Day at a Glance Lesson Plan Templates

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					                                                             TAL 3: Planning Purposefully
                                         PLAN 3: The Architecture of a 5-Step Lesson Plan


       PL AN 3 : TH E ARCH IT EC TUR E O F A 5 -
                         ST EP L ESSON PL AN
            SESSION-AT-A-GLANCE
                                                 AGENDA
SESSION OBJECTIVES                                  Do Now [5 min.]
CMWBAT…                                             Session
    Create objective-driven lesson                  Introduction/Opening [5
                                                     min.]
     plans that lead directly toward
                                                    Review of New Material
     defined goals.                                  [15 min.]
                                                    CS Modeling/Guided
RELATED RUBRIC ACTIONS:                              Practice [22min]
   Create rigorous, objective-driven               CM Practice [38 min]
     lesson plans so that students who              Closing [5 min.]
     complete class activities
     successfully will have mastered the         RESOURCES FOR THE
     objective and made progress toward          SESSION
     the big goal.                                  5 step LP templates
                                                     (included in CM
SUMMER RUBRIC GOALS (BP level mastery):              Instructional Binders)
   Ensures that the lesson generally               5 Step LP overhead
    aligns to the objective and                     Sample objective and
    assessment                                       assessment (for CS model
                                                     – one example provided)
   Designs activities that technically
                                                    Hamburger visual
    align with the steps of the lesson
    cycle                                           Handout – 5 Step Lesson
                                                     Plan – Parts, Purposes &
   Designs lessons that can be                      Methods (included in CM
    completed in time available                      Instructional Binders)
                                                    Blank overheads to draft
      CM ASSESSMENT/OUTPUT                           your model lesson plan
          Output: A 5-Step lesson plan for         Overhead/Handout –
      teaching rules/consequences.                   Lesson Planning
     First-Step Output – CMs will use moving        Worksheet
      forward

    KEY IDEAS                                    PREPARATION
    Mindsets to Reinforce                        
                                                Know what objective
       Planning is critical to                 you’ll model creating a
                                                lesson for (sample
     successful instruction.                    provided)
   Nothing should be left to chance;         Prepare/write up Do Now
     all matters are planned.                 Create hamburger visual
   My instruction must be goal-driven,         for detailing the 5
     not activity-driven.                       steps of the lesson
                                                cycle.
Key Ideas from the Session                    Decide if you want to
                                                specify which objectives
    Lessons are goal-oriented; the objective (sampleskey element of
                                                is the provided) CMs
                                                service of it.
       the lesson and everything else is in the should use to write a
    Students acquire knowledge and skills effectively when they
                                                rules/consequences
                                                lesson plan.
                                              Remind CMs BEFORE this
The Bottom line: I do, we do, you do.           session that they need
                                                to read Chapter 5 of
                                                                                       1
                                                Instructional Planning
                                                and Delivery in
                                                preparation
                                                            TAL 3: Planning Purposefully
                                        PLAN 3: The Architecture of a 5-Step Lesson Plan

            oAre told/shown explicitly what they need to know/be able to
             do
           o Given time to practice with assistance
           o Attempt to demonstrate mastery on their own
    o   Effective planning is backwards-planning: it starts with the end
        in mind.



CMA ROLE IN SESSION
   CMAs should circulate during the CM practice and help narrow
     objectives, generate age-appropriate key ideas and lesson ideas,
     and provide feedback on CM ideas.

CMA FOLLOW-UP NEEDED
   One session on lesson planning is not enough. Lesson plannng
     clinics will provide further support. This lesson will also be a
     non-academic one and will be completed in pairs, so CMs will need
     more support when they begin creating academic lessons
     independently. In particular, support will likely be needed in
     choosing age-appropriate activites, pacing, identifying and
     sticking to the key ideas.
   CMs will also need support in knowing when the 5-step lesson
     cycle will work and when they might need to modify it (e.g., in
     lower elementary when they might choose to do Introduction of New
     Material, Practice, Introduction of New Material, Practice in
     smaller chunks throughout one “lesson”).
   CMs may need additional support in effectively and consistently
     backwards-planning.




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                                                            TAL 3: Planning Purposefully
                                        PLAN 3: The Architecture of a 5-Step Lesson Plan

        Do Now [5 min.]
    As CMs enter, direct them to the Do Now.

    o   Write down the five steps of the lesson sequence. Then describe a
        typical lecture at your college and the ways in which it did (and
        did not) correspond with the five-step process.

Session Introduction/Opening [5 min.]
What are we learning?
    Point out that the 5 steps of the lesson cycle are an effective
     way to move toward your lesson objective systematically. This
     session is devoted to reviewing those 5 steps in greater detail
     (first introduced in IPD chapter 5) and using them to plan CMs’
     first lessons!
    Review the objectives and outputs of the session.
    Make explicit the connection to the related rubric behavior and
     the rubric goal.
Why are we learning this?
    Point out that though it may seem that a teacher just sits down
     to plan the night (or hour!) before she teaches a lesson,
     successful instruction needs to be systematically and carefully
     planned.
    Articulate the mindset: Planning is critical to successful
     instruction. As you discussed in the very first CS session,
     instruction should be in the service of the larger goals for the
     classroom. A teacher who “wings it” without careful planning is
     not going to bring about the academic achievement we want to see
     from our students – he or she is actually doing students a
     disservice by not thinking critically about how to move them
     towards their goals.
How does it connect to what I’ve already learned/experienced?
   o Pre-Institute Mindset Refresher: As part of the CM pre-institute
     experience, they were asked to read the TAL text and Aurora
     Lora’s story that illustrated the mindset that planning is
     critical to successful instruction and that all matters are
     planned. Remind them of Aurora’s constant reflection on planning
     everything – from filling 6 minutes of spare time with math
     flash cards to deciding upon the sequence of activities in the
     “how to” writing lesson with PB & J. Ask a CM to articulate what
     the main idea or main take away from that was (i.e., the mindset
     above) and make sure this point is clear to them.
   o Additionally, CMs read the chapter in IPD on lesson planning
     last night. This session will pick up where that left off and
     have CMs actually write a lesson plan.
   o Previous CS Sessions
        o (Know, So and Show) In these two sessions, CMs learned how
           to write an objective that drives toward a big goal using
           Bloom’s taxonomy, and they practiced designing lesson
           assessments that align with the objective. Today’s session
           helps bring those pieces together.


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                                                            TAL 3: Planning Purposefully
                                        PLAN 3: The Architecture of a 5-Step Lesson Plan

How will we learn it?
         Go over the session agenda with the CMs
         Point out how the agenda itself mimics the 5 steps (and
           note that many CS sessions do).



Review of New Material [15 minutes]
The 5 Steps & Their Purposes
 Give CMs a few minutes to recall the five stages of the lesson
   cycle and the purpose for each (from IPD chapter). Have volunteers
   share out.
        o Opening: clearly communicates what students are going to
           learn; why it is important; how it relates to what they
           already know; and how that learning is going to happen
        o Introduction to New Material: presents the concepts,
           skills, information, and processes that students will
           eventually internalize
        o Guided Practice: engages students with the material they
           are internalizing, with teacher support, guidance, and
           clarification
        o Independent Practice: allows students to practice new
           skills, concepts, information, and processes independently
        o Closing: reinforces the lesson objective; provides an
           opportunity to check for student understanding
 Use the Hamburger visual to review the parts and connections among
   the steps of the lesson cycle (buns are opening and closing, tomato
   is intro to new material, burger is guided practice, lettuce is
   independent practice).
        o Point out that we are not on the Atkins diet – buns
           (openings and closings) are required.
        o Also note that we are not vegetarians – the burger (guided
           practice) is required. In fact, without the burger, it is
           not much of a hamburger; guided practice is, in fact, the
           most important part of the lesson cycle (more on this in an
           upcoming session). (Of course, the burger can be veggie).
        o Also note that the burger can be “thematic” – barbeque
           burger, brie, and mushroom burger, etc. That is, the parts
           of the lesson should all align (you wouldn’t put melted
           brie on your Hawaiian style burger) and drive toward the
           objective.
        o Note to the CS: if there is another visual that works for
           you, please model that for corps members. It is essential
           that your analogy makes it clear that:
            Each of the five steps is critical.
            Every part of the lesson must align.
 Clarify any questions on the steps and their purposes.

   Ask CMs to share their Do Now responses.
         o Be sure that CMs see the lack of Guided Practice in the


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                                                              TAL 3: Planning Purposefully
                                          PLAN 3: The Architecture of a 5-Step Lesson Plan

                college lecture format (though some CMs may share that
                other college classes did include it).
            o   Ask CMs what the impact of that missing piece may have had
                on their understanding of the material, study habits, etc.
            o   Note for them that teachers who have just left college
                sometimes assume their K-12 students should be learning
                exactly as they did in college (i.e., by listening to the
                teacher talk), and this is a false assumption.

   Learning Theory Connection: Learning is not a matter of dumping
    knowledge into a child’s head; learning is a process. Students need
    to be taking in new knowledge actively and be given many
    opportunities to practice and receive feedback and support from the
    teacher. Additionally, students need to make meaning of the
    knowledge they are learning.
   Students make meaning of knowledge by having it contextualized for
    them – that is, knowing how it fits into the larger schema in their
    minds so they can understand it. The practice is especially
    important as it allows students to use the new skill/knowledge and
    move it from their working to their long-term memory. It is during
    the practice time that teachers can see best where their students
    need additional help (check for understanding).
   Students acquire knowledge and skills effectively when they
            o Are told/shown explicitly what they need to know/be able
               to do
            o Given time to practice with assistance
            o Attempt to demonstrate mastery on their own
          o From the teacher’s perspective it is an, “I do, we do, you
            do” approach.
                Share a specific example of this connection with CMs –
                 for example, the process of learning to drive. Remind
                 corps members that that process took place over a
                 period of time, as they had to be shown the steps,
                 practice them with support, and then practice
                 independently.
    o Note for CMs that the 5-step lesson plan is one effective method
       for lesson delivery that aligns with learning theory. However,
       in literacy, lesson delivery can sometimes look different (i.e.,
       with the balanced literacy block in elementary).

     Check for understanding:
     Ask CMs why they think this session began with the journal
       entry. What was the purpose? (CMs should know from their
       reading the night before and your previous review of the steps
       of the lesson plan.)
          o Openings grab participants’ attention
               o Openings connect to prior knowledge (college lecture)
               o Openings may anticipate potential misunderstandings
            (i.e., that lecturing with no guided practice could be
            effective in K-12 classrooms).
     Check for understanding:

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                                                            TAL 3: Planning Purposefully
                                        PLAN 3: The Architecture of a 5-Step Lesson Plan

       What form did the Introduction to New Material take for this
        content?
           o Textbook readings (IPD) to get at basic comprehension of
             the information
           o Visuals/charts to analyze the information (its purpose and
             inter-relatedness)
           o Review
           o Discussion
       Why might reading have been chosen as the primary instructional
        method? Was it a good idea? Why or why not?
           o CS can assume CMs are capable of reading for longer
             stretches of time and comprehending what they read. It
             would be a waste of time instructionally to spend 90
             minutes explaining all the 5 steps and their purposes to
             CMs. This session’s “Intro to New Material” was more of a
             “Review of New Material.”


CS Modeling/Guided Practice [22 minutes]
Setting up the Modeling
    Tell CMs that because one of the first lessons CMs teach will be
     rules/consequences/procedures, the lessons they’ll start with
     today will be aimed at teaching the related knowledge/skills.
    Remind CMs that the five-step lesson plan is not just used to
     teach academic content – as you’re going to model, the five-step
     plan can be used to teach a wide range of skills.
        o Ask CMs why it would make sense to teach
           rules/consequences/procedures using a five-step lesson
           plan. (Connection back to learning theory – students need
           to make meaning and have opportunities to practice, which
           will help ensure that rules, consequences, and procedures
           are executed the way you intend.)
    Display the blank lesson-planning template and briefly explain
     its features (i.e., it delineates the criteria for each step of
     the lesson cycle in the shaded boxes, etc.).
    Direct CMs to the “Lesson-Planning Template” handout in their
     Corps Member Instructional Binders. Explain that they will
     learn more about this template at their first lesson-planning
     clinic.
    Ask CMs to note for themselves what they see/hear you doing as
     you model. You can debrief after you model.
Notes for CS before modeling:
    The focus of this modeling is on fleshing out the objective by
     creating a lesson plan (that is, the intent of the session is
     not to write objectives or assessments, as this was the
     substance of earlier sessions).
    Feel free to model interactively and allow CMs to make
     suggestions for activities, etc. that align with the objective
     you choose to model.


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                                                            TAL 3: Planning Purposefully
                                        PLAN 3: The Architecture of a 5-Step Lesson Plan

       What follows is a sample walk-through/think-aloud for creating a
        lesson plan. Feel free to substitute an example from your own
        classroom or one that you feel more comfortable with (the one
        below is an elementary example).
       You should write the lesson plan ideas out with as much detail
        as possible on the overhead (Lesson Planning Worksheet), though
        you should make it clear to CMs that their finalized lesson
        plans MUST be written with complete ideas.
       Please use the Lesson Planning Worksheet and NOT the Lesson Plan
        Template to plan your model lesson, as this is what CMs will
        initially use in lesson planning clinics.
                 As you model the think aloud process, keep in mind
                   some of the points included in the sample below
                   (whatever sample you choose).
                 Whatever lesson you model creating, it is probably
                   wise to steer away from an academic lesson and to
                   focus on a behavioral/procedural lesson, as that is
                   what the CMs will be creating in their Independent
                   Practice this session.
                 It may be worth noting for CMs that, depending on
                   their grade level, some of these lessons may be more
                   “mini-lessons” and won’t likely take the whole
                   teaching block.
       The left column below details the CS think aloud “script” while
        the left column has sample notes to record for CMs to see the
        product of your thinking aloud. The suggested think aloud
        precedes the suggested notes in the table below. That is, you
        would say something to the effect of the wording on the left and
        then record something to the effect of the notes on the right.

Pre-Planning: Know, So, Show
           Tell CMs that this first piece of the template sets the
            purpose for your lesson. It sets out the objective (what you
            want students to know or be able to do), the key ideas that
            you’ll need to communicate to them to achieve the objective,
            and the way in which you’ll check to see where they are
            toward mastery at the end of the lesson (assessment).
           Reinforce mindset and key idea: My instruction must be goal-
            driven, not activity-driven and lessons are goal-oriented;
            the objective is the key element of the lesson and everything
            else is in service of it. This step is critical as it keep
            you focused on the content of the objectives and decreases
            the chances that your lesson becomes driven by an activity
            (as opposed to the objective).
           Note for CS: while this portion of the lesson planning
            process is clearly critical, don’t dwell on the forming of
            these aspects (objective, assessment, key ideas, investment,
            etc.). This is not intended to discount their importance but
            to emphasize the point of the session – crafting the actual
            pieces of the 5 step LPs.

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                                                            TAL 3: Planning Purposefully
                                        PLAN 3: The Architecture of a 5-Step Lesson Plan




CS Think Aloud                            Sample CS Notes to Record for
                                          CMs
So this lesson will be one teaching a     Objective:
procedure to my students. My              SWBAT work effectively with a
objective is going to be SWBAT work       partner.
effectively with a partner. [Don’t
dwell on forming the objective at
this stage; treat it as a given].
So why is this important for students     Connection to the Larger Goal:
to learn? It doesn’t relate directly            In school and in our
to an academic goal, but it does have             daily lives we often
relevance for students’ academic and              have to work with
non-academic future, especially their             other people in order
success in the classroom.                         to be successful.
I’ll know that students can do this       Assessment:
at the end of the lesson if they are      Students will work with a
able to work effectively with their       partner to complete a task.
partner to complete a task. Of
course, they will need more
opportunities to practice and receive
feedback, but this initial assessment
will give me a sense of how they are
doing. Let me be sure this connects
to my objective – the objective is
for students to work effectively with
a partner, my assessment is for them
to actually complete a task with a
partner – yeah, I think that this
assessment is actually going to
assess the objective.
So I guess I need to decide exactly       Key Points
what it means to “work effectively”       Effective partners…
with a partner. Let’s see…[call on           o Work quietly
CMs to make suggestions and/or use           o Work efficiently
the ones listed to the left].                o Complete the assigned
                                               task
                                             o Use strategies for
                                               deciding who will go
                                               first/take certain
                                               responsibilities within


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                                                            TAL 3: Planning Purposefully
                                        PLAN 3: The Architecture of a 5-Step Lesson Plan

                                               the pair
                                              oYou can work well with
                                               someone, even if that
                                               person is not your best
                                               friend.
                                             o Each partner should
                                               contribute to the task
So why would students find this           Investment
content interesting or engaging? The         o Relevant to their futures
connection to the larger goal that I           (can make explicit
thought about before answers this in           connections to jobs,
part for me – because they’ll need it          sports, etc.)
later in life and in the classroom.          o Get to work with their
Also, from their immediate                     friends
perspective, they get to work with           o Can tell them about
friends. And I could probably                  exciting group work
reference that we’ll be working with           projects coming up later
friends a lot this year.                       in the year.


       Ask CMs to identify what they saw/heard you doing. Explain
        anything that is unclear to them.
       Point out that in their Lesson Planning Clinics, they will be
        going through a similar process (starting with articulating
        these parts of the plan, then moving on to the actual lesson
        cycle). Note that the one additional thing they’ll be asked to
        consider in LPCs is how they will invest their students in the
        objective/lesson content.

The Lesson Cycle: Go!
    Tell CMs that now that they have in their heads the objective,
     assessment and key ideas for the session, they can begin to
     craft what the students will do to learn the new skill.
    You can use the hamburger analogy – the “Pre-Planning: Know, So,
     Show” piece is the “theme” of your burger – don’t stray from it,
     and when at a loss, refer back to what students are supposed to
     be learning. The objective is the key element of the lesson and
     everything else is in service of it.
    Tell CMs that when you actually plan the lesson, you work
     backwards – starting with the end (the independent practice) in
     mind. Note for CMs that by the “end” you don’t mean the closing
     – you mean the outcome students are expected to produce in their
     independent practice.
    Remind CMs that they should always work backwards. This is not
     a skill to practice once and then forget – this is a skill that
     they should utilize in all of their planning in order to ensure
     that they are always focused on their goals.
    Direct CMs to the “5-Step Lesson Plan – Parts, Purposes & Methods”
     handout in their Corps Member Instructional Binder; it details
     the purpose of each step (review) and also gives sample

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                                                             TAL 3: Planning Purposefully
                                         PLAN 3: The Architecture of a 5-Step Lesson Plan

        strategies for each step. You and the CMs can use this as a
        guide.


Note for CSs:
    Write as much detail as you can, as this serves as a model for
     CMs. Feel free to use notes/abbreviations and, especially,
     multiple blank overheads as this one likely won’t fit an entire
     lesson-planning brainstorm in its borders. In any case, err on
     the side of detail/scripting!
    It might also be worth scribing in a separate place resources or
     handouts that you’ll have to create to do this lesson (e.g., a
     check off sheet below, a T-chart, etc.) – just so CMs get used
     to recording the materials they’ll need to create and use.

CS Think Aloud                          Sample CS Notes
So, at the end of the lesson, I’d       Independent Practice
like them to work together on              o Give pairs of students a
something. The task can’t be too             task where they have to work
challenging or it will become a              together to complete.
test about the task itself rather               o Students can fill out a
than the partner work/process.                     simple interview form
Maybe they could illustrate or                     with each other (basic
build something together. I want                   get-to-know-you
to make sure I’m only assessing                    questions).
the objective, and not designing           o Monitor/assess their mastery
something that will make me lose             by observing whether they
sight of what I’m actually trying            are
to test.                                        o Using 6 inch voices
Note to CS: This is modeling the                o Getting right to work
kind of strategic choices that a                   and stay on task until
teacher needs to make – referring                  it is done
back to the objective – the point               o Raising hands to get
here is to work together                           help
effectively and nothing else                    o Completing the entire
(i.e., not a more complex task).                   task (or as much as you
                                                   can) in the time given.
I would also like it to maybe                   o Using paper, scissors,
serve an additional purpose – like                 rock, to decide who
letting them get to know each                      goes first. You can
other since it is the beginning of                 only do it one time
school. Maybe they could                           (i.e., not best 2 of
interview each other with really                   3).
basic questions. Again, I don’t                 o Focusing on the work
want anything too complicated,                     you are doing, not on
especially for early in the year,                  the person with whom
as I don’t even know yet the                       you are working.
reading levels of each student. So         o Create a rubric or check-off
when I create the interview form I           sheet for each criteria of
might even want to have pictures             effective partner work to
or space for illustrations and not           use as you observe children.

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                                                             TAL 3: Planning Purposefully
                                         PLAN 3: The Architecture of a 5-Step Lesson Plan

just words. Note to CS: This              o   Have a few students share
models allowing an activity, while            something they learned about
focused on the objective, to serve            their partner after the
a dual purpose.                               interview.

Now, I know the assessment will be
whether they can perform the task,
but how will I actually measure
whether they are really doing that
or not? I need some way to
evaluate their performance against
the criteria for effective partner
work, rather than just trying to
gauge it in the moment. Maybe I
can create a scale or a simple
check-off sheet. Note to CS:
Modeling good assessment.
Now that I know what I’ll want          Guided Practice
them to do at the end. I can work          o Give students some easy to
backwards and figure out what more           complete tasks (e.g., below)
structured practice I could give             and have pairs of volunteers
them that would allow me to coach            model effective partner work
and support them as they practice.           for the class.
I’ll want them to have a chance to              o Write down both
practice but also to get feedback                  partner’s birthdays on
on how they are doing. It is going                 a piece of paper.
to be challenging for everyone to               o Find out how many
get a chance to practice and get                   brothers and sisters
feedback.                                          your partner has.
                                                o Get a box of crayons
Let’s see. Maybe some students                     from the back and each
could act as partners and practice                 take a blue crayon out.
effective and ineffective partner               o Share a book and read
work, and some could provide                       two
feedback. That way, the ones who                   pages/paragraphs/senten
aren’t practicing are still                        ces together
engaged in the lesson and focused          o Have other students
on the concepts that are being               observe/evaluate the pairs
practiced.                                   using compliments “You did a
                                             nice job ___” and wishes “I
I’ll want to give them easy tasks            wish you would have ____”
to practice with so that the task            using the criteria for
doesn’t become more trouble than             effective group work you
the process of working together.             generated in the brainstorm.
Have CMs suggest additional tasks          o Repeat 2 of the guided
that students might be able to do            demonstrations/tasks, only
relatively easily, but in which              this time have volunteers
they’d have to work together.                demonstrated what
                                             ineffective partner work
I can imagine rehearsing                     might look like.
ineffective work could get kinda           o Remind students that we have


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                                                             TAL 3: Planning Purposefully
                                         PLAN 3: The Architecture of a 5-Step Lesson Plan

silly, so I’ll want to remind them            to work together to achieve
why ineffective partner work is               our goals and learn this
not acceptable, too. Note to CS:              year.
this is anticipating
misunderstanding/misperception on
students’ part and pre-empting
potentially unforeseen
consequences of acting out
ineffective practices.
Ask CMs what some considerations        Intro to New Material
to remember are when planning the          o Ask students what are some
INM (what will students be                   things that good partners
doing/how will you maintain the              must know how to do to get
engagement and focus you got from            their work done.
the opening?). Also point out that         o If necessary, prompt them to
this should not be the bulk of the           suggest that they have to
lesson – it can be a very quick              work quickly and not argue,
piece. Its purpose is really to              they have to complete the
make clear the key ideas to the              job, they can’t fight, etc.
students before they practice              o Use “What if” type stories
enacting them.                               to get at some of the things
    OK. So I know what they will            that partners might do that
     practice and how. I need to             are ineffective. (What if
     figure out how to get them              two police officers were
     to understand the key ideas             fighting over who got to
     of the session before I let             drive the police car? What
     them try on their own.                  could happen? What if a
   o So I want to build off                  soccer player said she
     whatever engaging way I used            wasn’t going to play anymore
     to hook them into the                   because she wasn’t best
     lesson. Let’s see…I’d like              friends with another player
     to see what they can come up            on the team? What could
     with about working with a               happen? What if one
     partner. Maybe I could ask              basketball player decided
     them – I think that relying             that he was the best player,
     on their ideas would help               told his team they were no
     get them interested in what             good, and didn’t let anyone
     we’re going to be doing.                else play?)
   o I’d like to do a graphic              o Using a T-chart, brainstorm
     organizer (one of the                   a list of things that
     suggested methods on the                effective partners do to
     handout). How could that                work together well (i.e.,
     work? Oh, I could do a T-               the key ideas) and a list of
     chart of effective and                  things ineffective partners
     ineffective partners. That              might do (taken from What If
     way they really see the                 stories above and/or student
     difference and I can also               suggestions). Remind
     address any potential                   students that just like
     misunderstandings they might            police officers or soccer
     have.                                   players, we have important
   o I think I can probably have             work to do in the class, so


The Bottom line: I do, we do, you do.                                                 12
                                                             TAL 3: Planning Purposefully
                                         PLAN 3: The Architecture of a 5-Step Lesson Plan

     them generate what good                  we need to work well
     partners do. How can I get               together.
     them to start to think about         o   Go over the class
     what ineffective partners                expectations for working
     would do, and relate it to               together:
     what they know about                        o 6 inch voices
     partners already? (Ask CMs                  o Get right to work and
     for suggestions.)                             stay on task until it
   o I could suggest scenarios                     is done
     where partners were not                     o Raise your hand to get
     working well together (like                   help
     if two pilots didn’t work                   o Complete the entire
     together, the plane could                     task (or as much as you
     crash) and see if they can                    can) in the time given.
     tell me what the negative                   o Use paper, scissors,
     consequence of that would                     rock, to decide who
     be.                                           goes first. You can
   o OK. So I’ll have them                         only do it one time
     generate ways to work                         (i.e., not best 2 of
     effectively, then use “what                   3).
     if” scenarios to have them                  o Focus on the work you
     see the negative                              are doing, not on the
     consequences of ineffective                   person with whom you
     partner work. Then I’ll just                  are working.
     finish up by making sure my
     key points/expectations for
     partner work are clear. I’m
     going to reword these so
     they are more student-
     friendly.
Have a CM remind you of the             Opening
purpose of this stage (to                  o Ask students “Where have you
communicate to students what                 seen grown ups working
they’ll learn, why it is                     together to do a job?”
important, how it connects to              o Well, those grown ups didn’t
their prior knowledge, and how               just automatically know how
they’ll learn it. It will also be            to work together, they had
nice to captivate my audience at             to learn and practice. Today
this stage).                                 we are going to learn how to
   o Let’s see…I could both                  work together, too.
     capture their interest and            o It is important to know how
     connect to their prior                  to work together because
     knowledge by asking them                lots of jobs require us to
     where they have seen adults             work together, and we will
     working together (e.g.,                 be doing a lot of working
     police officers, soccer                 and learning together this
     teams, teachers, parents,               year. I think it is more fun
     lawyers, pilots, etc.). This            to learn when you can share
     will also lead nicely into              ideas with your friends, so
     the intro of new material.              this is an important part of
   o Then I’ll need to tell them             our classroom.


The Bottom line: I do, we do, you do.                                                 13
                                                                 TAL 3: Planning Purposefully
                                             PLAN 3: The Architecture of a 5-Step Lesson Plan

     what we’ll be learning and               o   We’re going to talk a little
     why it is important…I think                  about how to work together,
     this can be pretty                           then you’ll get a chance to
     straightforward and quickly                  see some examples, and then
     done.                                        you’ll get a chance to
   o And how they’ll learn                        practice on your own.
     it…I’ll have to come back
     and fill this in after I
     make the whole plan.
In the closing I need to have them          Closing
summarize what they learned. I                  With their partner, think of
wonder if there is a more engaging               three things that good
way I can do this than just asking               partners do to work together
one person or one pair of                        effectively.
students. Oh, maybe I could have                Share out until all 6
them tell each other what good                   criteria are mentioned.
partners do together – that way
                                                Remind students why we
they’d be practicing again at
                                                 learned this -- It is
working together.
                                                 important to know how to
                                                 work together because lots
And I have to reiterate why this
                                                 of jobs require us to work
lesson was important.
                                                 together, and we will be
                                                 doing a lot of working and
                                                 learning together this year.
                                                 I think it is more fun to
                                                 learn when you can share
                                                 ideas with your friends, so
                                                 this is an important part of
                                                 our classroom.



CM Practice (38 minutes)                
       CMs should work in partners within their collaboratives.
       Each pair will write a lesson plan together – one pair of CMs
        will write a plan for rules, one pair will write a plan for
        consequences.
       CMs should use the Lesson Planning Worksheet and Lesson Planning
        Template located in their Corps Member Instructional Binders, as
        well as the half-sheet handout with sample ideas (5 Step Lesson
        Plan – Parts, Purposes, & Methods). More samples and techniques
        are in the IPD text and toolkit.
       One CM in the pair should record the plan as they work together.
       CMAs and other staff should circulate to assist CMs as they plan.
       Each pair should choose one of the following two objectives (such
        that each objective has a lesson plan written for it)
       The objectives are intentionally ambiguous so the CS and/or CMs
        can modify to meet the needs of the grade level of the CMs.



The Bottom line: I do, we do, you do.                                                     14
                                                            TAL 3: Planning Purposefully
                                        PLAN 3: The Architecture of a 5-Step Lesson Plan

        o   Objective #1: SWBAT describe/justify/explain the classroom
            rules
        o   Assessment #1: Students will write/illustrate/dramatize a
            description/justification/explanation of each rule

        o   Objective #2: SWBAT describe the (series of) consequences for
            breaking classroom rules.
        o   Assessment #2: Given a scenario in which rules are broken,
            students will choose/write/illustrate/dramatize the
            consequences that would ensue.

       Remind CMs that these objectives and assessments have been pre-
        determined so that they can focus on the steps of the lesson
        plan.
       Allow CMs 20 minutes to co-write their lesson plan.
       After 20 minutes, give CMs five minutes to read the lesson plans
        written by the other half of their collaborative.
        o Each pair should spend the remaining time – about 13 minutes
           – offering written feedback on the lesson plan.
               Specifically, the pair should look at each step of the
                lesson cycle and answer the following questions:
                    Does this portion of the plan meet the intended
                      purpose of this step? If so, how? If not, why
                      not?
       Pairs should trade back at the end of this time, and plan to
        review the written feedback after the session.

Closing [5 minutes]
What did we learn? (review of key ideas)
 Ask for one volunteer each to share out something they read from
   each stage of another pair’s lesson plan that was clearly met the
   purpose for that part of the lesson (i.e. one response about an
   opening, one response about INM, etc.).
 Speed Round: Pose the following questions and ask for a CM to
   volunteer answers. After each response, the rest of the CMs agree or
   disagree (thumbs up or down) with the response.
   o What part of the lesson drives the shape and flow of the lesson?
      Lessons are goal-oriented; the objective is the key element of
      the lesson.
   o Why are assessments important? Assessments reveal if students are
      on track toward meeting your goals.
   o How do the parts of the lesson cycle align with how students
      learn? Students acquire knowledge and skills effectively when
      they
            Are told/shown explicitly what they need to know/be able
              to do
            Given time to practice with assistance
            Attempt to demonstrate mastery on their own
   o What do openings do for the student? Openings answer what, why,
      how questions about the lesson.

The Bottom line: I do, we do, you do.                                                15
                                                            TAL 3: Planning Purposefully
                                        PLAN 3: The Architecture of a 5-Step Lesson Plan

    o   What do closings do for the student? Closings summarize key
        points and relate the lesson to the larger goal.

The Bottom Line: I do, we do, you do.

What is the connection to the larger theme/purpose? (review of
mindsets)
 Remind CMs that in order to reach our big goals and to affect
   student achievement, instructional planning needs to be very
   purposeful.
 Remind CMs of the mindsets reinforced in this session:
   o Planning is critical to successful instruction.
   o Nothing should be left to chance; all matters are planned.
   o My instruction must be goal-driven, not activity-driven.
   o Effective planning is backwards-planning: it starts with the end
      in mind.

Outputs
 CMs should take their lesson plan with them in order to begin
   thinking about their first days’ agendas.
Coming Attractions
 Sessions on planning rules and consequences as well as designing &
   implementing procedures.
 A CMA core session (6 – Finalizing Your First Day Agenda) in which
   they will consider how to teach their rules, consequences, and
   procedures to their students.
 Sessions specifically on the intro of new material, practice
   (designing & implementing for each) and on starting your lessons off
   on the right foot (differentiated).




The Bottom line: I do, we do, you do.                                                16
                                                                                       TAL 3: Planning Purposefully
                                                                   PLAN 3: The Architecture of a 5-Step Lesson Plan

                                                                                  Overhead/Handout 1
                       OBJECTIVE.                               CONNECTION TO THE SUMMER
                       What will your students be able to do?   ACHIEVEMENT GOAL.
 PRE-PLANNING: KNOW, SO,

                                                               How does the objective connect to the summer
                                                                achievement goal? 


                       ASSESSMENT.
                       How will you know whether your students have made progress toward the objective?  How
         SHOW




                       and when will you assess mastery? 




                       KEY POINTS.
                       What three to five key points will you emphasize? 




                       OPENING.     (__ min.)                                                       MATERIALS.
                       How will you communicate what is about to happen?  How will you
                       communicate how it will happen? 
                       How will you communicate its importance?  How will you communicate
                       connections to previous lessons? 
                       How will you engage students and capture their interest? 



                       INTRODUCTION OF NEW MATERIAL. (__ min.)
                       What key points will you emphasize and reiterate? 
                       How will you ensure that students actively take-in information? 
                       How will you vary your approach to make information accessible to all
                       students? 
                       Which potential misunderstandings will you anticipate? 
                       Why will students be engaged/interested? 
 LESSON CYCLE: GO




                       GUIDED PRACTICE. (__ min.)
                       How will you clearly state and model behavioral expectations? 
                       How will you ensure that all students have multiple opportunities to
                       practice? 
                       How will you scaffold practice exercises from easy to hard? 
                       How will you monitor and correct student performance? 
                       Why will students be engaged/interested? 



                       INDEPENDENT PRACTICE. (__ min.)
                       How will you clearly state and model behavioral expectations? 
                       In what ways will students attempt to demonstrate independent mastery of
                       the objective? 
                       How will you provide opportunities for extension? 
                       Why will students be engaged/interested? 



                       CLOSING. (__ min.)
                       How will students summarize what they learned? 
                       How will students be asked to state the significance of what they learned?
                       
                       How will you provide all students with opportunities to demonstrate
                       mastery of (or progress toward) the objective? 
                       Why will students be engaged/interested? 



The Bottom line: I do, we do, you do.                                                                           17
                                                                        TAL 3: Planning Purposefully
                                                    PLAN 3: The Architecture of a 5-Step Lesson Plan



         HOMEWORK (if appropriate).     How will students practice what they learned? 
 REINFORCE
    MENT




The Bottom line: I do, we do, you do.                                                            18
                                                                      TAL 3: Planning Purposefully
                                                  PLAN 3: The Architecture of a 5-Step Lesson Plan

                                                                                     Handout 2
5-Step Lesson Plan – Parts, Purposes & Methods
Stage                               Purpose                      Methods
Opening                             Communicates what            Do Now, Quickwrite,
                                    students will learn (the     Posing a Question,
                                    objective), why it is        Sharing a Weird Fact,
                                    important (the purpose),     Presenting a Problem,
                                    how it relates to            Performing an Unusual
                                    previous lessons, how        Demonstration, Skit,
                                    the learning will occur      KWL, brainstorm, true-
                                    and engage and capture       false
                                    student interest.
Intro to New                        Presents a clear,            Read-aloud, lecture,
Material                            concise explanation or       demonstration, modeling,
                                    demonstration of what is     audiovisual,
                                    to be learned, but does      presentation, graphic
                                    not take up the bulk of      organizers
                                    the period.
Guided Practice                     Students attempt to          Practice problems,
                                    explain or do what the       centers, seatwork,
                                    teacher has outlined,        discussion, recall
                                    with teachers monitoring     questions, graphic
                                    and coaching student         organizers,
                                    performance.                 think/pair/share
Independent Practice                Students attempt the         Original problems,
                                    objective on their own       higher order questions,
                                    to demonstrate their         performance tasks
                                    mastery.                     (essays, reports, skits)
Closing                             Features a check of what     Make a Metaphor, Speed
                                    was learned, its             Round, Minute Paper,
                                    significance and its         Sticking Point, One
                                    place in the larger          Sentence Summary, KWL
                                    learning goals.              chart, Leave the Carpet
A note on the role of homework: Homework should not introduce new
material. It should provide an additional activity to practice a new
skill or grapple with a new set of knowledge.




The Bottom line: I do, we do, you do.                                                          19
                                                            TAL 3: Planning Purposefully
                                        PLAN 3: The Architecture of a 5-Step Lesson Plan

                                                              Overhead/Handout 3

STEP ONE
Initial Brainstorm
Objective
What do my students need to
know/be able to do by the end
of this lesson?

Connection to the Summer
Achievement Goal
Why is this important?
How does it connect to our
larger goals?

Daily Assessment
How will I know by the end of
the lesson whether they have
mastered this objective?
BE SPECIFIC.

Does my assessment measure
whether students know/can do
precisely what the objective
requires?
(Is my assessment aligned with
my objective?)

Key Points
What are the 3-5 most important
things that students must
know/be able to do in order to
master this objective?




Investment
Why will students be
interested/engaged/invested?
What can I do to increase their
interest/engagement/investment?




The Bottom line: I do, we do, you do.                                                20
heir
interest/engagement/investment?




The Bottom line: I do, we do, you do.                                                 20

				
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