WGU D761 Task 2: Latest Updated |Accurate|
Verified
Backward Design Connection
I applied backward design by beginning with the end goal in mind—the summative
assessment, where students would complete a graphic organizer identifying the
main idea and three supporting details. This final task guided every part of the
lesson. I opened with a hook using a Martin Luther King Jr. passage to reinforce the
skill from the previous day, modeled the process with a George Washington Carver
text, and then gave students time to practice identifying details in partners or with me
at the back table. Each step was intentionally structured to lead students toward
success on the organizer and ensure they practiced the exact skills needed to
demonstrate mastery.
Experience Teaching
The lesson went more smoothly than expected, largely because the structure was
clear and easy to follow. I had anticipated that students might struggle to differentiate
between interesting facts and key details, so during instruction I placed special
emphasis on this distinction. For example, when I asked students to share
responses, I restated their ideas using more formal academic language to model
how to refine an answer. Initially, I thought I would need to offer more guidance, but
the think-aloud and the connection to prior learning gave students a strong
foundation for success.
Deviations from the Plan
There were a few differences between my written plan and how the lesson actually
unfolded. I shortened the direct instruction portion to avoid giving too much away
before students had a chance to engage with the Carver text on their own. Rather
than moving straight into full independent practice, I had students write three
supporting details while working either in small groups or with me at the back table.
This shift allowed me to incorporate differentiation and targeted scaffolding within the
lesson timeframe. I also added more spontaneous feedback, acknowledging
incorrect answers in a supportive way and gently redirecting students.
Future Replication
Several elements of the lesson worked well and are worth repeating. Starting with
the MLK passage helped activate students’ prior knowledge and created a sense of
continuity. The combination of guided practice, partner work, and small-group
instruction at the back table demonstrated how students can benefit from both
collaboration and targeted support. I would also keep the think-aloud strategy, as it
effectively modeled the thought process behind distinguishing a main idea from
supporting details. In future lessons, I would build in more time for independent
practice so students have the opportunity to apply the strategy fully on their own.
Reference
Center for Urban Education. (n.d.). *George Washington Carver* [Grade 3 text and
extended response]. DePaul University. Retrieved from
https://teacher.depaul.edu/Documents/GeorgeWashingtonCarvergrade3textandexte
ndedresponse.pdf
Verified
Backward Design Connection
I applied backward design by beginning with the end goal in mind—the summative
assessment, where students would complete a graphic organizer identifying the
main idea and three supporting details. This final task guided every part of the
lesson. I opened with a hook using a Martin Luther King Jr. passage to reinforce the
skill from the previous day, modeled the process with a George Washington Carver
text, and then gave students time to practice identifying details in partners or with me
at the back table. Each step was intentionally structured to lead students toward
success on the organizer and ensure they practiced the exact skills needed to
demonstrate mastery.
Experience Teaching
The lesson went more smoothly than expected, largely because the structure was
clear and easy to follow. I had anticipated that students might struggle to differentiate
between interesting facts and key details, so during instruction I placed special
emphasis on this distinction. For example, when I asked students to share
responses, I restated their ideas using more formal academic language to model
how to refine an answer. Initially, I thought I would need to offer more guidance, but
the think-aloud and the connection to prior learning gave students a strong
foundation for success.
Deviations from the Plan
There were a few differences between my written plan and how the lesson actually
unfolded. I shortened the direct instruction portion to avoid giving too much away
before students had a chance to engage with the Carver text on their own. Rather
than moving straight into full independent practice, I had students write three
supporting details while working either in small groups or with me at the back table.
This shift allowed me to incorporate differentiation and targeted scaffolding within the
lesson timeframe. I also added more spontaneous feedback, acknowledging
incorrect answers in a supportive way and gently redirecting students.
Future Replication
Several elements of the lesson worked well and are worth repeating. Starting with
the MLK passage helped activate students’ prior knowledge and created a sense of
continuity. The combination of guided practice, partner work, and small-group
instruction at the back table demonstrated how students can benefit from both
collaboration and targeted support. I would also keep the think-aloud strategy, as it
effectively modeled the thought process behind distinguishing a main idea from
supporting details. In future lessons, I would build in more time for independent
practice so students have the opportunity to apply the strategy fully on their own.
Reference
Center for Urban Education. (n.d.). *George Washington Carver* [Grade 3 text and
extended response]. DePaul University. Retrieved from
https://teacher.depaul.edu/Documents/GeorgeWashingtonCarvergrade3textandexte
ndedresponse.pdf
