How to Construct a Lesson Plan

Queen’s UniversityPROF195

November 16-19, 2012

Building a Lesson Plan

Start with the End in Mind

Know where you are

Decide your destination

Plan the journey

• Signature for Approval in advance of the day of the lesson

• Consider the unit context

Top Section

Background Information

• Where does this lesson fit into the overall planning?

• Consider your students’ prior knowledge

Knowing the Learner – Assessment for Learning

Background Information• Where does this lesson fit

into the overall planning? • Consider your students’

prior knowledge

Knowing the Learner – Assessment for Learning

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.

Use the Specific Expectations

Text Features2.3 identify a variety of text features and explain how they help readers understand texts (e.g., indexes, maps, charts, lists, photographs, menus, glossaries, tables of contents help the reader locate and verify information)

Demonstrating Understanding1.4 demonstrate understanding of a variety of texts by summarizing important ideas and citing supporting details (e.g., topic sentence and supporting points in paragraphs, reports, online and print newspaper articles, restaurant or cafeteria menus; theme and supporting plot details in short stories, myths, and fairy tales)

• Select only expectations that will be addressed or assessed explicitly in the lesson

Specific Expectations

SE: Reading2.3 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

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;

• Select only overall expectations that directly relate to the specific expectations that are the focus of the lesson

Overall Expectations

OE: Reading1. 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;

Deconstruct to Select a Lesson Focus

Text Features2.3 identify a variety of text features and explain how they help readers understand texts (e.g., indexes, maps, charts, lists, photographs, menus, glossaries, tables of contents help the reader locate and verify information)

Demonstrating Understanding1.4 demonstrate understanding of a variety of texts by summarizing important ideas and citing supporting details (e.g., topic sentence and supporting points in paragraphs, reports, online and print newspaper articles, restaurant or cafeteria menus; theme and supporting plot details in short stories, myths, and fairy tales)

What Text Might We Use?

Deconstruct to Select a Lesson Focus

Text Features2.3 identify a variety of text features and explain how they help readers understand texts (e.g., indexes, maps, charts, lists, photographs, menus, glossaries, tables of contents help the reader locate and verify information)

Demonstrating Understanding1.4 demonstrate understanding of a variety of texts by summarizing important ideas and citing supporting details (e.g., topic sentence and supporting points in paragraphs, reports, online and print newspaper articles, restaurant or cafeteria menus; theme and supporting plot details in short stories, myths, and fairy tales)

Learning Goalhttp://www.slideshare.net/mrjohnsonsclass/learninggoalsandsuccesscriteria

• A learning goal is the specific

curriculum expectation re-phrased • A learning goal is in student-friendly

language

Learning GoalWhat 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

Success Criteriahttp://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)

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

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

Success CriteriaWhat criteria will students need to demonstrate in order to achieve the learning goal?

I can…identify and name a variety of text featuresexplain 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

Assessment Triangle

As

For

Of

As

For

Of

Asse

ssm

ent Learning

Assessment Le

arni

ng

Assessment PurposeIs 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

Assessment StrategiesWhat 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.

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

Assessment ToolsWhich of the success criteria are you targeting in this lesson to assess your students’ learning?

Students can…identify and name a variety of text featuresexplain how text features help them to understand what they are reading

In what manner will you record that learning in relation to your criteria?

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

Assessment ToolsHow will you record learning?

Rubric

Anecdotal Notes

Checklist

Other (e.g., Rating Scale)

Rubric

Checklist

Rating Scale

Anecdotal Record/NotesAccurately identify the text featuresWrite a summary (3 key points with supporting detail)Clearly explain the text feature that was most useful in summarizing informationGive one example of how that text feature helped to understand what they were reading

Assessment Tool ResourcesExamples 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_Language.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

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

Learning Skills & Work HabitsHow 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 writingCollaboration - share information, resource, and expertise and promote critical thinking to solve problems and make decisions when identifying the main idea and summarizing

Videos about Learning Skills and Work Habits from Growing Success

• http://www.misalondon.ca/ae_01.html

AccommodationsHow 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.

Materials/ResourcesWhat 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.

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

IMPLEMENTATION OF THE LESSONPage 2

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.

Teacher/StudentWhat is the teacher doing?What are the students doing?

Timing and GroupingsHow long will this portion of the lesson take?

Who will be involved?• Whole group• Small group• Individuals

Focus QuestionHow 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?

Mental SetHow 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.

BodyHow 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.

ClosureHow 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 SharingHow 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)

Personal ReflectionsHow effective was I in meeting my teaching goal? What went well? What would I do differently? How do I know? 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?

• It can be noted throughout the lesson

• It can be recorded on separate paper or electronically but should be accessible to your CSU practicum partners

Associate Teacher CommentsFeedback 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

How to Build a Lesson Plan

1. Background information2. Overall Expectations &

Specific Expectations3. Learning Goal, and Focus

Question for this lesson4. Success Criteria – what will

they need to know and be able to do?

5. Assessment Strategies -what will they do, write and say to demonstrate their learning? How will you record learning?

6. Learning Skills/Work Habits7. Resources and Personal

Teaching Goals8. Closure - How will the

lesson be summarized by and/or with students?

9. Mental Set & Body – how will the lesson be delivered? What will you and the students be doing and thinking about?

10. Reflection and Feedback

ANOTHER EXAMPLE

Use the Specific Expectations

• identify and compare various polygons (i.e., triangles, quadrilaterals, pentagons, hexagons, heptagons, octagons) and sort them by their geometric properties (i.e., 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);