14. What will students do with the
language?
Does this goal only focus on what the
students know about the language?
What is the current proficiency level of
the students? (novice mid, intermediate
low, etc.)
Step 1: Identify Desired Results
15. What is the text type that students can
produce? (lists, chunked phrases,
discrete sentences, connected sentences)
Is this goal specific?
Can I create 2-3 can do statements
Step 1: Identify Desired Results
17. Are there opportunities to demonstrate
proficiency in the three communication
modes?
Are the prompts at the appropriate
proficiency level?
Do the prompts focus on the text type
of students at this proficiency level?
Step 2: Determine Acceptable Evidence
18. Is there opportunity for student
choice?
Do the assessments provide insight
into students’ ability to perform the
can do statements?
Are there opportunities for
spontaneous language production?
Step 2: Determine Acceptable Evidence
20. What are the vocabulary themes
necessary to reach the goals and
desired outcomes?
What are the language structures
necessary to reach the goals and
desired outcomes?
Step 3: Plan Instruction
21. What activities provide opportunities to
meet the desired outcomes using the three
communication modes?
What tasks provide students with
opportunities to use the language to
accomplish a goal that is independent of
practicing language?
Step 3: Plan Instruction
22. Click HERE or on the images to download a
Backwards Design lesson/unit plan template.
Designed for foreign language classes.
23. Click HERE
or on the image to
read my blog post
on planning with
Backwards Design.