Backward Design Lesson Plan Template

Name Michelle Winters

Subject Communication Arts and Literature________Grade level

11

Lesson title Making Meanings

Step 1Desired 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?

Minnesota Language Arts Standard: 11.11.4.4. -Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grades 1112 reading and content, choosing flexibly from a range of
strategies.
ISTE Standard: Students apply digital tools to gather, evaluate, and use information.
Objective One: Students will be able to effectively use at least two different methods to find the meanings of
words. (Dictionary, Thesaurus, etc.)
Objective Two: Students will demonstrate an understanding of etymology through at least three means,
(word history, origin, meaning).
Objective Three: Students will break down at least five words down into different morphemes.

Step 2Assessment Evidence

Performance taskWhat will students do to show what they have learned?
Performance criteriaHow good is good enough to meet standards?

Performance Task- Students will be able to show an understanding for word meaning, history and origin.
Performance Criteria- Students will have met the standard criteria by researching five words and researching
and presenting their meanings, history, and origin.
Students Should Know: How to find the meanings of words and understand a words history.
Students Should Understand: That words have different origins that indicate a words meaning.
Students Should be Able to: Research and deconstruct words so that they are able to locate and understand
word meanings, origins, and histories by using at least two different methods.

Step 3Learning Plan

Learning activities (step by step from start to finish, detailed enough for another teacher to follow)
Day 1- Intro to subject (five to ten minutes)
Lecture on root origins and meanings (thirty minutes)
Break students into groups to develop a list of words to research (ten to fifteen minutes)
Day 2- Review/answer questions (five to ten minutes)
Class discussion on resources (twenty to thirty minutes)
Groups get work time to use resources to find word meanings (ten to fifteen minutes)
Day 3- Review/ answer questions (five to ten minutes)
Lecture on morphemes (twenty minutes)
Do word forming activity (fifteen minutes)
Give assignment (five minutes)
Day 4- Review/ answer questions (five to ten minutes)
Work day
Assignment due the next day at the beginning of class

Adapted from Tomlinson and McTighe, Integrating Differentiated Instruction + Understanding by Design, ASCD, 2006.

Tools for Assessment

Written
Advertisement
Biography
Book report
Book review
Brochure
Campaign speech
Crossword puzzle
Editorial
Essay
Experiment record
Game
Journal
Lab report
Letter
Log
Magazine article
Memo
Newspaper article
Poem
Portfolio
Position paper
Proposal
Questionnaire
Research report
Script
Story
Test
Yearbook

Oral
Audiotape
Balagtasan
Debate
Discussion
Dramatization
Haiku
Interview
Newscast
Oral presentation
Oral report
Poetry reading
Rap
Readers Theater
Role play
Skit
Speech
Song
Teach a lesson

Visual

Kinesthetic

Advertisement
Banner
Brochure
Campaign flyer
Cartoon
Chart
Collage
Collection
Computer graphic
Construction
Data display
Design
Diagram
Display
Diorama/shoebox
Drawing
Graph
Graphic Organizer
Map
Mobile
Model
Painting
Photograph
Portfolio
Poster
Scrapbook
Sculpture
Slide show
Storyboard
Venn Diagram

Community outreach
Dramatization
Field trips
Letter writing
Oral interviews
Play
Presentation
Service learning
Simulations
Role play
Skit
Scavenger hunt

Videotape