1. EFFECTIVE LESSON
PLANNING & DESIGN
Week 4-Assignment
BY: Whittney Pinckney
EDU650
Dr. John Barlow

2. PART ONE: EFFECTIVE LESSON DESIGN
AND BACKWARDS DESIGN
1. The Most Important Elements are the Domains of..
Cognitive
Knowledge Level
Comprehension Level
Application Level
Analysis Level
Synthesis Level
Evaluation Level
Affective
Addresses the students emotions towards learning experiences
Psychomotor
Speaks about the basic motor skills, coordination, and physical

3. EFFECTIVE LESSON DESIGN AND
BACKWARDS DESIGN
2. Good Learning Objectives Critical to Planning Effectively are..
These learning objectives are described as a specific learning outcome,
the objective is more manageable in scope, it is student-oriented,
measurable, and it helps the students learn.

4. EFFECTIVE LESSON DESIGN AND
BACKWARDS DESIGN
3. An Example of Good Learning Objective aligned
with the Common Core Standards..
file:///C:/Users/Whittney/Downloads/Taking_Action_for_t
he_Enviroment.pdf
This is a “good” learning objective because..
It is organized
Has what the students should learn (their goals to reach)
The core standards available
Instructions on how, so the students can take responsibility for their learning
The time to complete the assignment
The materials of the students will need
An overview to get an understanding of what they are doing

5. EFFECTIVE LESSON DESIGN AND
BACKWARDS DESIGN
4. Some Common Pitfalls in Planning Effective Lessons..
Getting Overwhelmed just thinking about it
Thinking and planning rather than creating the lesson plan
Not Collaborating with Fellow Teachers when planning the lessons
How to Avoid Pitfalls..
Not Allowing Ourselves to get overwhelmed
More creating the lesson than thinking and planning it out
Collaborate with your Fellow Teachers about lesson plans

6. EFFECTIVE LESSON DESIGN AND
BACKWARDS DESIGN
5. Backwards Design Means..
Is when the teacher figures out what the goalis for the
students to learn and then creating the rest of the lesson
plan from the goal to the beginning of the lesson plan so
that the student’s can reach said goal

7. EFFECTIVE LESSON DESIGN AND
BACKWARDS DESIGN
6. The Common Core State Standards initiative plays an effective role in
designing instruction by..
By allowing long range plans the different plans to chart how the teachers group and
arrange the common core state standards into the units that build upon one another
while unit plans take the same concept, but with more detail, and individual lesson
plans, which are even more focused and specific to the point of the learning plan.

8. PART TWO: COMPARE & CONTRAST
Compare & Contrast
Backwards Design Similar Traditional Model
Create goal first to create
lesson plan to know
where you are going
Designed to help
children learn
Creating the beginning of the lesson
plan
Simpilier to
understanding to get
completed since goal is
known Is student centered More stressful
created backwards
Meet criteria for common
core state standards Takes more time
less stressful
Helps the classroom run
smoothier
Lesson Plan can be incomplete due
to not know the goal the teacher
wants the students to reach
Less time focused on
lesson plan
Allows piece of mind in
the schoolroom Created forward

9. PART THREE: EFFECTIVE LESSON
DESIGN AND BACKWARDS DESIGN
Stage One:
Mathematics
Goal: The Results
Develop an understanding and strategies for addition and
subtraction
Develop an understanding of whole number relationships
and place values, including grouping in tens and ones
Develop an understanding of linear measurements and
measuring lengths as iterating length units
Reasoning about attributes of and composing and
decomposing geometric shapes

10. EFFECTIVE LESSON DESIGN AND
BACKWARDS DESIGN
Stage Two:
Mathematics
Assessment Criteria:
Complete Counting Pre-Test
Students will create a working knowledge of how counting is used daily by
strategizing spending with the responsibility of a grocery list
Complete in-class assignment of Five Problems by Monday (Week Two)
Completing homework with other classmates with the choice of at home or in
the classroom with collaboration with peers
Complete In-class Quiz to see where each students stands in a week’s time

11. EFFECTIVE LESSON DESIGN AND
BACKWARDS DESIGN
Stage Three:
Mathematics
Lesson Plan for Week One:
Using counting skills to understand where each child is with Pre-Test on Numbers, Adding, and
Subtraction
Allow students to work on two subtracting problems and three adding problems (day one), the
students have until Monday (second week) to turn in.
Khan Academy Activities Assigned as Homework on Early Math: Counting Small Numbers, Count with
Small Numbers, Numbers 0 to 120, Counting Objects, Comparing Small Numbers
Getting in groups and discussing where we had problems, needed help, allowing students to work
through the issues with classmates, and achievement, and work on Khan Academy homework in class
as well. (Students move forward as they progress according to each one of them)
Throughout the week every star for good behavior, helping the teacher, completing homework,
following the rules, etc. gets each student $10.00 (positive reinforcement)
“Grocery” (Due to Change Weekly) Store Activity on every Monday to spend earned money and every
week we rotate who will be the stockers (2), cashiers (2), and customers. The Stockers and Cashiers
get paid $10.00 for their work in the store as well (Week Two-Four Similar)

12. EFFECTIVE LESSON DESIGN AND
BACKWARDS DESIGN
Example Lesson Plan:
Having Understanding of Addition and Subtraction Lesson Plan: Understanding
and Strategies
Estimated Time: 30 days
Vocabulary:
Counting, adding, subtracting, numbers, decimals, digits, place values, objects,
comparing, addition, subtraction, tens, hundredths, teens, within 10, within 20,
equal sign, word problems, repeated
Topic:
Adding and Subtracting Numbers, Using Strategies, Whole Numbers, within 20,
Place Values, Linear Measurement, Composing and Decomposing

13. Common Core Standards Reached:
Develop an understanding and strategies for addition and subtraction,
 Make sense of problems and persevere in solving them
 Reason abstractly and quantitatively
 Construct viable arguments and critique the reasoning of others
 Model with Mathematics
 Use appropriate tools strategically
 Attend to precision
 Look for and make use of structure
 Look for and express regularity in reported reasoning
Lesson Plan for Week One:
 Using counting skills to understand where each child is with Pre-Test on Numbers, Adding, and
Subtraction
 Allow students to work on two subtracting problems and three adding problems (day one), the
students have until Monday (second week) to turn in.
 Khan Academy Activities Assigned as Homework on Early Math: Counting Small Numbers, Count with
Small Numbers, Numbers 0 to 120, Counting Objects, Comparing Small Numbers
 Getting in groups and discussing where we had problems, needed help, allowing students to work
through the issues with classmates, and achievement, and work on Khan Academy homework in
class as well. (Students move forward as they progress according to each one of them)
 Throughout the week every star for good behavior, helping the teacher, completing homework,
following the rules, etc. gets each student $10.00 (positive reinforcement)
 “Grocery” (Due to Change Weekly) Store Activity on every Monday to spend earned money and every
week we rotate who will be the stockers (2), cashiers (2), and customers. The Stockers and Cashiers
get paid $10.00 for their work in the store as well (Week Two-Four Similar)

14. Learning Objectives:
 Students will compare adding to subtracting
 Students will focus on counting until ready to move on with comfort,
understanding, and confidence
 Students will apply the counting knowledge to adding and subtraction numbers to
receive their answers
 Students will work on Khan Academy to gain more understanding at home and in
the classroom
 Students will work in groups to solve problems they are having with their peers
 Students will analyze different strategies to solving the problems
 Students will have to use their critical thinking and problem-solving skills to
complete in class assignment
 Students will have to trust each other and themselves to move forward
 Students will have to investigate the rules of adding numbers and subtracting
them
Materials Needed:
 Adding and Subtracting Sheets, Parent’s Written Approval for Khan Academy
Application and Account, Device, Pencil, Paper, Jumbo Eraser, Blocks (items that
can be physically counted), Patience, and Love

15. Learning Objectives:
 Review of Adding and Subtracting
 Groups to get the students that understand to help the students who do not get it at all and the teacher
will answer any questions needed by the students
 Allow students in class homework and at-home homework, review, and critical thinking for in-class
assignment
 Store Activity Weekly to boost their experience with something from everyday life (counting money,
shopping, choosing what to buy, working, responsibility, patience, and more.)
Assessment Criteria:
1. Complete Counting Pre-Test
2. Students will create a working knowledge of how counting is used daily by strategizing spending with the responsibility of
a grocery list
3. Complete in-class assignment of Five Problems by Monday (Week Two)
4. Completing homework with other classmates with the choice of at home or in the classroom with collaboration with peers
5. Complete In-class Quiz to see where each students stands in a week’s time
Homework:
Week 1: Complete Khan Academy’s Early Math: Counting Small Numbers, Count with Small Numbers, Numbers 0 to 120,
Counting Objects, Comparing Small Numbers
Week 2: Complete Khan Academy’s Early Math: What is Adding? What is Subtraction? Put Together, take apart, Making Small
Numbers, Making Ten, Addition and subtraction within 10, and Addition and subtraction word problems
Week 3: Complete Khan Academy’s Early Math: Teens, Tens, comparing 2-digit numbers, Hundreds, Comparing three-digit
Numbers
Week 4: Complete Khan Academy’s Early Math: Addition within 20, Subtraction within 20, equal sign, missing number within
20, word problems within 20, word problems with “more” or “fewer,” repeated addition
Week 5: Complete Khan Academy’s Early Math: Adding 1s and 10s, subtracting 1s and 10s, intro to addition with 2-digit

16. WORK CITED
AFS (no date) Taking Action for the Environment. Available at:
file:///C:/Users/Whittney/Downloads/Taking_Action_for_the_Enviroment.pdf (Accessed: 13 June
2016).
Common Core State Standards Initiative (2010) Common Core State Standards for Mathematics.
Available at: http://www.corestandards.org/wp-content/uploads/Math_Standards1.pdf (Accessed:
13 June 2016). In-text citations: (2010)
Carolina, S. (2015) South Carolina college-and career-ready standards for mathematics. Available
at: https://ed.sc.gov/scdoe/assets/file/agency/scde-grant-
opportunities/documents/SCCCRStandardsForMathematicsFinal-PrintOneSide.pdf (Accessed: 13
June 2016). In-text citations: (Carolina, 2015)
Common core state standards initiative (2016) Common core state standards initiative. Available
at: http://www.corestandards.org/Math/ (Accessed: 13 June 2016). In-text citations: (2016)
Policy, P., Equity, Statement, I. and AFS-USA, S.M. (2015) Taking action for the environment.
Available at: http://www.afsusa.org/educators/teachers-toolbox/lesson-plans/taking-action-for-
the-environment/ (Accessed: 13 June 2016). In-text citations: (Policy et al., 2015)
Richard Newman (2013) Learn on the go! Available at:
https://content.ashford.edu/books/AUEDU650.13.2 (Accessed: 22 May 2016). In-text
citations: (2013)
Khan Academy (2016a) Early math. Available at: https://www.khanacademy.org/math/k-8-
grades/early-math (Accessed: 14 June 2016). In-text citations: (2016a)