Day+1+Assignment

**2-** Identifying desired results at the very beginning,Determining acceptable evidences, Planning learning experiences and instruction. **3-**The two typical instructions of traditional design which do not really give a logical response to questions "why? and what will be achieved after the lesson finished? are hands-on without being minds-on and unflexible covers to the lesson which means being sticked to the book page by page.The reason why this traditional design is deficient can be explained by its being obscure about the desired results. We prepare and work hard on activitires and do activities in class, we plan our time for one hour lesson, but we really do not specify what is the aim at the end coming up. **Reflection/discussion Questions**  The textbook goes beyond traditional design and tries to find out what really works in education. In the description of backward design this attempt can easily be seen. The expression in the book: " We,teachers, cannot say //how// to teach for understanding or //which//material and activities to use until we are quite clear about which specific understandings we are after and what such understandings look like in practice" So, UbD describes the two designs objectively and then supports backward design according to the idea: we need to know what we want the end result to be before we plan. The first two stages of backward design shows us this design style is much more student(learner)-centered. Let's remember these two stages: a)defining desired results which is going to be organized in order to meet needs of students, b) determining acceptable evidence which is also about trying to understand the product of students.
 * Revision Answers for Questions **
 * Reflection Chapter 1 **
 * 1 - ** Converse to traditional teaching planning, Backward design tries to fill the gap in the response to such questions: why? and so what? what results are going to be observed? are these outputs meet the needs of students?Before organizing the lesson ,teacher,without any limitation, decides what students will be able to do and how they internalize it.

__Stage 1__ __﻿__**Identify a theme:** Animals Animal names and sounds Interpersonal communication Interpretive communication Presentaional communication Cultural practice Comparision What kind of animals do you like? What sounds make a dog, a cat a ship in English What sounds make a dog, a cat, a ship in Turkish Students watch the video below and tell the names of the animals they see in the pictures. This is a song like old mcdonalds had a farm in english. Students compare the song they know and the one they here on the video with the lead of the teacher by asking and answering questions. media type="youtube" key="i5Ygc51lVOo" width="425" height="350" __Stage 2__ __﻿__ What types of assessments in different modes? Students watch the same video without sound and tells the names of the animals they see in the pictures and make the sounds of these animals with their pairs. Using picture cards of animals Students will do a pair work and tell the names and the sounds of the animals eachother. (Any visuals, links, or videos you can add)
 * Subthemes:**
 * Identify Standards**
 * Essential Question**:
 * Essential Question**:
 * Guiding Questions:**
 * Guiding Ideas:**

__Stage 3__ What kind of activities/strategies can you do to get them there? Students will read this authentic book with teacher and hear the sounds of the animals. Student will watch a video. Students will practice with the animal picture cards the names of the animals and the sound they produce.