theme?

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Adapted Lesson Plan

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UbD Customized Lesson Plan Template

Teacher(s) Name: Kari Woodman

[What leading questions can you ask of students to

[Address the heart of the discipline, are framed to

What lines of inquiry will define the scope of inquiry

What teacher questions will drive these inquiries?

Student objectives (outcomes):

[These are observable, measurable outcomes that

[Your learning activities in Stage 3 must be

Other Evidence (assessments)

[Includes peer editing, graphic organizer

[Includes pre-assessment, formative assessment, and

Stage 3 Learning Plan How best might we learn?

To what extent did we achieve our purpose?

How could we improve on the assessment tasks?

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