Week 4 Backward Design Stage 2-Determining Acceptable Evidence:

Week 4 Backward Design Stage 2-Determining Acceptable Evidence:

Task#1 and Assignment#1 Reader Response (Theory)

Reflect on week 3 assignment 1 and 2 (the ELA reading and writing lessons) and respond to the followings:

Explain how you identify the desired results, how you come up with essential questions and determine what understandings are desired.

Explain how you determine what knowledge and skills that students should acquire as a result of learning (connecting to college and workforce readiness)

To obtain desired results I used the ELA CCSS as a guide to write the expected out comes and long term learning targets results. I monitored my goals in accordance with the desired outcome of the standards. Student understandings are based on desired goals of the CCSS which align with the standards of what they are suppose to know and what they should be able to do in a lesson. Stage 1 ELA reading and written lessons each had specific related goals-but each had its own specific expected out come. Most lessons are a reflection of the state standards and most desired results in lessons should be based on them. Each standard is written with specific relatable goals that must relate to the lesson that is being taught.

My essential questions were also based on the standards, detailed understandings, and expected long term target results. In my lessons plans I usually include prior knowledge linked to what students are suppose to know in the up coming lesson. For example, the goals/objectives in the stage 1 reading assignment include analysis, meanings, phrases and author’s purpose- What is the purpose of reading and what do you expect to gain from informational written text? One of the essential: How can you derive meaning from the main ideas, phase and example in a text? I would also hook the students and provoke relevant prior knowledge to  why they read a piece of written informational material-

This could be in the form of media, comic books, content text books or journals-the hook will be how they interpreted the reading and how relevant was the text to what's going on in the world-In connection to college and the work force students will be required to read with critical understanding and they will be expected to interpret what they have read-Reading in college and the work force is for critical understanding, and for analytic significance gaining insightful informational knowledge or in some cases pleasure.