1. EDUC 4464 – Methods Class Four
Go to my website and from Class 4 lesson cut & paste QDPE into your Teaching Ideas file under the subheading of Rapport or Running a Classroom.
(Look in the Strategies section of the Lesson Plan)
After you finish, minimize the lesson

2. Introduction
Take a piece of paper from the pile on your desk and take out a pen or pencil
Draw a space alien using only triangles, squares, rectangles, etc … (only use basic shapes). Hide it from your neighbour!

3. Nipissing Lesson Planning Formats
General
Activity
These lesson plans
are visual organizers
General Lesson Plan (GLP) - Sage on the Stage – Teacher Directed –
Recitation or Practice
Activity Lesson Plan (ALP)
Guide on the Side – Activity Based Learning

4. Tikki Tikki Tembo
Modelling a grade 5 Language lesson which uses a General Lesson Plan
You were to bring a copy of the Tikki lesson from my website. Please follow along as I model the lesson.

5. Tikki Tikki Tembo – Grade 6 Language Arts
(Grade 6: English Language – Reading Reasoning and Critical Thinking)
Expectation 6e30 – identify the elements of a story and explain how they
relate to each other;
6e30 for this lesson (Essential Understanding):
Identify plot as an element of a story and explain how beginning,
middle, climax and end relate to each other within this element

6. Enduring Understanding
(Wiggins and
McTighe, 1998)
Planning a Lesson
Design Down / Backwards Design
Enduring Understanding
/ Expectations
Lesson Planning
Teaching
Reflect
Assess
Assessment
Application
Application Task
Consolidation
What I need to teach
& how
I can teach it
The Lesson
Prepping
What they need to know
before I can begin

7. The General Lesson Plan
Take out the blank GLP you were to bring or open up a blank GLP from my website. Keep the Tikki Lesson Plan out too.
On either of the above, make notes which may help you in the future.
I suggest that you note 1) What Goes Where and the 2) Planning Order. Both are important for different reasons.
It is a good idea to put this note in your practice teaching binder at the back so when you are designing your lessons, you have a model to follow.

8. You only have to include the essential understanding
General Planning Format
For Lesson Plans
Subject/Course: Language Arts (English)
Name: Ms. J. Barnett
Grade Level: 6
Date: September 22, 2006
Topic: Elements of a Story – Plot Graph
Time: :30 – 1:15 (45 min)
1) from the curriculum documents ….
Instructional Expectations and Opportunities
The grade learners will:
Expectations:
- Grade 6: (English Language – Reading Reasoning and Critical Thinking) - Expectation 6e30 – identify the elements of a story and explain how they relate to each other; 1
2) Now make it specific to your lesson (Essential Understanding)
- 6e30: Identify plot as an element of a story and explain how beginning, middle, climax and end relate to each other within this element
You only have to include the essential understanding

9. 2 Using, Practicing or Applying what they have learned
Strategies (continued)
Consolidation of Learning:
Application / Reaction:
Turn the page over and go to the Application Section
What are you going to have the kids do at the end? How will you assess it?
Because this is a General LP, the application (activity) is usually passive.
Using, Practicing or Applying what they have learned 2
Assessment
How you are going to mark / assess it?

10. 2 What are you going to have the kids do at the end? Because this
Strategies (continued)
Consolidation of Learning:
Application / Reaction:
What are
you going
to have the
kids do at
the end?
Have students copy down the plot graph with the details from the board in their Language Arts notebooks.
e.g.,
Climax
Middle
Beginning End
Because this
is a General
LP, the
activity is
usually passive
or practice 2
Assessment
Go Back to the enduring understanding expectation -6e30: Identify plot as an element of a story and explain how beginning, middle, climax and end relate to each other within this element
Conference at their desk while copying – can the students identify the plot and explain the climax – can they explain how beginning, middle, climax, and end relate to each other – make anecdotal notes on individual student’s level of understanding; make anecdotal notes in reflections on next steps
How will
you assess
it?

11. 3 Introduction Details! Let’s Look at the Tikki Lesson Plan
Content
Strategies
Introduction
Teaching Strategies
Establishing the Learning
a) Teaching Strategies
WHAT
HOW
Present picture book cover to the class
Ask the students:
“Looking at the cover, what might the story be
about?”
2. “When might have the story occurred?”
3. “How do you know this?”
introduced to the topic – Hook!
Back to the content section
This is where the actual lesson goes
Introduction
Details!
Prediction:
title
Cover illustration
THE ACTUAL LESSON
What they will learn
Details! How! Be specific!!!
STEP by STEP teaching 3
Let’s Look at the Tikki Lesson Plan

12. Don’t forget details -- it is better to have too much then too little
Preassessment
Learners:
Learning Environment:
Resources:
What do the students need to know before you can teach them the lesson?
Look at the students and the environment
How do the kids sit? How is the room set up?
Everything I need in order to do the lesson (or a supply teacher would need to gather prior to doing the lesson)
Turn the page over again to the beginning 4
This can also be on-going. When you think of something as you plan, add it in.
Don’t forget details -- it is better to have too much then too little

13. Preassessment
Learners:
Learning Environment:
Resources:
Already know the concepts of setting, main character, climax and plot; Are able to predict, sequence, organize
Fred and Barney should not be sitting together due to socialization difficulties; Pebbles needs to sit at the front left side of the room due to a hearing impairment (her right ear needs to face the teacher). The Educational Assistant, Mary, will work with Pebbles with comprehension.
Already know the concepts of setting, main character, climax and plot; Are able to predict, sequence, organize
FF. and BR. should not be sitting together due to socialization difficulties; PF. needs to sit at the front left side of the room due to a hearing impairment (her right ear needs to face the teacher). The Educational Assistant, Ms. Mary Helpful, will work with PF. on comprehension.
Look at the students and the environment - Pre-Assess
Students sit in tables of six. Make sure they can all see the board… See Tikki Lesson Plan
Turn the page over again to the beginning
For lesson:
Picture book – Tikki Tikki Tembo – retold by Arlene Mosel ISBN: (on desk)
White Board or Chalk Board
Markers or chalk (in centre drawer of teacher’s desk)
For Application:
Student Language Arts books – one per student (in their desks)
Pencil, eraser, ruler – one per student (in their desks – if student does not have, extras located in top right hand drawer of teacher’s desk – must be signed out (sheet in same drawer) and returned. 4

14. Strategies (continued)
Consolidation of Learning:
Application / Reaction:
REVIEW!
One of the last things you plan but in the lesson occurs before you send the kids to task. 5
Have students copy down the plot graph with the details from the board in their Language Arts notebooks.
e.g.,
Climax
Middle
Beginning End 2
Assessment
Conference at their desk while copying – can the students identify the plot and explain the climax – can they explain how beginning, middle, climax, and end relate to each other – make anecdotal note on individual student’s level of understanding; make anecdotal notes in reflections on next steps

15. 5 2 Ask the students the following questions:
Strategies (continued)
Consolidation of Learning:
Application / Reaction:
Ask the students the following questions:
“What is the climax in the movie ‘The Matrix’?”
“What is the climax in ‘Cinderella’?” 5
Have students copy down the plot graph with the details from the board in their Language Arts notebooks.
e.g.,
Climax
Middle
Beginning End 2
Assessment
Conference at their desk while copying – can the students identify the plot and explain the climax – can they explain how beginning, middle, climax, and end relate to each other – make anecdotal note on individual student’s level of understanding; make anecdotal notes in reflections on next steps

16. After the lesson is over
Reflections
I – Student Learning
Effectiveness of the Student Teacher
Next Steps
Clear Statement including indicators describing to which the expectations (at the beginning of the lesson) were achieved; Reflect on the learning expectations –Is there a better expectation you could have chosen? Was the assessment reliable and valid?
Go to the PT Handbook.
Does the lesson fit the guidelines stated?
Fill out the reflection based on the lesson presented and the questions on these pages.
Reflect on the quality of your delivery of the lesson. Think about communication, your planning, the implementation of the plan, organization, did you motivate, your teaching/learning strategies, questioning, etc….How effective was this lesson? How effective were the individual parts of the lesson?
What needs to be done next in the following lesson?
Reflect on pro-active classroom management strategies you could use next time
What do you need to remember for the next time you do this specific lesson (i.e., next year)?
After the lesson is over

17. Application
Please take out the curriculum document you were asked to bring
Take out / open up the notes on the activity / lesson steps you were asked to come up with based on the expectation.

18. Creating a lesson using the GLP
Application:
Open a blank template of the GLP
Using the curriculum document you were to bring, pick an expectation which you could use to create a simple, teacher-directed lesson
Attempt to create a simple, teacher-directed lesson using the GLP (Remember the order you plan in! Design Down!)
I will circulate and help out as needed