This chapter focused on designing a
lesson plan. It highlights that lesson plans must meet standards, but that
standards are often vague or, in some cases, too specific and seemingly
unimportant. These standards can cause frustration in teachers and students and
cause them to fall into ruts where they are simply following through the
textbook and creating a monotonous schedule. The chapter explains how to break
these standards down into something that makes sense and is a useful guide in
planning units, rather than something that forces teachers to rush through
material and rely on textbooks.
The chapter explains the process of
backwards design. This is when plans start with the goal, rather than the goal
being decided at the end. The goal should be based around the standards and
should be followed by essential questions and help specify what students should
be learning throughout the unit. When the unit needs to be differentiated, the
goal always should stay the same but other parts of unit, such as the learning
plan, should be differentiated. The text’s explanation of the process of
backwards design clarifies much of my confusion around our current lesson plan
assignment.
I really appreciated the examples
and the sample forms that this chapter provided. Prior to this chapter, I knew
very little about planning units. Now that I know some basics, I feel a lot
more comfortable. The process does not seem incredibly scary, but rather
relatively simple and easy to understand. This chapter got me more excited to
start planning lessons.
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