[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-172695-105":3,"doc-detail-172695-en":81,"detail-sidebar-cat-1-en-105":97},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","contextual-information-ubd-written-unit-plan","Contextual Information - UBD Written Unit Plan","","Contextual Information supports the University of Mississippi School of Education Written Unit Plan using Understanding by Design (UBD). It guides educators to document student characteristics, varied learning approaches, skills and prior learning, and community and district context. It also structures a daily lesson plan with objectives (including DOK level), materials, opening set, step-by-step learning tasks, closure, and differentiated instruction covering enrichment, intervention, and special education accommodations.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/template/","Template",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/template/presentations/","Presentations",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/template/contextual-information-ubd-written-unit-plan/172695/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/contextual-information-ubd-written-unit-plan/172695.png","ImageObject",442,249,{"name":42,"@type":43},"Xiajie","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/vnd.openxmlformats-officedocument.wordprocessingml.document","2026-10-19","2026-09-01",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",16,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What student characteristics should be documented in the Contextual Information section?","Question",{"text":63,"@type":64},"Document age range, gender, total number of students, achievement levels, socio-economic description, typical demeanor, and typical interest and involvement.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How should objectives be written for a daily lesson plan?",{"text":68,"@type":64},"Select objectives from Stage One, state what students should accomplish, and label the DOK level of learning for each objective.",{"name":70,"@type":61,"acceptedAnswer":71},"What does Differentiated Instruction include in this template?",{"text":72,"@type":64},"It includes enrichment for advanced learners, intervention for students struggling or in RTI tiers, and accommodations for students with IEPs in special education.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},172695,1788295556,{"code":4,"msg":82,"data":83},"success",{"doc_id":79,"user_id":84,"nickname":42,"user_avatar":85,"doc_module":22,"category_id":86,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":87,"file_id":88,"file_url":89,"file_type":90,"file_size":91,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":92,"language":93,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":94,"faqs":95,"seo_title":96,"seo_description":12,"update_tm":80,"read_time":26},8814010472675,"https://avatar.qwps.com/avatar/WGlhamll",11,"The University of Mississippi School of Education\nWritten Unit Plan\nUnderstanding by Design (UBD)\nContextual Information\n1. Knowledge of characteristics of students\nUse the spaces provided below to address indicated characteristics of your students.\nAge-Range, Gender, Total number of students\nAchievement Levels (Remedial, Average, Advanced/ Accelerated, or specify range in percentiles or grade-equivalent)\nSocio-Economic Description\nTypical Demeanor of Students\nTypical Interest and Involvement of Students\n2. Knowledge of students’ varied approaches to learning\n3. Knowledge of students’ skills and prior learning\n4. Knowledge of community and school district (Include a description of the community and school district)\nDaily Lesson Plan\nYour daily plans should include the following:\nDay: (Day 1)\nObjectives:\nObjectives state what you want the students to accomplish.  List selected objectives from Stage One that will be met with this lesson. Label DOK level of learning\nMaterials:\nList all the materials (no matter how minor) that you and the students will need for the lesson.\nOpening (Set):\nThe anticipatory set gets students focused and interested in the content of the lesson.\nIt is usually only two to five minutes in length.  When writing your set you should:\nReview the previous day’s learning (optional).\nState the objective clearly- preview the current lesson.\nInvolve the students with questions, activities, or interaction to get them interested.\nMake the material relevant by connecting it to real life.\nLearning Tasks (Procedures):\nProcedures are a detailed list of what you and the students will do to accomplish the objective.  Write your procedures as if you are writing them for someone else who will teach the lesson i.e., a substitute.  If they can follow your procedures without questioning you, then your procedures are clear.\nList your procedures in order.\nExample:\nProvide books about the state government of Mississippi.\nDivide the students into pairs, making sure the slower readers are paired with a more advanced reader.\nLet each pair of students choose a book about the state government of Mississippi.\nDirect the students to look for requirements of state representatives.\nClosure:\nThe closure of the lesson should refocus the learner on what was learned.  When writing your closure you should:\nRestate the objective\nReview the days learning\nInvolve the learner with questions, summarizing, or performing a review task\nPreview what will be learned next in an upcoming lesson\nDifferentiated Instruction:\nEnrichment: What will you do to challenge students?\nIntervention (students struggling or in the tier process/response to intervention): What will you do to support/remediate learners?\nAccommodation (Students in Special Education with IEP): What will you do accommodate students?\n* Enrichments and interventions should be some change in the content taught, the process in which the material is taught, or the product produced by the student.","cbCaihOnLg6kEGsl","https://ap.wps.com/l/cbCaihOnLg6kEGsl","docx",18883,6,"English","# Contextual Information\n## Student Characteristics and Context\n## Daily Lesson Plan","[{\"question\":\"What student characteristics should be documented in the Contextual Information section?\",\"answer\":\"Document age range, gender, total number of students, achievement levels, socio-economic description, typical demeanor, and typical interest and involvement.\"},{\"question\":\"How should objectives be written for a daily lesson plan?\",\"answer\":\"Select objectives from Stage One, state what students should accomplish, and label the DOK level of learning for each objective.\"},{\"question\":\"What does Differentiated Instruction include in this template?\",\"answer\":\"It includes enrichment for advanced learners, intervention for students struggling or in RTI tiers, and accommodations for students with IEPs in special education.\"}]","Contextual Information - UBD Written Unit Plan | DOCX",{"code":4,"msg":82,"data":98},[99,102,107,112,117,121,126,131,136],{"id":86,"doc_module":22,"doc_module_name":25,"category_name":29,"show_sort_weight":100,"slug":101},90,"presentations",{"id":103,"doc_module":22,"doc_module_name":25,"category_name":104,"show_sort_weight":105,"slug":106},12,"Resumes",80,"resumes",{"id":108,"doc_module":22,"doc_module_name":25,"category_name":109,"show_sort_weight":110,"slug":111},14,"Invoices",70,"invoices",{"id":113,"doc_module":22,"doc_module_name":25,"category_name":114,"show_sort_weight":115,"slug":116},15,"Posters",60,"posters",{"id":55,"doc_module":22,"doc_module_name":25,"category_name":118,"show_sort_weight":119,"slug":120},"Social Media",50,"social-media",{"id":122,"doc_module":22,"doc_module_name":25,"category_name":123,"show_sort_weight":124,"slug":125},17,"Forms",40,"forms",{"id":127,"doc_module":22,"doc_module_name":25,"category_name":128,"show_sort_weight":129,"slug":130},18,"Letters",30,"letters",{"id":132,"doc_module":22,"doc_module_name":25,"category_name":133,"show_sort_weight":134,"slug":135},21,"Paper Templates",5,"papers-templates",{"id":137,"doc_module":22,"doc_module_name":25,"category_name":138,"show_sort_weight":4,"slug":139},158,"General","general-158"]