1. Part:1 EFFECTIVE LESSON PLANNING AND DESIGN
Objectives:
Explain the backwards design model of designing instruction. (Part:1)
Provide an overview and rationale of the process. (Part:2)
Compare and contrast the two models.
Provide an example that other educators could use as a model for their own planning. (Part:3)

2. Most Important Elements of Effective Lesson Design
Identify Desired Results.
Determine Acceptable Evidence.
Planning Learning Experiences.

3. Identify Desired Results
Starts with the essential question that the teacher develops to guide, or lead the lesson. For example, “What the teacher wants students to remember, understand, and learn at the end of the lesson. This idea will lead the teacher in creating an effective learning objectives that align with the standards.

4. Determine Acceptable Evidence
To determine an acceptable evidence, the teacher will plan how he or she knows that the students are learning. As a result, the teacher creates an assessment . The teacher will choose how the students’ understanding will be assessed. The teacher then think of what type of an assessment that appropriate and aligned with standards, objectives and the learning instructions.

5. Planning Learning Experiences
The teacher is now planning how to deliver instructions based on the desired results and the assessment, especially the standards. In this part of the lesson, the teacher develops instructional activities in a sequence to deliver the lesson effectively and smoothly. The teacher also need to make sure that the materials and resources to use are ready. The goal is for students to learn what they supposed to learn from this lesson.

6. Good Learning Objectives for Effective Instructions
Students will help students to
Provide the knowledge. For example, to role play a story.
Enhance comprehension. For example; to explain the events of the story.
Compare and contrast two ideas. For example, characters of the story
Apply their knowledge and skills. For example, reflect the good behavior of a character in their real life situation.
Summarize the story or a topic.
Interpret the story using the elements of the story, or enhance with the knowledge of how to analyze a piece of information.

7. Examples of Good Learning Objectives Aligned with the Common Core State Standards
Students will
Identify the steps that use to solve the algebraic equations. (Mathematics)
Analyze the Samoan history using primary and secondary sources. (Social Studies)
Determine the meanings of unfamiliar words in the story using context clue strategy.(Reading)
Create a story line in a chronological order. (Writing)
Compare and contrast the characteristics of living things and non-living things.(Science)

8. What makes this good objective?
It will
Raise the students’ standards of learning
Prepare the students for college and career readiness
Fulfill the dreams of the American Education.
Lead students to meet their goals and expectations.
Motivate students to become good citizens.
Challenge the students to become experts in Science, Mathematics and Technology.
Promote the 21st Century sets of new skills.

9. Common Pitfalls in Planning Effective Lessons.
Lesson objectives does not really clarify what students should learn.
Assessment sometimes is disconnected to the standard, or the lesson objectives.
Activity is does not align with assessment and learning instructions.
Instructions are mostly unorganized.
Guided Practice does not align with the instructions were given during modeling activity.

10. How can we avoid these pitfalls?
The teacher needs to
Think first before planning.
Think of the students’ potential of leaning.
Make a good plan all the time
Know the concepts of each content area.
Do some research if needed
Prepare the materials and resources for each lesson.
Ask questions if he or she does not sure of what to do.
Practice or study the lesson before she or he teaches.

11. What does Backward Design mean?
It is process that teachers use to
design learning experiences and instructions.
begins with a desired results or what students needs to do or learn based on the standards.
create assessment to grade the students based on the standards with desired results of the lesson.
Plan learning instructions and activities based on the desire results and assessments.
evaluate whether students learned the standards by the end of the lesson based on the three important parts of the plan.

12. How does CSS Initiative play a role in designing effective instruction?
The Common Core States Standards identifies that a teacher
needs where to start.
has a desired to teach the standard but how to make connections.
needs to create appropriate assessments to grade students’ tasks.
wants to teach create an effective lesson plan.
needs to know how to evaluate the students’ learning.

13. Part 2: Compare and Contrast Backward Design and the Traditional Model
TRADITIONAL DESIGN
DIFFERENCES:
Lesson Plan Format
Desired Destination
1st Desired Results
2nd Determine Acceptable Evidence
3rd Planning Learning Experiences and Instructions.
No Formal Destination
1st Activities
2nd Assessment
3rd Desired Result
SIMILARITIES
Both have
a desired results
Assessments
Activities
Standards /Benchmarks

14. Part 3: Process of planning a brief lesson planning.
Content Area: Social Studies
Grade Level: 6
Date: Nov 30, 2015
STRAND: History
Standard: 1 Students reconstruct, interpret, and critiques the causes and consequences of the past events in the context of the institutions, values, and beliefs of the periods in which they took place.
Benchmark : Investigate early societies and settlement of the Samoan islands including their geographical, distribution, and religious beliefs.
Desired Results:
Lesson Objective: Students will be able to identify major
events in the history of Samoa using
primary and secondary sources.
Determine Acceptable Evidence
Assessment Task: Each students will make a presentation to
presents at least 5 major events in the history of
Samoa.
Overview: Prior Knowledge:
Students need to share at least one or two
major events in the history of Samoa.
Instructional Procedures:
Anticipatory Event:
The students will sing the Samoan song
called, “WE ARE SAMOA.”
Plan Learning Experiences and Instructions
Teacher Model
Assess students prior knowledge: Who can tell at least one
major event that happened in Samoa?
Teacher will
Read aloud a story about some major events in Samoa between 1800 – 1900.
Check students’ understanding by asking questions relate to that particular part of the story
Discuss with class some responds from the class.
Provide examples with supportive evidence .
Guided Practice:
Ask questions base on the sequences of events
Students provide answers for each questions
Teacher will corrections if there are some misunderstanding
Independent Practice:
Students will work independently to choose at 5 major events for their presentations.
Closure: What did you learn from this lesson?
Can tell at least one major event that you ‘ve learned
learned from this lesson.
BACKWARD DESIGN LESSON PLANNING

15. How does these three stages aligned with Common Core State Standards.
They are aligned because they both focus on
Core subjects area – Reading, Math, Science
21st Century new set of skills
Desired destination to reach learning goals.
Self – directions to lead planning.
Students to enter the College and Career readiness.
Critical thinking, creativity, and problem solving in a very high level of students’ learning.

16. References:
Work(s) Cited. 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) title Wiggins, G., McTighe, J. (2004). Understanding by Design. Association for Supervision and Curriculum Development. Alexandria. Retrieve from