Backward Design Lesson Plan Template

Name Neola Date November 24, 2020

C&A Plan Guyanese Indigenous Lesson # in End of Unit
Title Folklore unit
Subject Language Grade/level Grade 5
Strand Reading Time ​(minutes) 75 mins
Location LMX 221
Planning Stage One: Desired Results
Brief Description

The goal of this lesson is to read a Guayanese indigenous story and to show a firm understanding of the
story by answering a variety of questions. The students will also interpret the story and provide personal
opinions on the story. This will give the student the foundation to understand and construct meaning from
culturally diverse texts. The teacher will introduce the students to Guyanese culture, by showing them
where it is saturated on a map, talk about their customs, etc. Then, students will read the text to the entire
class, where he or she will clarify certain concepts as the text is read. The teacher will then ask students
questions that will engage students and will elicit a class discussion. This will allow the students to give
their opinions and make inferences. Subsequently, students will sit at their desks quietly where they will
answer questions about the main themes, plot, and details about the story to show their understanding.
Students may work in pairs if they desire; however, if a student is not exceptionally focused, they may
work alone. Afterwards, students will analyze the message of the story, where they will explain why this
message is relevant today. Students will then share their ideas with the class. This end of unit lesson will
prepare students for their evaluation, where they will read another Guayanese indigenous story, answer
questions and make inferences. They will also apply other skills that they’ve learnt throughout the unit.

Lesson’s Guiding Question ​(What will students be able to answer at the end?)
What is the plot of the story? How did the story make you feel? How is this story different than most
stories we’ve read? What is this story trying to tell you? What is the theme of this story? Did this story
teach you anything about morals?

Overall & specific expectations for this lesson

- Read and demonstrate an understanding of a cultural text, using a range of strategies to
construct meaning
- Demonstrate understanding of a cultural text by summarizing important ideas and citing
supporting details
- Use stated and implied ideas in texts to make inferences and construct meaning
- Extend understanding of texts by connecting the ideas in them to their own knowledge,
experience, and insights, to other familiar texts, and to the world around them
Prior Knowledge Activation ​(Prior to this lesson, students will have...)
- Read and demonstrated an understanding of a wide variety of texts, including a different
cultural text, using a range of strategies to construct meaning
- Learned the definition of plot, setting, character
- Learned how character, setting, and plot illustrate a theme
- Learned how the elements work together to convey a message
 - Learned the characteristics of Folklore
Planning Stage Two: Learning experience and instruction
Learning Goals: ​“clearly identify what Success criteria: ​“describe in specific terms what
students are expected to know and be able successful attainment of the learning goals looks
to do, in language that students can readily like.” (Growing Success p. 33)
understand.”
Discuss with students & post: Success Criteria for this Lesson: ​(complete
1. Learning Intentions phrases below)
Today I will learn… * I can make inferences about a cultural text
How to interpret a Guyanese * I can demonstrate my understanding of a text
Indigenous story and show my by answering a variety of questions
understanding * I can work independently
* I can engage in a group discussion in a
2. Why? respectful manner
So that…
I can learn about Guyanese culture,
and read and understand other Folklore
stories

Work Skills and Habits Learning Environment

(Highlight or circle those addressed in this (Student Groupings; transitions; physical set up):
lesson)
❏ Responsibility Students sit on the floor in a circle, and the teacher
❏ Organization reads the story to the entire class. The teacher will
❏ Independent work then ask students questions about the story that will
❏ Collaboration elicit a class discussion. Students then work
❏ Initiative independently at their, or with a partner at their
❏ Self-regulation desks to answer questions. Students will then stand
at the front of the class, one by one, where they will
present their ideas about the story’s message.
Resources and Materials Technology Integration
(What do you need for this lesson i.e. youtube (Will students need personal devices and/or internet
clip, chart paper, markers) connections?)
A Guyanese Indegenous Story, a No
worksheet, a pencil

Planning Stage Three: Three Act Lesson Plan

Act 1
Set (Hook): ​Focuses attention on the learning intention to come. Provides a framework for the
learning, and examples/analogies for understanding. Promotes interest and involvement and bridges
from past lesson(s)/learning or prior knowledge.
Three Types of Hooks​:
1. Orientation​ – introduce, motivate, focus on new learning (hook to engage the brain),
2. Transition​ – links prior knowledge (relevance, meaning) through examples, analogies,
activities, lets the brain know that new things are coming (novelty)
3. Evaluation​ – questions, examples, activities, quizzes, games that are student centered,
evaluation will inform instruction (what do they need to know next)
Timing:​ (Number of 10 minutes
minutes)
Description:

Orientation: The teacher will introduce the story by introducing the students to Guyanese culture,
show them where Guyana is situated on the map, talk about Guyanese customs, etc.

Act 2
Development: ​Provides experiences that guide and support student. Introduces content that is
meaningful and relevant. Challenges the students without frustrating them. Actively engages the
students. Involves a range of instructional approaches and activities. Gradual release of responsibility
is event.
Timing:​ (Number of 40 minutes
minutes)
Description:

The teacher will read a story that has a relevant message. Students will engage in a discussion where
they have to interpret the story and share their opinions. Next, students will be challenged with a set of
questions to see if they understand the text.

Act 3
Closure​: Brings together ideas, ​helps students to make sense​ of what they’ve learned (metacognition),
highlights key ideas, reinforces, summarizes. Involves the students in actively consolidating their
learning.
Three Basic Kinds of Closure:
1. Review –​ students tie the learning in a concise manner – revisit, rethink, restate,
synthesize/summarize
2. Transfer​ – reinforces key ideas, ask students to make connections to real world
3. Serendipity​ ​– natural but unplanned closure – a “teachable moment” occurs​1​ through a student
response/question, unusual event, sudden insight/connection
Timing:​ (Number of 25 minutes
minutes)
Description:

Transfer: Students will analyze the central theme and message of the text and explain how it is
relevant. They will present this to the class

Assessment Tool ​(Gathering data to check for understanding)

Using bullet points, briefly describe your assessment strategies (for, as, of), the tools will you use, and
for what purpose.

1
Be sure to plan either a review or transfer closure, but also be open to weaving in a teachable moment.
The teacher will assess students by gathering and correcting their answer sheet to see if the students
have a firm understanding of the story. The teacher will also check for student understanding by
listening to how the student interpreted and explained how the message is relevant.

Post Lesson reflection: What went well ​(WWW)?

Post Lesson reflection: Even Better If ​(EBI)?

Guyana: Indigenous folklore and their role in preserving culture, traditions. (2017, September
05). Retrieved from
https://guyaneseonline.net/2017/09/05/guyana-indigenous-folklore-and-their-role-in-preservi
ng-culture-traditions/

The Untold/Forgotten Stories of Guyanese Indigenous Folklore. (2020, September 16).

Retrieved from
https://www.thingsguyana.com/the-untold-forgotten-stories-of-guyanese-indigenous-folklore