Backward Unit Plan

When developing a Backward Unit Plan, the designer must first determine the Essential Question. The essential question is "the big apple" or the main idea. From the essential question, the unit questions are then developed. The unit questions are important elements that support the essential question. Third, summarize the unit in sequence; step-by-step. Fourth, break down the subject into categories of understanding. Fifth, specify the learner's age level. Consider all educational and professional standards and make certain the learning unit meets those standards. Sixth, select a number of mediums that will help to evoke learning and understanding. Seventh, decide upon a realistic time frame to complete the project. The eighth step involves the Constructivist Theory as well as Higher Order Thinking Skills because this is where the student has had previous experiences to relate to in order to expand their knowledge and understanding. The ninth step is simply to list resources that will be available to the students. Tenth, list accommodations for students who have special needs because of learning or physical challenges. The eleventh step, include higher levels of challenge for students who considered gifted. Finally, the twelfth step (not necessarily the final step) should include the various styles of assessments that will be utilized throughout the project to determine acceptable evidence of learning.

Unit Plan: Designing a News Writing Tutorial via Backward Design

By: Diana Squillace

Essential Question? When designing a WebQuest tutorial using the key elements of backward design, what do you want the learners to understand about the subject after completing the project? Example: What key elements should a student know about writing a news story? When incorporating curriculum standards, this is where the designer will identify the desired results. In the case of journalism for post-secondary students, the Associated Press would be the standard. For K-12, both the State Educational Standards and Associated Press Standards should be used as guidelines.	Unit Questions: Using “To Write a News Story” as an example. · What is the Big Idea? In a newspaper story, where is the Big Idea presented? · What are the key elements in writing a news story? · What is a feature story? What is hard news? · What is a byline?
Unit Summary	Summarize the unit in sequences. Example: To Write a News Story begins with the Big Idea, then the interview, followed by writing the lead, and supported by the five W’s, and How. A project will be assigned to learners in the form of a WebQuest.
Subject area	Break down the subject into specific categories. A news writing example: · The · The Big Idea (title) · The · Five Ws and How (body and conclusion)
Age level	Determine audience. Example: adults
Targeted professional standards	Local, state, and district requirements, and in the case of news writing this would include style, laws and what is accepted as politically correct specified by the Associated Press.
Objectives	· Learners will learn to write a news story · Learners will understand the importance of news writing · Learners understand how to accomplish the goal · Learners will understand professional requirements
Procedures	Determine what procedures will evoke understanding: reading text, research, the interview, and writing the story.
Approximate Time Needed	Three five-hour sessions
Prerequisite Skills	Must be able to read and write. Students must have read newspapers and listened to news programs prior to attempting to complete this project. The student must also be knowledgeable of basic computer and Internet skills
Required Resources	Books, magazines, newspapers, computer with Internet access.
Accommodations for Differentiated Instruction	Books on tape, computer with sound
Non-native English Speaker	Local native language
Gifted Students	Create provocative more in depth procedures. Examples: Political assignments, feature stories, hard news, sports.
Student Assessment	Offer evaluation rubric and include discussion, story presentations, critique, quiz, and tests.