Presentation on theme: "West Virginia Department of Education May 2010. Why this webinar? To provide additional guidance … To provide additional models … To help you revise your."— Presentation transcript:
Why this webinar? To provide additional guidance … To provide additional models … To help you revise your lesson plan to meet the needs of teachers who are using Teach 21 to stretch and strengthen their practice To help you realize the kinds of information and the level of detail that will allow users of Teach 21 to replicate the quality lessons you have developed
Standards Based Lesson Design Focuses on the WV CSOs, not a textbook Identifies learning targets within the objectives Describes teaching strategies Uses a variety of formative assessments as evidence that students have mastered the learning targets
A model lesson that will be juried and posted electronically
Beginning Section Lesson Title Creator Grade Level Subject
WV CSOs Objective RLA.O.6.1.08 interpret the actions, behaviors and motives of characters in literary texts Learning Targets Students will look at all the actions of characters within a literary text. This includes what they say, what they think or sense, what they hear, as well as what they actually do.
Essential Question(s) Act as a foundation for the lesson (only one or two needed) Reflect the essential learning concepts to be covered and investigated during the lesson Become the reason for learning Answer the question, What do I want my students to remember and be able to do or reflect on a year from now? Are open-ended (no single correct answer) Written to stimulate inquiry, debate and further questions
Examples of EQs How does literature reveal the truth about human nature? How do humans overcome adversity? Why do we study history? What makes writing worth reading? What role does perseverance play in life?
Sponge Activity Addresses skill development directly related to a particular benchmarked item Does not have to directly relate to the meat of the lesson Can be done independently by students Requires no direct instruction from the teacher
Sponge Activity Examples Daily Oral Language Mountain Language Journal Writing Should take no more than 10 minutes.
Activating Prior Knowledge (APK) Are pre-literacy strategies done to get students to connect old knowledge with new knowledge Are not the same as a Sponge Activity Hook students into the lesson by piquing their curiosity
Activating Prior Knowledge (APK) Strategies Viewing, developing or responding to videos, photographs, or objects Role playing KWL Chart Directed Reading Thinking Activity Anticipation Guide Teacher Read Aloud Suggested time is 15 minutes
Vocabulary Development Is not just a list of words Contains a strategy for ensuring students master the terms that are necessary for learning the concepts Should be incorporated throughout the lesson in student reading, writing, listening and speaking Features direct instruction in word meaning and strategies for learning new words
Vocabulary Development Strategies Concept Definition Mapping Frayer Model Semantic Feature Analysis Word Sorts Semantic Mapping Verbal Visual Word Association AlphaBoxes Suggested time is 15 minutes
Skill Lesson through Direct Instruction and Modeling Addresses the Learning Targets identified in the objectives Includes specific teaching or modeling Provides a clear explanation of what the teacher is doing and what the students are doing Explains why and how the teacher is teaching the skills Lasts about 10 minutes
Active Literacy Involves students in doing the skill(s) they have just been taught Features the during reading strategies Uses collaborative learning Is the heart of the lesson Uses formative assessment to determine if students are getting it Requires a description of exactly what the teacher is doing, what the students are doing, and why Should last 30 minutes
Active Literacy Roles Students are actively engaged in… Working in collaborative groups Taking notes Conducting research Creating presentations Practicing skills Teacher is involved in… Facilitating learning Monitoring progress Modeling for differentiation
Post Literacy Involves summarizing, analyzing and synthesizing information the students have learned Involves the use of after literacy strategies that address summarizing, analyzing and synthesizing information Includes a description of the strategy being used with students and how the strategy assists students in summarizing, analyzing and synthesizing information Suggested time is five minutes
Post Literacy Examples Record in Learning Log Complete KWL Chart Writing to Learn Complete Exit Slip Reciprocal Teaching 3-2-1 Reflection
Reflection Causes students to think about what they have learned Includes further questions students have Allows students to evaluate their own learning based on the objectives that were selected Helps the teacher see what his/her next steps are for planning further lessons Suggested time is five minutes
Materials Requires a list of materials used in the lesson, such as pens, markers, scissors, etc. Should include any documents that may be used during the lesson graphic organizers, questions, etc. May include a list of annotated websites if students are doing Internet research Features a list of equipment needed to conduct the lesson Includes a list of any books, articles, magazines, primary documents that are used in the lesson
Publication Tips Write in 3 rd person with complete sentences, conventional spelling, grammar and punctuation Use Arial font on the template (If you create documents, you may use the font of your choice.) If you create documents, save them under the same name you called them in the lesson plan. Be careful about copyright. No documents will be placed on Teach 21 with the copyright seal. Do not add bullets, indents, highlighting or other formatting.
Final Submission 1. Consider all the feedback and information you have received. 2. Make your revisions. 3. Then, find the FINAL LESSON PLAN slot in assignments on Manhattan and post your final plan.
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