Lesson Planning & Delivery Education Transformation Office

Lesson Planning &

Delivery

Education Transformation

Office

LESSON DELIVERY

Introduction ↓

“I DO” ↓

LESSON DELIVERY ↓

“WE DO” ↓

“YOU DO” ↓

Wrap-Up

LESSON PLANNING

Benchmark ↓

Learning Objective ↓

Essential Question

Assessments

START

Begin With the End in

Mind

Assessment Resources

• Next Generation Sunshine State Standards– www.floridastandards.org– www.cpalms.org

• Crosswalks from Old to New Standards for Science– http://www.fldoestem.org/Uploads/1/docs/FLDOE/K-12%20crosswalk_draft3%20(2).pdf

• Florida’s Test Item Specifications– Old Standards:http://fcat.fldoe.org/fcatis01.asp– NGSSS:http://www.floridastandards.org/Resource/FCAT_Item_Specifications.aspx

• Florida’s Content Focus Reports– http://fcat.fldoe.org/fccontentfocus.asp

• Webb’s Depth of Knowledge and Cognitive Complexity– http://fcat.fldoe.org/pdf/cog_complexity-fv31.pdf

http://www.floridastandards.org/

http://www.cpalms.org/

http://www.fldoestem.org/Uploads/1/docs/FLDOE/K-12%20crosswalk_draft3%20(2).pdf

http://fcat.fldoe.org/fcatis01.asp

http://www.floridastandards.org/Resource/FCAT_Item_Specifications.aspx

http://fcat.fldoe.org/fccontentfocus.asp

http://fcat.fldoe.org/pdf/cog_complexity-fv31.pdf

• How do you know where you are going?

• What tools will help you on your journey? • How will you be assured your lessons

provide the level of rigor needed for student success?

• How will you determine if you are making expected progress?

Use your assessment resources to create your OBJECTIVES

Benchmarks

Essential Questions

Objectives

How do we create Essential Questions?

• Select next benchmark from your curriculum guide or FCIM calendar.

• Identify the specific part of the benchmark that you will teach in this lesson.

• Write the identified specific part as the learning objective for this lesson.

• Reword the learning objective into an essential question using student-friendly terms.

Benchmark Number:

Strand/ Body of Knowledge:

Benchmark Description:

List and define the nouns within the

benchmark:

Separate and list the individual learning

objectives within the benchmark:

1.

2.

3.

GENERATING ESSENTIAL QUESTIONS

Benchmark Number:

SC.5.P.10.1

Strand/ Body of Knowledge:

Physical Science

Benchmark Description:

Investigate and describe some basic forms of energy, including light, heat, sound, electrical, chemical, and mechanical.

List and define the nouns within the

benchmark:

Energy: A quantity that measures the capacity to do work. Light: Electromagnetic radiation within the visible range. Heat: A form of energy resulting from the temperature difference between a system and its surroundings. Sound: Vibrations in air, water, etc. that stimulate the auditory nerves Electrical Energy: energy made available by the flow of electric charge through a conductor Chemical Energy: Energy produced by a chemical reaction. Mechanical Energy: Energy produced by a machine or tool.

Separate and list the individual learning

objectives within the benchmark:

1. Investigate and describe light. 2. Investigate and describe heat. 3. Investigate and describe sound. 4. Investigate and describe electrical energy. 5. Investigate and describe chemical energy. 6. Investigate and describe mechanical energy.

GENERATING ESSENTIAL QUESTIONS

ESSENTIAL QUESTIONS ACTIVITYRewrite the learning objectives into questions using student friendly terms.

Separate and list the individual

learning objectives within the

benchmark:


Rewrite each of the learning objectives in the form of an

Essential Question:

1. 2. 3. 4. 5. 6.

ESSENTIAL QUESTIONS ACTIVITY

Separate and list the individual

learning objectives within the

benchmark:


Rewrite each of the learning objectives in the form of an

Essential Question:

1. How can I examine and explain the basic form of energy, light? 2. How can I examine and explain the basic form of energy, heat? 3. How can I examine and explain the basic form of energy, sound? 4. Can I explain the factors that create electrical energy? Can I find similarities and differences with electrical energy to

heat and sound energy? 5. Can I explain and demonstrate chemical energy? How does chemical energy relate to the functions of the body? 6. Can I explain and demonstrate mechanical energy? Can I find similarities and differences of mechanical energy to

chemical and electrical energy?

Use the Essential Question to

Create & FOCUSyour

Lesson Plan

12

Day: ______________ Date: ____________________ Subject: _________________________ Period: _____ ___Grade: ________

Primary Benchmark: Lesson Objectives/ Additional Benchmarks:

Essential Question:

Essential Vocabulary: Higher Order Questions:

Opening Activity: Whole Group/ Core Instruction Daily Lesson: Textbook Correlations and/or Supplemental Activities

Textbook Page (s): ____________________________________ Activity/Lessons:

Data Driven Differentiation: (Data used for Differentiated Instruction/Include in Data Binder) 2010 FCAT Data FAIR Baseline Interim Assessment FCIM/IFC Assessment Other: ______________

Differentiated Instruction Small Group: Intensive

Assignment (s): _______________________________ _______________________________ _______________________________

Student(s):

Differentiated Instruction Small Group: Proficient

Assignment (s): ______________________________ ______________________________ ______________________________

Student(s):

Differentiated Instruction Small Group: Enrichment

Assignment (s): _______________________________ _______________________________ _______________________________

Student(s):

Closing Activity: Assessments/Progress Monitoring: Home Learning:

Time Activity

Intr

od

ucti

on

"I D

O"

"W

E D

O"

"Y

OU

DO

"C

losu

re

Ho

mele

arn

ing

Lesson Plan Guide

Benchmark:

Essential Question:

Day #

What is it? How can I implement it?Teacher introduces/reviews important vocabulary words while adding them to or referring to the word wall. Teacher also introduces/reviews the EQ. *The EQ is written in student language and should be posted and referred to throughout the lesson.

Examples of "Hooks"*Anticipation Guide: Students respond to and discuss statements related to the topic to be studied. After reading or learning about the topic students rewrite their responses. *Word Splash: Students predict the relationship among a set of words and the topic to be studied. While reading or learning about the topic students check their statements for accuracy and make revisions as necessary.

*Whole Class KWL: Students build a whole class KWL chart by writing their ideas on sticky notes and placing them under each of the three parts of the KWL as they are introduced by the teacher.

"I D

O" Component of the lesson when students

learn exactly what they are expected to do during guided practice and eventually

during independent work.

Teacher conducts a think aloud while solving a problem or reading the text to explain thought processes or thinking patterns. Model the use of a graphic organizer to organize key ideas during this step.

Examples of Collaborative Strategies: *Numbered Heads Together: Each student is assigned a number. Members of a group work together to agree on an answer. The teacher randomly selects on number and the student with that number answers for the group. *Rally Table: In teams, students alternate generating written responses or solving problems. The paper continues to go around the table until each student has had an opportunity to contribute. The teams take turns sharing their responses with the rest of the class.*Team-Pair-Solo: Teammates work together to solve a problem. If correct, students advance to pair work for the next problem. If correct, the partners switch roles to solve another problem. Finally, the students advance to solo when all problems are correct.

"YO

U D

O"

Opportunity for students to independently apply what they have learned during

modeled and guided practice.

Teacher assigns students independent work that is directly aligned with the lesson objective. Teacher circulates around the room to provide support and to determine who has mastered content and who needs further assistance

Examples of Closures:*Ticket Out The Door: Students respond to a prompt which they in turn, share with the class or with a partner. *Dear Teacher: Write a letter to an absent student, another teacher or the principal explaining what has been learned and answering the EQ.*It's Okay to Pass Summary Notes: Students write a summary paragraph answering the LEQ and exchange with a partner who responds to the accuracy of the answer.

Clo

sure Allows students to reflect on the key

ideas they have learned during the lesson and to answer the EQ.

Intr

od

uct

ion Brief part of the lesson when students

learn the objective. Teacher provides an activator or " hook" to motivate students and a link to prior knowledge in order to

introduce a new concept.

Opportunity for students to work in pairs, trios and/or quads using collaborative strategies to practice what they were

taught during the modeled portion of the lesson while the teacher performs

checks for understanding.

"WE

DO

"

Well Planned Lessons lead to

Smooth Lesson Deliveries

Gradual Release of Gradual Release of ResponsibilityResponsibility

“The gradual release of responsibility model of instruction stipulates that the teacher moves from assuming “all the responsibility for performing a task…to a situation in which the students assume all of the responsibility.” Duke and Pearson, 2002, p. 211

Lesson Delivery

• Introduction (“Hook”)– How will I focus my students on what they need to learn?

• Modeled Instruction (“I DO”)– How will I show my students exactly what they are expected to

do during guided practice and eventually during independent work?

• Guided Practice (“WE DO”)– How will I provide my students with opportunities to

collaboratively work in pairs, trios, and/or quads to practice what they were taught during the modeled portion of the lesson?

• Independent Practice (“YOU DO”)– How will I help my students independently apply what they

have learned during modeled and guided practice?

• Closure (“Wrap Up”)– How will help my students reflect on the key ideas they have

learned during the lesson and answer the Essential Question?

• Grab students’ attention with “Hooks”.To be used when introducing a new topic.

• Make connections to previous learning.

• Offer a precise explanation of what will be learned.

• Introduce/review important vocabulary.

• Refer to posted essential question.

Introduction (“Hook”)

• Anticipation Guide Students respond to and discuss statements related to the topic to be studied. After reading or learning about the topic students rewrite their responses.

• Word Splash Students predict the relationship among a set of words and the topic to be studied. While reading or learning about the topic students check their statements for accuracy and make revisions as necessary.

• Whole Class (KWL) Know - Want to Know – Learned Students build a whole class KWL chart by writing their ideas on sticky notes and placing them under each of the three parts of the KWL as they are introduced by the teacher.

• Walk Around Survey Students are given a topic of study and asked to move around the room for the purpose of conversing with other students. During these conversations, students will share what they know of the topic and discover what others have learned.

• Graphic Organizers

HooksActivating Prior Knowledge

Modeled Instruction (“I Do”)

• Component of the lesson when students learn exactly what they are expected to do during guided practice and eventually during independent work.

• Teacher conducts a think aloud while solving a problem or reading the text to explain thought processes or thinking patterns.

• Model the use of a graphic organizer to organize key ideas during this step.

• Demonstrate how to complete examples step by step.

• Verbalize thinking, such as (teacher think-a-louds)…– forming mental pictures,– connecting information to prior knowledge, – creating analogies,– clarifying confusing points, and/or – making/revising predictions.

Modeled Instruction Examples

• Think A-loud• Practice Problems• Demonstration• Process breakdown• Solving Equations• Drawing on the White Board• Picture Part Identification

• Video• Virtual Dissection• Sample Foldable

Guided Practice (“We Do”)

• Students work in pairs, trios and/or quads using collaborative strategies to practice what they were taught during the modeled portion of the lesson.

• Students take part in laboratory investigations.

• Teachers ask higher order questions requiring explanation with “Student Accountable Talk” or “Student Think-a-Louds” to justify thinking and explain logic.

• Teachers conduct informal Checks for Understanding.

Collaborative Strategies

Working in small groups is a helpful classroom strategy for interactive

learning……however, without a specific task, clear

instructions and guidance on how to participate, small group work will not

be as effective.

Collaborative Strategies

• Incorporate Collaborative Structures for additional practice with peer support.

– Think-Pair-Share

– Rally Table

– Pairs Check

– Numbered Heads Together

– Talking Chips

– Team-Pair-Solo

Student Accountable Talk

• Ask Higher Order Questions requiring explanation with “Student Accountable Talk” or “Student Think-a-Louds” to justify thinking and explain logic.

– Ask “Why” and “Why Not” questions

– Use probing and clarifying questions

– Allow students’ extended time to prepare responses

– Require use of content specific vocabulary

– Reference vocabulary acquisition tools (interactive word wall, lesson vocabulary on whiteboard, foldables, skill process posters, etc.)

• Prepare questions ahead of time

27Division of Public Schools (PreK -12) Florida Department of Education


Probing Questions• Students need opportunities to process information

by justifying or explaining their responses--dealing with the why, how, and the based-upon what aspects of a concept.

– Why do you think this is the case? – What would have to change in order for…? – What’s another way you might…? – What would it look like if…? – What do you think would happen if…? – How was…different from…? – How did you decide/determine/conclude…? – What is the connection between…and…? – What if the opposite were true? Then what?



Clarifying Questions

Talk Move Example

Revoicing “So let me see if I ’ve got your thinking right. You’re saying _________?” (with space for student to follow up)

Asking students to restate someone else’s reasoning

“Can you repeat what he just said in your own words?”

Asking students to apply their own reasoning to someone else’s reasoning

“Do you agree or disagree and why?”

Prompting students for further participation

“Would someone like to add on?”

Asking students to explicate their reasoning

“Why do you think that?” or “What evidence helped you arrive at that answer?” or “Say more about that.”


Wait-TimeWait time after posing a questionIn many classrooms, students know that all of the teacher’s questions will be answered by a few “star students.” Waiting after posing a question allows more students a chance to think and formulate a response.

Wait time after calling on a studentTeachers who use this kind of wait time effectively often explicitly tell the students that they are, in fact, waiting. As a student struggles to answer, they will say to other students things like, “That’s OK, give her time.” Or, “That’s OK, we’ll wait.”

Wait time after student gives a responseThe teacher can help by finding ways to extend the time that the student’s answer “hangs in the air” by asking clarifying questions.

Checks for Understanding

• Checks for Understanding can be used before the lesson, during the lesson and after the lesson

– Thumbs Up/Down/Middle

– White Board Responses

– Response Cards

– Reverse Think…Pair…Share

– Student Accountable Talk

– Journal Responses

– Cornell Notes Summaries

– Board Races

Independent Practice (“You Do”)

• Opportunity for students to independently apply what they have learned during modeled and guided practice.

• Teacher assigns students independent work that is directly aligned with the lesson objective.

• Teacher circulates around the room to provide support and to determine who has mastered content and who needs further assistance.

• Teacher pulls small groups.

Independent Practice Examples

•Lab Write-up

•Individual Project

•Fill in Foldable

•Research Project

•Practice Problems

•Science Journals

• Purpose of a Science JournalPurpose of a Science Journal• To build science content and process skills• To increase student participation and

practice in science.• To assess student achievement formatively– To identify evidence of student learning– To collect evidence of student growth over

time– To identify students’ misconceptions

Real Scientists Use Journals:Real Scientists Use Journals:


Good for experimentsGood for experiments


CLASS NOTESCLASS NOTES


Concept maps Left side/right side


Interactive Notebook

Closure (“Wrap Up”)

• Closure is the time when you wrap up a lesson plan and help students organize the information into a meaningful context in their minds.

• A closure should be a meaningful end to the lesson that…– makes a connection between the concrete and the abstract– reviews key points– gives students opportunities to draw conclusions – answers the essential question– previews future lessons– creating a smooth transition from one lesson to the next

lesson

• Although every lesson should end with a closure activity, it’s also good to stop and summarize along the way.

Closure Activities

• 3-2-1 ResponseStudents are asked to write down: 3 most important things learned, 2 questions that still need to be answered and 1 way their learning connects to what they knew before.

• Dear Teacher Write a letter to an absent student, another teacher or the principal explaining what has been learned and answering Essential Question.

• Ticket Out the Door (Exit Card) Students respond to a prompt which they in turn, share with the class or with a partner.

• It’s Okay to Pass Summary Notes Students write a summary paragraph answering the Essential Question and exchange with a partner who responds to the accuracy of the answer.

• Draw A Picture or Diagram

Homework an extension of Independent work

• To achieve a positive impact on student learning homework assignments must be well-designed and carefully constructed.

• Some specific research findings include:– Homework is most effective when it

covers material already taught. – Homework is most effective when it is

used to reinforce skills learned in previous days, weeks, or months.

– Homework is less effective if it is used to teach complex skills.

Importance of Feedback• Providing students with specific, timely feedback is essential to

learning.

• Students need information about their strengths and weaknesses, what they know and don’t know, and how well they are performing.

• Researchers have found that students who received personal, pertinent feedback about their homework errors outperformed students who received only scores on their homework assignments.

• Researchers have identified four questions that teachers should ask themselves as they review a student’s homework assignment:– Is there an error?– What is the probable reason for the error?– How can I guide the student to avoid the error in the future?– What did the student do well that could be noted?

Sharing feedback with

students through…

*Switch to FCIM ppt

How often are Data Chats conducted?

• Weekly whole class data chat

• Weekly student individual data tracking (in “Pride” folder)

• Monthly/Quarterly teacher-student data chats (include parents as necessary and appropriate)

• Semiannually administrator-student data chats (after baseline and midyear testing)

Teacher questions for student data chats

• Have you shown improvement?• What barriers to learning are you experiencing?• What has helped you learn? Please state some

specific activities or class interactions.• How do you feel about your progress in this class?• Ask students to complete a goal sheet.• Ask students to complete their action plan to

reach their goal.• Review their progress on their goals monthly or

quarterly. Establish this as a regular routine in your class.

Data Chats lead to Action Plans

• As teacher-student data chats are held the opportunity arises to assist or expect a student created action plan.

• Teacher provides data, discusses implications of data with student, asks questions related to their learning, and then expects student to record, monitor, and create an action plan.

Gradually move from

to the

What is the ?

• Discovery model • Inquiry based model• Students form meaning and conceptual

understanding before the teacher explains concepts

• Change in mindset from the model of lesson planning most frequently used

• Has attributes that blend with the gradual release model

Provides opportunity to• Capture interest in the topic• Motivate students• Identify student misconceptions• Create a positive classroom

Looks Like/Sounds Like:Puzzle

Photo or picture KWL

Demonstration Video

Provides an opportunity for students

• To test out their ideas• To compare their ideas to their peers’ ideas• To wonder• To be actively and authentically engaged

Looks like/Sounds like: Hands-on Investigations

Experiments – open ended Manipulatives

Student wonder questions; WOW!


• To resolve misconceptions• To make sense of their observations and

discussions• To develop formal concept understanding• To develop vocabulary/terminology

Looks like/Sounds Like:Student Accountable Talk

Student DiscussionsStudent-Teacher Questions

Laboratory write-up


• To apply and develop concepts• To extend concept understanding• To extend skills and concepts to new context –

make applications, synthesize• To use higher order thinking

Looks like/Sounds like:Teacher elaborating on student ideas

Students having ah-ha momentsTeacher and student clarification of misconceptions

Students applying to new situations Students relating to prior situations

Provides an opportunity for• Teacher to determine how well students understand

the concept• Students to self-asses their understanding• Teacher and students to determine ability to apply a

skill• Teacher and students to determine areas that need

continued or more explicit instruction

Look likes/sounds like:Ticket out the door One minute report

QuizSummaries

Student rubric Analogies

Student Presentations Lab report (data and conclusion)

Your Turn!

• Now that you have worked through the gradual release lesson planning model, which section of the plan is most confusing to you? Why…give examples of your confusion.

• In what section do you foresee your teachers having trouble? Why??

• What questions do you have for us to help expand your understanding?


Florida Education: The Next GenerationDRAFT

March 13, 2008Version 1.0

Questions?Questions?For more information, please contact:For more information, please contact:

Daniela Simic Daniela Simic Instructional SupervisorInstructional Supervisor

[email protected]@dadeschools.net

Documents

Lesson Planning & Delivery Education Transformation Office