1. Lesson Planning Sequence
Backwards design or Design down

3. 1. EXPECTATIONS: What do I want students to learn?
Ministry documents for subject areas
Refine listed expectation, if necessary, to fit lesson context
Ensure they are specific to the lesson (observable, measurable)
Focus on new student learning, not strategies to learn
Usually limit to one or two expectations

4. ASSESSMENT: How will I assess the learning?
What task could I use to allow students to demonstrate achievement of the expectations? (There is always something)
What tool will I use to measure the achievement? E.g., observation, checklist, rubric

5. PREASSESSMENT
Students – specific, prior knowledge, experience, need for modifications/
accommodations, supports
b) Environment - time, space, groupings (be specific)
c) Resources – list, assemble (be specific)
* Ensure that both (b) and © are appropriate to Task, Content and Expectations

6. BRAINSTORM CONTENT: Getting ready to plan the sequence of learning
Create a content web
list, sort and cluster ideas
Determine sequence. This should be logical, building meaning through the development of ideas, concepts

7. CONTENT & STRATEGIES The WHAT & HOW
1. INTRODUCTION
State clearly what the Hook is ( a grabber/catchy/focus for learning/setting the stage!)
Describe how the Hook will be used
The Hook should engage the students
The Hook is creative, innovative, and motivating
Time allocation

8. ESTABLISHING THE LEARNING
State in detail and in an organized, logical manner, what facts, data, information formulae, and concepts are to be learned
Describe how Teaching/Learning strategies will be used:
Step by step
Key questions listed
Transitions
Parallel content
Time is approximated

9. CONSOLIDATION-RECAPITULATION OF THE LEARNING
Students summarize briefly the main ideas, concepts, procedures, and/or processes developed in the Establishing The Learning section
Get ready for the Follow-up
Time allocation

10. APPLICATION: Follow-up
The task explains how the students will apply and practice the new learning either independently or in groups
Teacher’s role is described
Time allocation

11. ASSESSMENT: Ties back to the Expectations
Clearly states how the stated expectation(s) will be achieved
Assessment tools are included

12. TEACHER REFLECTIONS (After the teaching has been done)
A required and essential part if you are to improve your teaching
Learning: describe the degree to which the expectations were achieved by all students
Effectiveness: focus on yourself: (communication, planning, implementation, classroom organization and management)
Next Step: learning experiences to follow; learner/curriculum needs e.g., content not covered or not understood; management

13. EFFECTIVE PLANNING means:
Effective learning for all students
Logical development of learning over time
Teacher satisfaction in the development of the art of teaching
Realistic and appropriate achievement goals for student improvement
Happy kids and happy teachers!