Figure 1.1 UbD: Stages of Backward Design. 18

Figure 1.2 1-Page Template with Design Questions for Teachers. 22

Figure 1.3 3-Page Nutrition Example. 24

Figure 1.4 UbD Design Standards. 28

Figure 1.5 The UbD Design Matrix. 34

Figure 2.1 Knowledge Versus Understanding. 38

Figure 3.1 Stage 1—Key Design Elements with Prompts. 57

Figure 3.2 Unpacking Standards. 64

Figure 3.3 Clarifying Content Priorities. 71

Figure 5.1 Overarching and Topical Essential Questions. 115

Figure 5.2 An Essential Question Chart. 116

Figure 5.3 Question Starters Based on the Six Facets of Understanding. 120

Figure 6.1 Understandings: Examples and Nonexamples. 127

Figure 6.2 Examples of Overarching and Topical Understandings. 131

Figure 6.3 Identifying Essential Questions and Understandings. 137

Figure 7.1 The UbD Matrix: Focus on Stage 2. 147

Figure 7.2 The Logic of Backward Design. 149

Figure 7.3 Two Approaches to Thinking About Assessment. 151

Figure 7.4 A Continuum of Assessments. 152

Figure 7.5 Types of Evidence. 153

Figure 7.6 Problems Versus Exercises. 157

Figure 7.7 GRASPS Task Design Prompts. 159

Figure 7.8 The Logic of Backward Design with the Six Facets. 162

Figure 7.9 Using the Six Facets to Build Assessments for Understanding. 163

Figure 7.10 Essential Questions Leading to Performance Tasks. 168

Figure 7.11 Curricular Priorities and Assessment Methods. 170

Figure 8.1 Top-Level Descriptors from an NWERL Rubric for Writing. 174

Figure 8.2 Facet-Related Criteria. 177

Figure 8.3 Six-Facet Rubric. 178

Figure 8.4 Using Backward Design to Think like an Assessor. 186

Figure 8.5 Self-Test of Assessment Ideas. 187

Figure 9.1 The UbD Matrix: Focus on Stage 3. 193

Figure 9.2 The Logic of Backward Design, Including Stage 3. 194

Figure 9.3 Adding Up the Facts. 211

Figure 9.4 Question Exploration Guide. 212

Figure 10.1 Uncoverage Versus Coverage in Use of Textbooks. 232

Figure 10.2 Types of Teaching. 241

Figure 10.3 Content of Teaching. 244

Figure 10.4 Average Percentage of Topics with Concepts That Were Developed or Only Stated. 246

Figure 10.5 Techniques to Check for Understanding. 248

Figure 11.1 Entry Points for the Design Process. . 257

Figure 11.2 Original Version of a Social Studies Unit. 260

Figure 11.3 Social Studies Unit in the UbD Template. 262

Figure 11.4 Social Studies Unit After Backward Design. 263

Figure 11.5 Additional Revisions to Social Studies Unit. 264

Figure 11.6 Geometry Unit Before Backward Design. 265

Figure 11.7 Geometry Unit After Backward Design. 266

Figure 11.8 Weekly Feedback Form. 272

Figure 11.9 Unit Design Cycles. 273

Figure 11.10 Design and Feedback Chart. 274

Figure 12.1 A UbD Curriculum Framework: Macro and Micro. 277

Figure 12.2 A Sample UbD Curriculum Plan: Stage 1. 278

Figure 12.3 A Physical Education Curriculum Framed Around UbD. 283

Figure 12.4 A Districtwide Assessment Plan for Writing. 284

Figure 13.1 Correlation Between Textbooks and Standards. 311

Appendix: Sample 6-Page Template Unit Cover Page. 327

Stage 1—Identify Desired Results. 328

Stage 2—Determine Acceptable Evidence. 329

Stage 3—Plan Learning Experiences. 331