When mentoring our pre-service and in-service teachers we need to demonstrate how the five step process of Backward Design (*Wiggins & McTighe, 1998) can be incorporated into lesson planning.
Assumption:
We will create a lesson plan to welcome a student or co-teacher into the fifth grade day or supplemental school classroom of a mentor teacher.
According to the Backward Design framework of *Wiggins & McTighe the second step is to decide upon what essential questions to pose to your students. The answers to these essential question provide students information about what constitutes enduring Jewish knowledge.
At the top of this post you will find a sample backward design lesson plan template into which the enduring Jewish knowledge, Hachnasat Orchim, welcoming guests, and a set of essential questions are written.
*Wiggins, G. & McTighe, J. (1998). Understanding by Design. Alexandria, VA. Association for Supervision and Curriculum Development.
On the next post we will discuss what evidence students need to demonstrate to prove that they understand the concept of Hachnasat Orchim, welcoming guests.
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