EECE Program, Fall 2006

Backward Design Lesson Plan Template

Candidate Cohort # Grade level
Lesson title
Step 1Desired es!lts
Standards, benchmarks, other objectives as needed (e.g., IEP)What should students know,
understand, and be able to do as a result o the lesson!
"t a minimum, teacher candidates should identi#$
%eneral &earner 'utcome (%&')
(awai)i *ontent and Perormance Standard and +enchmark ((*PS III)
(awai)i ,eacher Perormance Standard
Step 2"ssessment Eviden#e
Perormance taskWhat will students do to show what the# have learned!
Perormance criteria(ow good is good enough to meet standards!
Step $Learning Plan
&earning activities (ste- b# ste- rom start to inish, detailed enough or another teacher to ollow)
Step %e&le#tion
What ha--ened during m# lesson! What did m# students learn! (ow do I know!
What did I learn! (ow will I im-rove m# lesson ne.t time!
"dapted &rom 'omlinson and (#'ighe, Integrating /ierentiated Instruction 0 1nderstanding b# /esign, "SCD,
EECE Program, Fall 2006
2006)
Tools for Assessment
*ritten +ral ,is!al -inestheti#
"dvertisement
.iograph/
.oo0 report
.oo0 revie1
.ro#h!re
Campaign spee#h
Cross1ord p!22le
Editorial
Essa/
E3periment re#ord
Game
4o!rnal
La5 report
Letter
Log
(aga2ine arti#le
(emo
6e1spaper arti#le
Poem
Port&olio
Position paper
Proposal
7!estionnaire
esear#h report
S#ript
Stor/
'est
8ear5oo0
"!diotape
.alagtasan
De5ate
Dis#!ssion
Dramati2ation
9ai0!
:ntervie1
6e1s#ast
+ral presentation
+ral report
Poetr/ reading
ap
eader;s 'heater
ole pla/
S0it
Spee#h
Song
'ea#h a lesson
"dvertisement
.anner
.ro#h!re
Campaign &l/er
Cartoon
Chart
Collage
Colle#tion
Comp!ter graphi#
Constr!#tion
Data displa/
Design
Diagram
Displa/
Diorama<shoe5o3
Dra1ing
Graph
Graphi# +rgani2er
(ap
(o5ile
(odel
Painting
Photograph
Port&olio
Poster
S#rap5oo0
S#!lpt!re
Slide sho1
Stor/5oard
,enn Diagram
,ideotape
Comm!nit/ o!trea#h
Dramati2ation
Field trips
Letter 1riting
+ral intervie1s
Pla/
Presentation
Servi#e learning
Sim!lations
ole pla/
S0it
S#avenger h!nt
'ea#her #andidates demonstrate their planning 5/ s!5mitting lessons and !nits in advance o the da# the#
-lan to teachno plans, no tea#hing) (entor tea#hers and &ield s!pervisors #an provide help&!l &eed5a#0
1hen the/ have the opport!nit/ to revie1 lesson plans in advan#e) :n addition, mentor tea#hers m!st
0no1 1hat #andidates intend to do in their #lassrooms)
D!ring ea#h o& the EECE methods #o!rses =:'E $1$, $1%, $22, $2$, $2%, $2>, $26, $2?, $%$@, tea#her
#andidates m!st s!5mit at least one lesson plan into their '-20 a##o!nt &or assessment) Ea#h methods
instr!#tor provides details on the lesson or !nit to s!5mit) 'he &ollo1ing page sho1s the overall program
r!5ri# !sed to assess lesson planning &or the '-20 assignment as part o& ea#h methods #o!rse) 'he EECE
program s!5mits the aggregated data &rom this assessment as part o& the C+E appli#ation &or national
a##reditation thro!gh the "sso#iation &or Childhood Ed!#ation :nternational ="CE:@ to the 6ational
EECE Program, Fall 2006
Co!n#il &or the "##reditation o& 'ea#her Ed!#ation =6C"'E@)
EECE Program, Fall 2006
S#oring G!ide &or "CE: "ssessment $
"ssessment o& Candidate "5ilit/ to Plan :nstr!#tion
Candidate Cohort # "ssessor
Ana##epta5le "##epta5le 'arget
Lesson #ontent
=1>B@
Candidates sele#t lesson
#ontent that is in#ompati5le
1ith state standards
Candidates sele#t #ontent
that is #ompati5le 1ith state
standards)
Candidates sele#t #ontent
that is #ompati5le 1ith state
standards and adapt that
#ontent to s!it the diversit/
o& their st!dents
Ana##epta5le "##epta5le 'arget
"5ilit/ to plan
=$0B@
Candidates sele#t tea#hing
methods and learning
opport!nities that don;t
#onne#t 1ell to the
standards and 5en#hmar0s
or the st!dents the/ are
tea#hing
Candidates sele#t tea#hing
methods and learning
opport!nities that are
appropriate to the standards
and 5en#hmar0s and
st!dents the/ are tea#hing
Candidates sele#t tea#hing
methods and learning
opport!nities that are 1ell
mat#hed to the standards
and 5en#hmar0s and
engaging to the st!dents
the/ are tea#hing
Ana##epta5le "##epta5le 'arget
"lignment o&
assessment 1ith
plan
=20B@
Candidates sele#t no
assessment strategies or !se
strategies that do not
#onne#t 1ell to the
standards<5en#hmar0s or
st!dents the/ are tea#hing
Candidates sele#t &ormative
or s!mmative assessment
strategies aligned 1ith
standards<5en#hmar0s,
tea#hing methods, learning
opport!nities, and st!dents
Candidates sele#t a!thenti#
&ormative and s!mmative
assessment strategies
aligned 1ith
standards<5en#hmar0s,
tea#hing methods, and
learning opport!nities 1hi#h
provide opport!nities &or
st!dents to sel&Cassess
Ana##epta5le "##epta5le 'arget
:nstr!#tion
1>B
Candidates primaril/ sele#t
tea#herC#entered approa#hes
to instr!#tion
Candidates sele#t one or
more st!dentC#entered
approa#hes to instr!#tion
Candidates plan to engage
st!dents in #riti#al thin0ing
and pro5lem solving, and
#omm!ni#ate 1ith st!dents
to &oster #olla5oration and
develop per&orman#e s0ills
Ana##epta5le "##epta5le 'arget
e&le#tion
=20B@
Candidates do not re&le#t on
#ontent and tea#hing in
terms o& learning &or
st!dents and tea#hers
Candidates re&le#t on
#ontent and tea#hing and
!se assessments to plan
&!rther instr!#tion
Candidates re&le#t on
#ontent and tea#hing in
terms o& learning &or
st!dents and tea#hers, and
!se assessment to improve
planning and st!dent
learning
Ana##epta5le "##epta5le 'arget
+verall Ana##epta5le +verall "##epta5le +verall 'arget