Effective lesson planning and design By Debora Chappelle

The Common Core State Standards play an role in designing effective instruction by designing the expected results for stage one by: Establishing what students will understand, Essential questions that should be answered Outlining what students should know, after completing the lesson Then by clarifying what students will be able to do as a result of participating in the lessons. In stage two: Performance Tasks Other evidence like quizzes, self-test, chapter review.

The most important elements of effective lesson design is when the teachers delivers engaging lessons that have a clear purpose, and that develop students’ abilities to make connections to the world. The lesson plan should also incorporate goals, objectives, assessments, and learning experiences in a cohesive lesson plan.(Newman, 2013) Learning objectives are important because they are clear goals of what the teacher is expecting the students to learn from the lesson plan.

In accordance with Common Core Standards for English language arts standards”reading:literature-introduction for K-5-The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks The objective is that kindergarteners will focus on three new sight words a week. They will be able to recognize these sight words in stories and throughout their environment. This is a good objective because students will learn new text.

Some of the pitfalls of planning an effective lesson is that we are not aware of the students’ abilities. We must plan achievable goals. We need to be able to assess students’ learning and not just give them a lot activities to do to keep them busy. We need to have clear achievable goals. We also define the learning objectives that are to be obtained from engaging in the lessons. Also how students can transfer the objective into their environment. As educators, we must take time to think and reflect on the goals they want students to learn.(Newman, 2013)

The backward planning framework suggests that teachers identify the enduring understandings, or the most important ideas that will serve to anchor the unit or lesson being taught. Stage identifies the desired results, stage two the backward design planning places the development of assessments directly after the outcomes are determined. Then stage three: Learning plan-after teachers have identified student outcomes and developed the assessments, they are ready to plan students’ instructional experiences and activities.

Stage three: Where is the unit going? How will we hook the students? How will we equip the students to explore the subject in depth to perform successfully on the final assignment? Use pre-test to identify initial skills. Provide an opportunity for students to rethink and revise the big idea. Evaluate results and develop action plans through self-assessments of results. Tailored(personalized) to the students’ interests and needs Organized to ensure maximum engagement.(Newman, 2013)

Single subject lesson planBackward lesson plan Select standards or topic to coverSelect a standard to cover and learning resource use inputs-develop learning experiences activities for students to engageBegins with outputs-assessment TeachLearning experience and activities Give assessment from textTeach Determine results and give feedbackAssess results using assessment instep 2 Choose new topic to coverGive Feedback Reteach topic or choose new topic

The focus of the given exercises was on fun and cooperation of the participating children while improving coordination skills, perception, and muscle strength, power and endurance abilities(Roth,2011)

The Backward Design Approach Stage 1 ‐ Desired Results Establish goals: ____________Kindergarten students will be able to write and read simply sentences____________ (Underneath goals ‐ list the standard or learning outcomes that is being addressed) Understandings: Texas Essential Knowledge and Skills-Kindergarten English Language Arts and Reading, Kindergarten. (a) Introduction. (1) In Kindergarten, students engage in many activities that help them develop their oral language skills and them begin to read and write. Kindergarten students take part in language activities that extend their vocabulary and conceptual knowledge. Students learn to follow directions and develop the language of schooling. Students discuss the meanings of words from familiar conceptually challenging selections read aloud. Students express themselves in complete thoughts…. (List questions that will foster inquiry) Students will know... (List key knowledge and skills students will focus on mastering) Students will be able to... (List what students will be able to do when they acquire the key skills and knowledge) writing and reading simple sentences Kindergarten students will recognize sights words and use them in simple sentences. Students will be able to read simply sentences and pick out sight words during group story time. Kindergarten students will be able to recognize sight words, write and read simple sentences

Essential Questions (List questions that will foster inquiry Students will be ask to pick sight words from stories during story time from large story books. Students will be ask to name five sight words. Students will be ask to recite sights. Students will be asked to tell something about themselves or family using sight words.

Students will be able to( list key skills and knowledge students will focus on mastering) Students will use correct sentence structure. Students will be able to transfer sight words into situations applicable to their life and environment. The students will be able to write and read simply sentences about their environment. The students will able to recognize information in sentence based on their knowledge of the sight words as context clues. The students will be able to build stories using simples sentences and simply paragraphs

Stage 2 ‐ Assessment Evidence Performance Tasks (List authentic assessments and criteria) Other Evidence (List other evidence used to gauge student success as wellas how students will reflect on progress ) Stage 2 ‐ Assessment Evidence Performance Tasks (List authentic assessments and criteria) Other Evidence (List other evidence used to gauge student success as well as how students will reflect on progress) kindergarten literacy Patti's electronic classroom assessing the student's concepts about print Catch them before they fall: Identification and assessments Ready or not? readiness in Central Texas Observations classwork class discussions Zingo a game like bingo using sight words circle time discussion about recognizing sight words writing opportunities about things that interest them. Writing a sentence using two different sight words when they come in the morning about the subject identified on the board for journal.

References Newman, R. (2013). Teaching and learning in the 21st century: Connecting the dots. San Diego, CA: Bridgepoint Education, Inc. This text is a Constellation™ course digital materials (CDM) titleTeaching and learning in the 21st century: Connecting the dots Roth, K., Mauer, S., Obinger, M., Lenz, D., & Hebestreit, H. (2011). Activity and health prevention in preschools-contents of an activity-based intervention Texas Essential Knowledge and Skills-Kindergarten,(retrieved 2014), dsisd.txed.net