EDUC 4464 – MethodsClass 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

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!

Nipissing Lesson Planning Formats

GeneralActivity

These lesson plansare 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

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.

Tikki Tikki Tembo – Grade 6 Language ArtsTikki 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

(Wiggins and (Wiggins and

McTighe, 1998)McTighe, 1998) Enduring Understanding / Expectations

Teaching

Lesson P

lanningAssessment

Application

What I need to teach & how

I can teach it

What they need to know before I can begin

The Lesson

Consolidation

Application Task

Assess

Reflect

Design Down / Backwards DesignDesign Down / Backwards Design

Prepping

Planning a Lesson

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.

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: 12:30 – 1:15 (45 min)

1.Instructional Expectations and Opportunities The grade 6 learners will:

a)Expectations:

1) from the curriculum documents ….

- 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;

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

1

You only have to include the essential understanding

1.Strategies (continued)

a)Consolidation of Learning:

a)Application / Reaction:

1.Assessment

Using, Practicing or Applying what they have

learned

How you are going to mark / assess it?

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.

2

1.Strategies (continued)

a)Consolidation of Learning:

a)Application / Reaction:

1.Assessment

Have students copy down the plot graph with the details from the board in their Language Arts notebooks.

e.g.,

Climax Middle

Beginning End

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

2

What are you going to have the kids do at the end?

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

Because this is a General LP, the activity is usually passive or practice

How will you assess it?

1.Content 1.Strategies

a)Introduction a)Teaching Strategies

a)Establishing the Learning

a) Teaching Strategies

WHAT HOW

introduced to the topic – Hook!

What they will learn

Introduction

Details!

Present picture book cover to the class

Ask the students:1. “Looking at the cover, what might the story be about?” 2. “When might have the story occurred?” 3. “How do you know this?”

Details! How! Be specific!!!

STEP by STEP teaching

Prediction:titleCover illustration

Back to the content section

This is where the actual lesson goes

3Let’s Look at the Tikki Lesson Plan

THE ACTUAL LESSON

1.Preassessment

a)Learners:

a)Learning Environment:

a)Resources:

Look at the students and the environment

What do the students need to know before you can teach them the lesson?

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)

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

Turn the page over again to the beginning

4

1.Preassessment

a)Learners:

a)Learning Environment:

a)Resources:

Look at the students and the environment - Pre-Assess

Already know the concepts of setting, main character, climax and plot; Are able to predict, sequence, organizeFred 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.

Students sit in tables of six. Make sure they can all see the board… See Tikki Lesson Plan

For lesson:Picture book – Tikki Tikki Tembo – retold by Arlene Mosel ISBN: 0-03-012711-4 (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.

Turn the page over again to the beginning

4

Already know the concepts of setting, main character, climax and plot; Are able to predict, sequence, organizeFF. 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.

1.Strategies (continued)

a)Consolidation of Learning:

a)Application / Reaction:

1.Assessment

REVIEW!One of the last things you plan but in the lesson occurs before you send the kids to task.

5

2

Have students copy down the plot graph with the details from the board in their Language Arts notebooks.

e.g.,

Climax Middle

Beginning End

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

1.Strategies (continued)

a)Consolidation of Learning:

a)Application / Reaction:

1.Assessment

Ask the students the following questions:“What is the climax in the movie ‘The Matrix’?”“What is the climax in ‘Cinderella’?”

5

2

Have students copy down the plot graph with the details from the board in their Language Arts notebooks.

e.g.,

Climax Middle

Beginning End

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

1. Reflections

a) I – Student Learning

a) Effectiveness of the Student Teacher

a) Next Steps

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.

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?

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

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.

Creating a lesson using the GLP

Application:

1.Open a blank template of the GLP

2.Using the curriculum document you were to bring, pick an expectation which you could use to create a simple, teacher-directed lesson

3.Attempt to create a simple, teacher-directed lesson using the GLP (Remember the order you plan in! Design Down!)

4. I will circulate and help out as needed