When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices. This is one of many lessons we will be sharing on teaching Judaic content, lesson planning, models of teaching, differentiated and individualized instruction and learning activities designed to transform the classroom into a Jewish community of cooperative learners. The title of this lesson is “What are the five steps involved in backward design lesson planning?” Since there are 13 elements in each lesson plan we will divide this lesson plan into five parts. Here are parts one, two, and three of this five-part lesson on the five steps involved in Backward Design lesson planning. The fourth part of this lesson follows.

5. Follow steps 3 and 4 under developmental activity for the remaining steps of Backward Design (i.e. steps 2 through 5). See the chart at the top of this post.

*Note*: This is an elaborate lesson plan and may take several class periods to complete. Indeed, given the maturity and cognitive level of students, each step in the Backward Design Lesson Planning process might take an entire class period or more.

**Guided Practice: (Students apply new skill/s or strengthen previously learned skills during classroom instruction.)**

1. Provide your students with sufficient time to complete the last column.

Note: As an alternative, you can use *nominal brainstormin**g *for sharing this information.

2. Monitor student interactions and at the appropriate time conduct a classroom discussion on student examples of enduring Jewish knowledge.

In the next post we will share the fifth part of a five part lesson on Backward Design lesson planning.

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