Identify learning outcomes students will gain during an instructional cycle. Essential learnings are the skills and content all students must learn. The knowledge will build on the past, and move students to new goals.
Identify the standards, including skills and concepts, which make up learning. Rank the standards by importance, including skills and concepts to focus instruction and assessment.
Design a summative assessment to measure the intended learning. The type of evaluation will vary based on the desired outcome. Create a performance task with embedded formative experiences to allow for adjustments during instruction and provide scaffolding opportunities for targeted students.
Create a diagnostic assessment with important and challenging standards to gauge student preparedness. Do not include standards with skills that are easy to grasp. Recent performance data or work-product also help diagnostic decisions. Look for ways to get the best data with the least amount of time and effort.
Develop a instructional flow, and lesson ideas for the intended learning. It moves actual learning closer to intended learning. As you develop an instructional plan, create potential reteach or intervention points. Adjust the flow once you have some diagnostic data.
Create formative checkpoints to measure learning during instruction, intervention, and reteaching. If you use a performance task, look for parts of the work to use as a formative assessment.