Backward Design Planning

Student Name: Erin Crawford School: William Allen High School Date: 12/3-12/9/2019
th
Grade: 10 - 12 th Group Size: 6-10

Subject: Social Skills

Title: Following Directions

PA Core Standard(s):
 13.2.11.E - Demonstrate, in the career acquisition process, the application of essential workplace
skills/knowledge, such as, but not limited to:
o Commitment
o Communication
o Dependability
o Health/safety
o Laws and regulations (that is Americans With Disabilities Act, child labor laws, Fair Labor
Standards Act, OSHA, Material Safety Data Sheets)
o Personal initiative
o Self-advocacy
o Scheduling/time management
o Team building
o Technical literacy
o Technology

PA Connector (if available):

Stage 1: Desired Results

Understanding(s): Students will be able to follow directions.

Essential Question(s):
 Why is it important to follow directions?
 Why does a person need to follow directions?
 What might happen if a person did not follow directions?

Established Objective(s):
 Students will effectively follow directions, 80% of the time.
 Student will understand why it is important to follow directions, 100% of the time.

Foundational Knowledge:
 Know that there are rules to follow all around them.
 Basic knowledge of how to follow directions.

Key Knowledge/Competencies/Skills
 Understanding that it is important to follow directions in whichever setting you are in because it will
help better your experience, such as keeping a job or doing well in school.
Key Vocabulary, Concepts, and/or Symbols:
 Directions- rule or set of instructions that should be followed

Duration: 30-45 minutes, 1 day

Stage 2: Assessment Evidence

Performance Task(s):
 Students will complete the “following directions” worksheet and be able to express why it was
important to follow the directions throughout the activity.

Other Evidence:
 Observing student participation in the “following directions” worksheet.

Stage 3: Learning Plan

Learning Activities: Listening Worksheet Whole Group Activity

Materials:
 Following directions worksheet for each student
 Smartboard
 YouTube video- https://www.youtube.com/watch?v=0Qrx1Lk-EZs
 Colored Pencils
 Crayons
 Pencils
 Pens
 Tape
 Following directions worksheet key

Suggested Instructional Strategies:

 Direct instruction
 Modeling
 Whole Group Instruction

Instructional Procedures

Anticipatory Set:
 Tell the students that today we are going to review how to follow directions, their importance
and the consequences they may have.
 Play the YouTube video and tell the students to pay attention.
 Discuss the video. Ask each student to express something they noticed about the video.
o Talk about why it is important to follow directions and what types of consequences can
be avoided if we do follow directions.
o Introduce the concept (define) of directions.
Model:
 Talk about why following directions is so important.
o If you do not follow the directions and choose to behave in the opposite way of what
you are told, people will lose respect for you, people may not want to be around you and
you may not be able to complete a task appropriately, etc. In school, you may also end
up with a point sheet to help you meet the goal of following directions.
 Introduce the “following directions” activity, explaining what is expected for the activity.
o Review how important it is to follow directions.
o Share what the goal of the activity is, a word. Express that the only way to reach this
goal is to follow the directions you read aloud.
 Tell the students that you are going to show them how to do the first row.
o Read aloud the directions, talk through your reasoning and complete coloring in the
appropriate boxes.
 Explain again that as we keep coloring in boxes in each row, we will eventually create a word,
so make sure to follow all of the directions carefully.

Guided Practice:
 Have the students color in the boxes to match row one like you completed in the modeling
section.
 Then tell the students that you are going to do the next row together.
 Read the directions, point to each box one at a time, asking if it should be colored in or not. Try
to get to as many students as possible.
o If each student in the class has a chance to discuss a box only complete one row
together, if not all students had the opportunity to help complete two rows of boxes
together.
 Ask the students why it is important to follow each direction you give them and what they end
consequence or goal is.

Independent Practice:
 Tell the students that it is now their turn to follow the directions on their own.
 Read each direction aloud to the class and allow them time to fill in the boxes they see fit.
o Help those in the class who made need the assistance and reread the directions more
than once if needed.
 During this time, walk around, monitor students work and ask questions to help guide students
along.

Closing:
 Display the Key that is already completed and review the rows with the students.
 Have students turn their papers so that the star is at the top to reveal the word they have created.
 Ask the students why they think they created the word “ears.”
o Discuss what the importance of our ears are.
 Ask the students why it is important to follow directions.
o Discuss why in the classroom, home and at work.
o Discuss the consequences for not following all of the directions in those settings and for
following directions.
o Review what may happen if you do not follow directions, people will lose respect for
you, people may not want to be around you and you may not be able to complete a task
appropriately, etc. In school, you may also end up with a point sheet to help you meet
the goal of following directions.
Supports and Scaffolds:
 ELLs will be paired with an adult or students that can translate the activity so they can complete the
activity to the best of their ability.
 Students who cannot work independently will be paired with another student or adult, so they can
complete and understand the lesson. This may be repeating the directions more than shared aloud to the
whole class or helping them determine what boxes follow the directions.
 For students who are at a higher cognitive/academic level, they will be expected to listen to the
directions provided once or twice and then complete the activity independently.
 Students who have point sheets will also be monitored to make sure that they are following the
directions of the activity, while marking their sheet.

Related Materials/Resources:
 Standards- pdesas.org/standard/
 YouTube Video – https://www.youtube.com/watch?v=0Qrx1Lk-EZs
 Following directions worksheet –
o Lobb, N. (1999). Following Directions (1st ed.). Portland, ME: J. Weston Walch.

Teacher Reflection:

After personally reflecting and receiving feedback from my cooperating teacher, I feel that the
organization and presentation of the lesson overall went well. Looking over the lesson before hand and
thinking about how to make sure each student was accommodated for and how to share the directions with the
students, helped with the fluidity of my lesson. I also think that starting as a whole group during the coloring
activity and then breaking apart into groups based on speed once they began helped differentiate appropriately
for the students. I would also alter the wording of some of the directions in order to differentiate as well so they
would be able to understand the direction. Following the I do, we do, you do model, helped in the students
understanding of the lesson before they were able to complete the “you do” portion of the lesson. I believe that
the supports and scaffolds listed were adequate for the student’s needs both with the lower and higher
academic students.
I was also impressed on how well the students were able to complete the activity and ask for help when
they needed it. Not only were they able to show me that they could follow my directions but they also showed
me how well they can advocate for themselves, which they do not always express. Overall, I believe the lesson
went well as a whole and the students were receptive to the information and activity.