<p> Backward Design Lesson Plan Template</p><p>Unit of Instruction ______</p><p>Lesson title </p><p>Step 1—Desired Results Standards, benchmarks, other objectives as needed (e.g., IEP)—What should students know, understand, and be able to do as a result of the lesson? Identify: Learner Outcomes, Standards Example: After the lesson today, S.W.B.A.T….</p><p>Step 2—Assessment Evidence Performance task—What will students do to show what they have learned? Performance criteria—How good is good enough to meet standards?</p><p>Step 3—Learning Plan Learning activities (step by step from start to finish, detailed enough for another teacher to follow)</p><p>Step 4—Reflection What happened during my lesson? What did my students learn? How do I know? What did I learn? How will I improve my lesson next time?</p><p>Adapted from Tomlinson and McTighe, Integrating Differentiated Instruction + Understanding by Design, ASCD, 2006.</p><p>Tools for Assessment</p><p>Written Oral Visual Kinesthetic Advertisement Audiotape Advertisement Community outreach Biography Balagtasan Banner Dramatization Book report Debate Brochure Field trips Book review Discussion Campaign flyer Letter writing Brochure Dramatization Cartoon Oral interviews Campaign speech Haiku Chart Play Crossword puzzle Interview Collage Presentation Editorial Newscast Collection Service learning Essay Oral presentation Computer graphic Simulations Experiment record Oral report Construction Role play Game Poetry reading Data display Skit Journal Rap Design Scavenger hunt Lab report Reader’s Theater Diagram Letter Role play Display Log Skit Diorama/shoebox Magazine article Speech Drawing Memo Song Graph Newspaper article Teach a lesson Graphic Organizer Poem Map Portfolio Mobile Position paper Model Proposal Painting Questionnaire Photograph Research report Portfolio Script Poster Story Scrapbook Test Sculpture Yearbook Slide show Storyboard Venn Diagram Videotape</p><p>Example of Assessment of Pre-Teacher Candidate’s Ability to Plan Instruction</p><p>Candidate </p><p>Unacceptable Acceptable Target Lesson content Candidates select lesson Candidates select content Candidates select content that is (15%) content that is incompatible that is compatible with state compatible with state standards with state standards standards. and adapt that content to suit the diversity of their students Unacceptable  Acceptable  Target </p><p>Ability to plan Candidates select teaching Candidates select teaching Candidates select teaching (30%) methods and learning methods and learning methods and learning opportunities that don’t opportunities that are opportunities that are well connect well to the standards appropriate to the standards matched to the standards and and benchmarks or the and benchmarks and benchmarks and engaging to students they are teaching students they are teaching the students they are teaching Unacceptable  Acceptable  Target </p><p>Alignment of Candidates select no Candidates select formative Candidates select authentic assessment with assessment strategies or use or summative assessment formative and summative plan strategies that do not connect strategies aligned with assessment strategies aligned (20%) well to the standards/benchmarks, with standards/benchmarks, standards/benchmarks or teaching methods, learning teaching methods, and learning students they are teaching opportunities, and students opportunities which provide opportunities for students to self-assess Unacceptable  Acceptable  Target </p><p>Instruction Candidates primarily select Candidates select one or Candidates plan to engage 15% teacher-centered approaches to more student-centered students in critical thinking and instruction approaches to instruction problem solving, and communicate with students to foster collaboration and develop performance skills Unacceptable  Acceptable  Target  Reflection Candidates do not reflect on Candidates reflect on Candidates reflect on content (20%) content and teaching in terms content and teaching and and teaching in terms of of learning for students and use assessments to plan learning for students and teachers further instruction teachers, and use assessment to improve planning and student learning Unacceptable  Acceptable  Target </p><p>Overall Unacceptable  Overall Acceptable  Overall Target </p>