The specific expectations that will be addressed are: - identify and compare various polygons (triangles, quadrilaterals, pentagons, hexagons, heptagons, octagons) and sort them by their geometric properties (number of sides, side lengths, number of interior angles, number of right angles) - explain the relationships between different types of quadrilaterals (e.g. a square is a rectangle because a square has four sides and four right angles; a rhombus is a parallelogram because opposite sides of a rhombus are parallel)

1. Queen’s University
PROF195
November 16-19, 2012
How to Construct a Lesson Plan

2. Building a Lesson Plan

3. Start with the End in Mind
Know where you are
Decide your destination
Plan 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 knowledge
Knowing the Learner – Assessment for Learning

6. Background Information
• Where does this lesson fit
into the overall planning?
• Consider your students’
prior knowledge
Students have had previous lessons and practice identifying a variety of text features
including titles, headings, indexes, photographs, and glossaries. In this lesson, students
will use text that supports the science curriculum to develop an understanding of how
the headings help to identify the main idea related to human organ systems. Future
lessons in identifying the topic sentence and supporting points in a paragraph will
continue to support students in their understanding of human organ systems.
Knowing the Learner –
Assessment for Learning

7. Use the Specific Expectations
Text 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
lesson
SE: Reading
2.3 identify a variety of text features and explain how they
help readers understand texts
1.4 demonstrate understanding of a variety of texts by
summarizing 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 lesson
OE: Reading
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;

11. Deconstruct to Select a Lesson Focus
Text 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 Focus
Text 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 to
identify and summarize important information in order to
understand 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 Triangle
As As
For For
Of 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 and
use the text features to help them identify the main ideas.
Students will summarize the text and write 3 main ideas.

23. Assessment Strategies Resources
Description 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.pdf
Description 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 what
they are reading
In what manner will you record
that learning in relation to
your criteria?

25. Assessment Tools and Strategies
A Guide To Effective Literacy Instruction, Grades 4 To 6, Volume Two: Assessment. p. 34
http://www.eworkshop.on.ca/edu/resources/guides/Guide_Lit_456_Vol_2_Assessement.pdf

26. Assessment Tools
How will you record learning?
Rubric
Anecdotal Notes
Checklist
Other (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 Resources
Examples of Anecdotal Notes, Checklists, and Rating Scales
http://www.sasked.gov.sk.ca/docs/kindergarten/anecdot.pdf
Readers’ 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.pdf
Critical 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.pdf
Lessons 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 Habits
Growing 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 lesson
Independent Work - independently monitor, assess, and revise plans to complete the
summary writing based on goals for organizing ideas and word choice in writing
Collaboration - share information, resource, and expertise and promote critical
thinking to solve problems and make decisions when identifying the main idea and
summarizing

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 Text
Features (cards and text), Text on the heart with text features and
without, 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 for
students to respond.
Other Considerations: Group students according to their reading level
and 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 2
IMPLEMENTATION 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 summarize
important 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 match
the word card for the specific text features to where they see it in the
text 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 Sharing
How does using text features help you to identify and summarize important information in
order understand what you are reading?
Assessment for learning opportunity while students are demonstrating their understanding of
text 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 Plan
1. Background information 6. Learning Skills/Work
2. Overall Expectations & Habits
Specific Expectations 7. Resources and Personal
3. Learning Goal, and Focus Teaching Goals
Question for this lesson 8. Closure - How will the
4. 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 – how
5. 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);