Backward Design Lesson Plan Template

Name Taylor Povey Date January 20, 2021

C&A Plan Title Mental Health: A Journey Lesson # in unit 1
Through Time
Subject Psychology Grade/level 11 - Mixed
Strand Time (minutes) 114
Location
Planning Stage One: Desired Results
Brief Description
This lesson will provide a historical context to students regarding the evolution of the social perception of mental
illness/mental health
Lesson’s Guiding Question (What will students be able to answer at the end?)
How has mental illness/health evolved over time?
Overall & specific expectations for this lesson (Numbers and descriptions from Ministry documents)

Prior Knowledge Activation (Prior to this lesson, students will have...)

- Students need no prior knowledge. This is the first lesson on mental health.
Planning Stage Two: Learning experience and instruction
Learning Goals: “clearly identify what students Success criteria: “describe in specific terms what
are expected to know and be able to do, in successful attainment of the learning goals looks like.”
language that students can readily understand.” (Growing Success p. 33)
Discuss with students & post: Success Criteria for this Lesson: (complete phrases below)
1. Learning Intentions ● I can learn about various cultures throughout history
Today I will learn about the historical context (Ancient Greeks, Victorians, 1950s America)
behind mental illness and mental health. ● I can visit a virtual archive and critically assess primary
2. Why? sources (photographs)
● I can watch and critically assess a primary source video
So that I can understand how the present-day’s
mental health/illness environment has evolved.
Work Skills and Habits Learning Environment
(Highlight or circle those addressed in this lesson) (Student Groupings; transitions; physical set up):

❏ Responsibility N/A
❏ Organization
❏ Independent work
❏ Collaboration
❏ Initiative
❏ Self-regulation
Resources and Materials Technology Integration
(What do you need for this lesson i.e. youtube clip, chart paper, (Will students need personal devices and/or internet connections?)
markers)
● Powerpoint - As part of virtual learning, students need their
● Youtube Videos own personal devices and internet connection
● Web Pages
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

This template was collaboratively designed by Radford, Orders, Hollweck (UO UCC) and Dr. Avril Aitken (Bishop’s U),
using the principles outlined in "Understanding by Design" (Wiggins & McTighe, 2005)
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 minutes) 10 Minutes
Use vocabulary from the lesson that might be unknown to students and play multiple rounds of snowman in order
to warm-up their brains.
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 minutes) ~80 Minutes
Begin discussing mental illness from the Ancient Greeks, to the Victorian’s, to the 1950s, to present-day. Use a
variety of resources, self-assessment (4 humors), videos, photographs, primary sources, and questions periods.

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 minutes) 10 Minutes
Summarize what was learned throughout the lesson. Provide time for a question period.
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.
AfL: Snowman game assesses how much of the lesson vocabulary student’s know from previous
learning/experiences
AaL: Question periods after archival search and after video provide an assessment as learning an allows students
to synthesize what they’ve just read/watched
Post Lesson reflection: What went well (WWW)?
- Students pushed themselves to participate
- Students were engaged and interested in the material
- Students loved looking at pictures and online archives

Post Lesson reflection: Even Better If (EBI)?

- Confidence is key (and it comes with practice)!

1Be sure to plan either a review or transfer closure, but also be open to weaving in a teachable moment.

This template was collaboratively designed by Radford, Orders, Hollweck (UO UCC) and Dr. Avril Aitken (Bishop’s U),
using the principles outlined in "Understanding by Design" (Wiggins & McTighe, 2005)