Advance Organizer

1. Advance Organizer • Content • This presentation will cover the components of your lesson plans • Goals • Introduce/Review content and structure of your lesson plans • Use this time to either review and refine a lesson plan you have already written or • Outline a lesson plan for your unit

2. Questions about Lesson Planning? • How many lessons ahead should I write and plan for? • Calendar overview or outline of the unit • Detailed lesson plans for 3 days at a time • Should every lesson be scripted? Special Format? • No – you may partially script but bullets may be easier for you to follow as you teach (Format?) • What do I do if I don’t get to the end of what I had planned? • Go into your word document and insert a note that the lesson ran over – indicate your stopping point …. Indicate your review and closing activity • Revise the next days lesson to begin with an opening activity, review etc… and pick up where the previous day’s lesson left off as appropriate • Your work sample lesson plans must reflect what you have done. • How often must I do a reflection? • You must complete a daily reflection for every lesson taught in your work sample unit • In addition, you must send your supervisor a weekly reflection

3. Lesson Plan Rubric To meet criteria, lesson plans must: ❑ correspond to steps in the unit plan sequence, ❑ begin with a correctly written lesson objective, ❑ reflect instructionally sound ideas that are clearly linked to the objective, ❑ include descriptions of modeling and prompted practice when new skills are introduced

4. Your Lesson Plans begin with an observable measurable objective Unit Goals/Objective(s) Step Objectives Lesson Objectives

5. Initial assessment Plan Implement plans (teach) Interpret & modify Unit Goals/Objective(s) Step Objectives Lesson Objectives Ongoing assessment (evaluate)

7. Lesson Objectives(s) • Same structure as your Unit goal/objective • LBC2E • Key differences • Evaluation (“by when”) date • Criterion (number of assessments) • Should be able to evaluate your objectives before the end of instruction • Embedded assessment • End of lesson assessment • Write in terms of what the students have to do to demonstrate acceptable performance

8. Language Objectives • Purpose • Tells how students will perform the task using which language forms/key vocabulary • Key question: • “What language structures (form or grammar) or key vocabulary will be used to perform the task?”

9. What are the 5 essential parts of a language objective? LBC2E • Learner & Date • Behavior – clearly defined, observable behavior (state the form or key vocabulary) • Condition under which student will perform the behavior • Criterion – performance level required to achieve mastery of the goal • Evaluation Schedule – frequency of assessment

10. Form & Function of Language • Function = purpose • Link to state standard: “will retell a story including character, setting, beginning, middle, end” • Key Vocabulary • Examples • Using key sequencing vocabulary, “first, next, last” • Using key story vocabulary (character, antagonist, protagonist, rising action, climax, falling action) • Using key vocabulary: freedom, slavery, trial • Form = grammatical/language structures • Examples: • Using past tense • Using a voice output device • By touching pictures of the key elements, etc.

11. Language Goals Examples • By June 13, 2010, Abi will verbally definechemical reaction, reagent, and physical change given the terms presented orally to her, with 3/3 correct as monitored by partner probes recorded on a worksheet at the end of the lesson. • By August 6, 2012, Sheldon will formulate questions and generate hypotheses using “I think…. will happen because…”given sentence frames and the lab protocolon 4/5 opportunitiesas measured by daily written work in lab logs. 1. Learner& Date,2. Behavior 3. Condition 4. Criterion 5. Evaluation Schedule

12. Opening- Gain Attention • Why? • Academic engaged time (not just scheduled time) is predictive of student success • How? • 2 step procedure • Auditory & visual cue • Silence and eye contact • What auditory and visual cues do you use?

13. Opening-Review • Review relevant past learning • Why? • Option 1 – guide students in correcting independent work • Advantages to students: • Advantages to teachers:

14. Opening-Review • Review relevant past learning • Option 2 – Choose pre-skills to review

15. Practice Activity • For each of the following lesson topics, determine prerequisite skills that might be reviewed before instruction on the new skill begins: • Reading a multisyllabic word • Summarizing a narrative story • Writing a paragraph that includes a topic sentence and detail sentences. • List at least one prerequisite skill for the lesson plan on which you are working • Show to a partner and prompt some feedback • Clarity, appropriateness, promotion of engagement

16. How do we review? • Reminding (pre-correct) • Testing (asking students to recall the information)

17. Opening-Review Option 3: Review other material (judicious review) • The teacher may elect to review a previously taught skill or concept that is not directly related to the focus of the current lesson. Although not serving as a skills “warm-up”, like the other two types of review, this kind of review is important to maintaining skills previously learned.

18. Opening-Goal Tell students the goal of the lesson • What they will learn • Why it is important • Content relevancy is a reliable factor in decisions to dropout • What they will be doing • Keep statements brief • Use simple wording the students will understand

19. Opening-Goal Examples • You’re going to learn some important things to do when reading a long word • Today we’re going to learn a new spelling rule • This morning we will learn about how to prepare for taking a test • Today we will learn about paragraphs and you will have a chance to write a paragraph about yourself • We are going to work on completing job applications • This information will be found on your driver’s test

20. Opening-Goal When appropriate, discuss the purpose or relevance of the skill or strategy they will learn • Where will they use the strategy? • You can use this strategy to figure out long words you encounter in your other classes • You can use this strategy to remember what you read better • May use anticipatory activities to generate interest/show relevance

21. Practice Activity: Goal Statements • For each of the following lesson topics, write a goal statement that communicates to students what they will learn or what they will do. Add a statement concerning purpose or relevance. a. Reading words with oa (e.g., goat, road, moan) b. Strategy for proofreading their work

22. Model Lead Test Body

23. Model (I do) • Name • Explain (explicit!) • Show

24. Model: Examples • Completing a graphic organizer • Segmenting CVC words (e.g. cat → /c/ /a/ /t/) • Completing a math problem, with overt verbal mediation (FOIL; “step one: multiply the first terms, step two: multiply the outside terms,…”) • Underlining vowel sounds in each syllable of a multisyllabic word • Others?

25. Lead (We do) • Guided Practice! • Why? • Scaffolding! • 2 options: • Do together • Provide prompts

26. Practice Activity For each of these skills, indicate whether they would be prompted by performing the same skill at the same time or through verbal prompts. Simplifying fractions (e.g., 10/15 = 2/3 ) _________________ Sounding out a CVC word (e.g., ran) __________________ Applying a spelling rule _______________________ (e.g., run + ing = running) Applying a reading strategy ________________________ (e.g., Compare and Contrast)

27. Keys to Leading – Guided practice • PRECORRECT!!! • Anticipate problems and give assistance before the student makes a response:

28. Keys to Leading – Guided practice • Consistent wording • Fade prompting (scaffolding) • Monitor with feedback Leading/Guided Practice is most important for struggling students

29. Test (You do) • Check for learning • Group • Individual • With FEEDBACK! • When correct • When incorrect I do, You do Correction!

30. Closing • Review • Content of the day’s lesson • Cumulative and/or • Preview • The next lesson(s) and/or • Independent work • Building fluency, promoting generalization and/or maintenance • Connected to review • Connected to assessment • New material?

31. Questions about Lesson Planning? • How many lessons ahead should I write and plan for? • Calendar overview or outline of the unit • Detailed lesson plans for 3 days at a time • Should every lesson be scripted? Special Format? • No – you may partially script but bullets may be easier for you to follow as you teach (Format?) • What do I do if I don’t get to the end of what I had planned? • Go into your word document and insert a note that the lesson ran over – indicate your stopping point …. Indicate your review and closing activity • Revise the next days lesson to begin with an opening activity, review etc… and pick up where the previous day’s lesson left off as appropriate • Your work sample lesson plans must reflect what you have done. • How often must I do a reflection? • You must complete a daily reflection for every lesson taught in your work sample unit • In addition, you must send your supervisor a weekly reflection

32. Lesson Plan Rubric To meet criteria, lesson plans must: ❑ correspond to steps in the unit plan sequence, ❑ begin with a correctly written lesson objective, ❑ reflect instructionally sound ideas that are clearly linked to the objective, ❑ include descriptions of modeling and prompted practice when new skills are introduced