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1.how to build a lesson plan 2012

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  • 1. Queen’s University PROF195 November 16-19, 2012How to Construct a Lesson Plan
  • 2. Building a Lesson Plan
  • 3. Start with the End in MindKnow where you areDecide your destinationPlan the journey
  • 4. Top Section • Signature for Approval in advance of the day of the lesson • Consider the unit context
  • 5. Background Information• Where does this lesson fit into the overall planning?• Consider your students’ prior knowledgeKnowing the Learner – Assessment for Learning
  • 6. Background Information • Where does this lesson fit into the overall planning? • Consider your students’ prior knowledgeStudents have had previous lessons and practice identifying a variety of text featuresincluding titles, headings, indexes, photographs, and glossaries. In this lesson, studentswill use text that supports the science curriculum to develop an understanding of howthe headings help to identify the main idea related to human organ systems. Futurelessons in identifying the topic sentence and supporting points in a paragraph willcontinue to support students in their understanding of human organ systems. Knowing the Learner – Assessment for Learning
  • 7. Use the Specific ExpectationsText Features Demonstrating Understanding 2.3 identify a variety of text 1.4 demonstrate features and explain how they understanding of a variety of help readers understand texts texts by summarizing (e.g., indexes, maps, charts, important ideas and citing lists, photographs, menus, supporting details (e.g., topic glossaries, tables of contents sentence and supporting help the reader locate and points in verify information) paragraphs, reports, online and print newspaper articles, restaurant or cafeteria menus; theme and supporting plot details in short stories, myths, and fairy tales)
  • 8. Specific Expectations • Select only expectations that will be addressed or assessed explicitly in the lessonSE: Reading2.3 identify a variety of text features and explain how theyhelp readers understand texts1.4 demonstrate understanding of a variety of texts bysummarizing important ideas and citing supporting details
  • 9. Identify the Overall Expectations• 1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning;• 2. recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;
  • 10. Overall Expectations • Select only overall expectations that directly relate to the specific expectations that are the focus of the lessonOE: Reading1. read and demonstrate an understanding of a variety ofliterary, graphic, and informational texts, using a range ofstrategies to construct meaning;2. recognize a variety of text forms, text features, and stylisticelements and demonstrate understanding of how they helpcommunicate meaning;
  • 11. Deconstruct to Select a Lesson FocusText Features Demonstrating Understanding 2.3 identify a variety of 1.4 demonstrate and explain understanding of a variety of texts by summarizing (e.g., indexes, maps, charts, and citing lists, photographs, menus, (e.g., topic glossaries, tables of contents sentence and supporting help the reader locate and points in paragraphs, reports, verify information) online and print newspaper articles, restaurant or cafeteria menus; theme and supporting plot details in short stories, myths, and fairy tales)
  • 12. What Text Might We Use?
  • 13. Deconstruct to Select a Lesson FocusText Features Demonstrating Understanding 2.3 identify a variety of 1.4 demonstrate and explain understanding of a variety of texts by summarizing (e.g., indexes, maps, charts, list and citing s, photographs, menus, glossar (e.g., topic ies, tables of contents help the sentence and supporting reader locate and verify points in paragraphs, reports, information) online and print newspaper articles, restaurant or cafeteria menus; theme and supporting plot details in short stories, myths, and fairy tales)
  • 14. Learning Goal http://www.slideshare.net/mrjohnsonsclass/learninggoalsandsuccesscriteria• A learning goal is the specific curriculum expectation re-phrased• A learning goal is in student-friendly language
  • 15. Learning Goal What will students say they are learning about?We are learning about…text features and how they help us toidentify and summarize important information in order tounderstand what we are reading
  • 16. Success Criteria http://www.slideshare.net/mrjohnsonsclass/learninggoalsandsuccesscriteria• Success criteria are ‘I can’ statements that specifically outline what the students need to do in order to achieve their learning goal.“… success criteria summarize the key steps or ingredients the student needs in order to fulfill the learning intention (goal) – the main things to do, include or focus on.” Shirley Clarke (Ireland School Board)
  • 17. Effective Success Criteria... http://www.slideshare.net/mrjohnsonsclass/learninggoalsandsuccesscriteria• Are linked to the learning goal• Are specific to an activity• Are discussed and agreed with students prior to undertaking the activity• Provide a scaffold and focus for students while engaged in the activity• Are used as the basis for feedback and peer/self assessment
  • 18. Why are Success Criteria Important? http://www.slideshare.net/mrjohnsonsclass/learninggoalsandsuccesscriteria• Improve understanding• Empower students• Encourage independent learning• Enable accurate feedback• Enable students to be accountable for their learning
  • 19. Success Criteria What criteria will students need to demonstrate in order to achieve the learning goal?I can…identify and name a variety of text featuresexplain how text features help me to understand what I am readingfind important detailsfind and use evidence to support my choices (What makes me think that?)organize my ideas
  • 20. Assessment TriangleAs AsFor ForOf Of
  • 21. Assessment Purpose Is the lesson working? Are students learning? Student learning in all lessons is purposefully assessed formally or informally To check these boxes: •Double click on one. •Indicate Checked or Not checked •Click OK
  • 22. Assessment Strategies What will students say, write (or represent), and/or do to demonstrate their learning?Students will read text at their appropriate reading level anduse the text features to help them identify the main ideas.Students will summarize the text and write 3 main ideas.
  • 23. Assessment Strategies ResourcesDescription of a number of assessment strategies and tools for assessment• A Guide To Effective Literacy Instruction, Grades 4 To 6, Volume Two: Assessment. pp. 37-84 http://www.eworkshop.on.ca/edu/resources/guides/Guide_Lit_456_Vol_2_Assessement.pdfDescription of a number of ways students can demonstrate their learning• OCUP Teaching/Learning Companion http://www.edu.gov.on.ca/eng/policyfunding/ocup/documents/telrsta2002.pdf
  • 24. Assessment Tools Which of the success criteria are you targeting in this lesson to assess your students’ learning?Students can…identify and name a variety of text featuresexplain how text features help them to understand whatthey are reading In what manner will you record that learning in relation to your criteria?
  • 25. Assessment Tools and StrategiesA Guide To Effective Literacy Instruction, Grades 4 To 6, Volume Two: Assessment. p. 34http://www.eworkshop.on.ca/edu/resources/guides/Guide_Lit_456_Vol_2_Assessement.pdf
  • 26. Assessment Tools How will you record learning?RubricAnecdotal NotesChecklistOther (e.g., Rating Scale)
  • 27. Rubric
  • 28. Checklist
  • 29. Rating Scale
  • 30. Anecdotal Record/Notes Accurately identify the text features Write a summary (3 key points with supporting detail) Clearly explain the text feature that was most useful in summarizing information Give one example of how that text feature helped to understand what they were reading
  • 31. Assessment Tool ResourcesExamples of Anecdotal Notes, Checklists, and Rating Scales http://www.sasked.gov.sk.ca/docs/kindergarten/anecdot.pdfReaders’ Theatre Rubric – A Guide To Effective Literacy Instruction, Grades 4 To 6 Volume Four: Oral Language. P.190 http://www.eworkshop.on.ca/edu/resources/guides/Guide_Lit_456_Vol_4_Oral_Langua ge.pdfCritical Literacy Assessment Rubrics – A Guide To Effective Literacy Instruction, Grades 4 To 6 Volume Five: Reading. p.38 & 48 http://www.eworkshop.on.ca/edu/resources/guides/Guide_Lit_456_Vol_5_Reading.pdfLessons and related rubrics for measurement – A Guide to Effective Instruction in Mathematics, Kindergarten to Grade 6: Measurement grades 4-6. p. 53, 64, 80, 96, 104, 117 http://www.eworkshop.on.ca/edu/resources/guides/Guide_Measurement_456.pdf
  • 32. Learning Skills & Work HabitsGrowing Success p.11• Responsibility• Organization• Independent Work• Collaboration• Initiative• Self Regulation http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf
  • 33. Learning Skills & Work Habits How will students demonstrate achievement of the learning skill(s)? •Responsibility •Organization •Independent Work •Collaboration •Initiative •Self-Regulation Be specific about how they will be demonstrated in the lessonIndependent Work - independently monitor, assess, and revise plans to complete thesummary writing based on goals for organizing ideas and word choice in writingCollaboration - share information, resource, and expertise and promote criticalthinking to solve problems and make decisions when identifying the main idea andsummarizing
  • 34. Videos about Learning Skills and Work Habits from Growing Success• http://www.misalondon.ca/ae_01.html
  • 35. Accommodations How will you adapt the lesson to meet the needs of individual students? Next term this will be required. You may begin to work with developing accommodating students with your associate.
  • 36. Materials/Resources What will you need to prepare in advance? (Teachers/Volunteers/Guests, Student Materials, Equipment)Healthy Eating Text for Guided Reading, Matching Game for TextFeatures (cards and text), Text on the heart with text features andwithout, Levelled text for small group activity on different body systems.
  • 37. Teaching Goals/Other Considerations …personal teaching goal (e.g., questioning, classroom management, timing); other considerations (e.g., student groupings, safety considerations, environment, room layout)Teaching Goals: In this lesson I am going to provide more wait time forstudents to respond.Other Considerations: Group students according to their reading leveland provide appropriately levelled text on organ systems
  • 38. Now that you have the end in mind, your destination (what your students will know and be able to do), you can plan the journey…your lesson.Page 2IMPLEMENTATION OF THE LESSON
  • 39. Teacher/Student What is the teacher doing? What are the students doing?
  • 40. Timing and Groupings How long will this portion of the lesson take? Who will be involved? •Whole group •Small group •Individuals
  • 41. Focus Question How will you connect the lesson to the learning goal and success criteria? Students should be able to be able to provide an answer to this focus question a the end of the lesson. How and when will you make students aware of the focus?How does using text features help you to identify and summarizeimportant information in order understand what you are reading?
  • 42. Mental Set How will you activate prior knowledge and hook students into the lesson? How will you encourage students to be engaged in the lesson? Often this is done briefly with the whole class/large group.Students identify prior knowledge by playing a game where they matchthe word card for the specific text features to where they see it in thetext e.g. place the word card for heading where they see the heading(s)in the text.
  • 43. Body How will the lesson be organized to address and assess the curriculum expectations? (input, modeling, checking for understanding, guided practice, independent practice) This is the majority of the lesson. It is the step-by-step procedure, detailed enough for your associate teacher, supply teacher or faculty supervisor to teach from.
  • 44. Closure How will the lesson be summarized by and/or with the students? How will you know students achieved the success criteria for the lesson? Connect to the focus question from the beginning of the lesson.Time to Share:Whole Group SharingHow does using text features help you to identify and summarize important information inorder understand what you are reading?Assessment for learning opportunity while students are demonstrating their understanding oftext features and how they help them to understand what they are reading (anecdotal notes)
  • 45. Personal Reflections• It can be noted throughout the How effective was I in meeting lesson my teaching goal? What went• It can be recorded on separate well? What would I do paper or electronically but should differently? How do I know? be accessible to your CSU practicum partners What might be some possible ways to overcome or work around any challenges that emerged from the lesson? What do I need to think about in the next lesson? What does the lesson reveal about how I view children, teaching and learning?
  • 46. Associate Teacher Comments Feedback related to personal teaching goal (e.g., what went well and suggestions to think about) • This can be recorded by you or the associate • It can be noted throughout the lesson • It can be recorded on separate paper or electronically but should be accessible to CSU practicum partners
  • 47. How to Build a Lesson Plan1. Background information 6. Learning Skills/Work2. Overall Expectations & Habits Specific Expectations 7. Resources and Personal3. Learning Goal, and Focus Teaching Goals Question for this lesson 8. Closure - How will the4. Success Criteria – what lesson be summarized by will they need to know and and/or with students? be able to do? 9. Mental Set & Body – how5. Assessment Strategies - will the lesson be what will they do, write delivered? What will you and say to demonstrate and the students be doing their learning? How will and thinking about? you record learning? 10. Reflection and Feedback
  • 48. ANOTHER EXAMPLE
  • 49. Use the Specific Expectations• identify and compare • explain the various polygons relationships between (i.e., triangles, quadrilat different types of erals, pentagons, hexag quadrilaterals (e.g., a ons, heptagons, octago square is a rectangle ns) and sort them by because a square has their geometric four sides and four right properties (i.e., number angles; a rhombus is a of sides; side lengths; parallelogram because number of interior opposite sides of a angles; number of right rhombus are parallel); angles);