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Backward Design Lesson Planning UWG Lesson Plan Format

Backward Design Lesson Planning UWG Lesson Plan Format. Lyn Steed University of West Georgia. 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

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Backward Design Lesson Planning UWG Lesson Plan Format

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  1. Backward DesignLesson PlanningUWG Lesson Plan Format 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), the Common Core standards and national standards for that specific discipline. • Specific Learning Objectives: What element is the main focus for this lesson? • What specifically do you want students to learn? • Include essential question here as well.

  5. 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”? Why do we start sentences with a capital letter? 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? Essential Questions

  6. Stage 2 Assessment and Evaluation • Assessment can be divided into two categories: formal and informal. • Formal assessment : • Quiz or tests • Essays • Short answer • Lab report • Problem solving (math) • Performance based authentic (models, projects, 3-D ) • Oral presentation • Research paper • Worksheet • Rubric Informal Assessment: Ticket out the Door, Think Pair Share, peer teaching, Quick write, 3-2-1, KWL, etc.

  7. Stage 2 Evaluation Evaluation is how the assessment instrument will be graded or scored. What is the measurement scale? 85% correct 3 out 4 Checklist Letter grades Spectrum of descriptors :consistently, occasionally, seldom, infrequently or independent, proficient, developing, beginning.

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

  9. 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, etc.

  10. 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.

  11. 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.

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

  13. Stage 3 Adaptations for Exceptional Students DIFFERENTIATED INSTRUCTION This includes any students who need modifications from an IEP or RTI due to language barriers, physical challenges or mental challenges. This includes students who need extra assistance for specific objectives. This includes students who may need extra challenge work or who are gifted. Describe what you will do for these students.

  14. Stage 3 Related Activities/Extensions • Describe activities that the students who finish early can work on when they have completed the assignment. • Helpful if it is related to the lesson.

  15. 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. • You do not have to list specific GPS.

  16. Reflection of the Lesson After you have taught the lesson, you are to think about the following questions regarding the lesson. • 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?

  17. Agendas For each lesson you teach, you need to include an agenda. The agenda should briefly list the things you plan to do during your lesson. It will help students to know the sequence of the lesson and it helps YOU stay focused on your lesson and helps with time management. Agenda example for a math lesson: Essential Question Game to review addition facts Introduce 3- digit addition Practice problems together Independent practice problems

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