1. Backward Design Lesson Planning Lyn Steed University of West Georgia

2. Candidate Information It is important to fill in all the information asked at the top of the page. Name, Supervising Teacher, UWG Supervisor School, Date of implementing lesson Block No., Subject and Grade level

3. Teaching Skills Focus for this lesson Each block as specific teaching skills to be practiced. Block I: Establishing set, Time management, Student Behavior, Positive Climate Block II: Clarity, Questioning, Assessing and monitoring progress, Giving feedback/reinforcement. Block III: Thinking and ability (Metacognition) Promoting transfer Block IV: Review and refine all 10 skills

4. Stage 1 Standards: you will need list the appropriate standards. Some courses required you to include both state (GPS) and national standards. Specific Learning Objectives: What is the lesson question? What specifically do you want students to learn? “Unpack” the standard Identify “big ideas” Identify Enduring Understandings/Essential Questions Prioritize Enduring Understandings/Essential Questions Knowledge and Skills

5. Stage 1 Established Goals: Use only goals or content standards that are directly relevant to the unit and to be assessed. Understandings: to meet the standards, the students will need to understand the transfer of BIG IDEAS and be SPECIFIC enough to focus teaching, learning, and assessment. To understand, students will need to consider questions that guide inquiry into the Big Ideas.

6. Stage 1 Knowledge and skills: what key knowledge and skills are needed to meet the standards and enable the desired understandings are correctly identified. These are key terms/vocabulary, concepts students should know and skills the students should be able to do.

7. Essential Questions Essential questions How are “form” and “function” related? How do we add fractions? How does a snake make venom? Why did we call it the “cold war”? Who is the main character? Nonessential questions How many legs does a spider have? How many minutes in an hour? When was the Constitution signed? Who was the 16th President? What is the sum for 34 + 23?

8. Stage 2 Assessment Instrument: describe the assessment instruction that you will use. Formative: ongoing to improve learning, teaching and outcomes. Diagnostic: identifies areas for improving learning and teaching. Process-oriented: how is learning going. Is learner-centered, course based, frequently anonymous, and not graded.

9. Stage 2 Assessment Examples: Dialogues journals written work portfolios pretests presentations posters pictures drawings models

10. Stage 2 Evaluation Instrument: describe the instrument you will use to arrive at a grade for the student. Focuses on grades and to gauge quality. Usually product-oriented to show what has been learned. Judgmental: arrive at an overall grade/score.

11. Stage 2 Evaluation Examples: Completion of a task Test Quiz Lesson or learning activity Create a product Follow a rubric

12. Stage 3 Materials: list any materials specific to this lesson. Do not include regular classroom items such as pencils, paper, markers, glue, scissors, crayons.

13. Stage 3 Sequence of Teacher Actions: Attention-Getter/ Motivator: describe what you will do to capture the students’ attention and help them anticipate what they will be doing. It needs to be exciting, puzzling, something they are to discover, intriguing to the students. Examples: game, riddle, teacher experiment, video or audio clip,

14. Tie to Previous Learning: describe how you will guide the students to make their own connections to what they already know. What type “hooks” or activities to help students see the connections- Big Ideas. Significant Actions to Introduce and Guide Lesson: describe your actions that are specific to the lesson. What are you going to do, key points or vocabulary. Do not write every word you plan to ask or say.

15. Stage 3 Sequence of Student Actions: Explain how students are engaged during the lesson – what are the students going to do, what actions will the students perform. Describe what the students will do to display and discuss their results from the lesson. Needs to be student driven, but can be teacher-led. Examples: create a poster, model, summary, gallery walk, graph, etc.

16. Stage 3 Teacher’s Lesson Closure/Wrap-Up/ transition Describe what you will do to summarize the learning concepts Describe how you will assess learning Describe how it will lead to the next day’s lesson Describe homework, journal writing. Etc.

17. Stage 3 Adaptations for Exceptional Students: This includes any students who need modifications from an IEP or SST due to language barriers, physical challenges or mental challenges.. This includes students who may need extra challenge work or who are gifted. Describe what you will do for these students.

18. Stage 3 Related Activities/ Extensions: Describe activities that the students who are advanced can work on when they finish the class lesson. Describe activities that students who finish early can work on. Need to be related to the lesson.

19. Stage 3 Connections to Other Disciplines: Describe other disciplines that are significantly integrated into the lesson. You may not always have connections to other disciplines.

20. Reflection of the Lesson After you have taught the lesson, you are to think about the following questions regarding the lesson. Using the narrative form, write how you responded to each. What specific skills did you choose to work on? How effective were you in applying the skills in the lesson? How do you feel about your teaching effectiveness overall? Did your students effectively answer the lesson questions? Did the tasks show that students learned or met your expectations? What would you change?