West Virginia Department of EducationMay 2010

Why this webinar?To provide additional guidance …To provide additional models …

To help you revise your lesson plan to meet the needs of teachers who are using Teach 21 to stretch and strengthen their practice

To help you realize the kinds of information and the level of detail that will allow users of Teach 21 to replicate the quality lessons you have developed

Standards Based Lesson DesignFocuses on the WV CSOs, not a textbook

Identifies learning targets within the objectives

Describes teaching strategiesUses a variety of formative assessments as evidence that students have mastered the learning targets

A model lesson that will be juried and posted electronically

Beginning Section

Lesson TitleCreatorGrade LevelSubject

WV CSOs Objective RLA.O.6.1.08 interpret the actions,

behaviors and motives of characters in literary texts

Learning TargetsStudents will look at all the actions of characters within a literary text. This includes what they say, what they think or sense, what they hear, as well as what they actually do.

Essential Question(s)Act as a foundation for the lesson (only one

or two needed)Reflect the essential learning concepts to be

covered and investigated during the lessonBecome the reason for learningAnswer the question, “What do I want my

students to remember and be able to do or reflect on a year from now?”

Are open-ended (no single correct answer)Written to stimulate inquiry, debate and

further questions

Examples of EQs

How does literature reveal the truth about human nature?

How do humans overcome adversity?

Why do we study history?What makes writing worth reading?What role does perseverance play in life?

Sponge Activity

Addresses skill development directly related to a particular benchmarked item

Does not have to directly relate to the meat of the lesson

Can be done independently by students

Requires no direct instruction from the teacher

Sponge Activity Examples

Daily Oral LanguageMountain LanguageJournal Writing

Should take no more than 10 minutes.

Activating Prior Knowledge (APK)

Are pre-literacy strategies done to get students to connect old knowledge with new knowledge

Are not the same as a Sponge Activity

Hook students into the lesson by piquing their curiosity

Activating Prior Knowledge (APK) Strategies

Viewing, developing or responding to videos, photographs, or objects

Role playing KWL Chart Directed Reading Thinking Activity Anticipation Guide Teacher Read Aloud Suggested time is 15 minutes

Vocabulary Development Is not just a list of words Contains a strategy for ensuring

students master the terms that are necessary for learning the concepts

Should be incorporated throughout the lesson in student reading, writing, listening and speaking

Features direct instruction in word meaning and strategies for learning new words

Vocabulary Development Strategies

Concept Definition Mapping Frayer Model Semantic Feature Analysis Word Sorts Semantic Mapping Verbal Visual Word Association AlphaBoxes Suggested time is 15 minutes

Skill Lesson through Direct Instruction and Modeling Addresses the Learning Targets identified

in the objectives Includes specific teaching or modeling Provides a clear explanation of what the

teacher is doing and what the students are doing

Explains why and how the teacher is teaching the skills

Lasts about 10 minutes

Active Literacy Involves students in doing the skill(s) they

have just been taught Features the “during reading” strategies Uses collaborative learning Is the heart of the lesson Uses formative assessment to determine if

students are getting it Requires a description of exactly what the

teacher is doing, what the students are doing, and why

Should last 30 minutes

Active Literacy RolesStudents are actively engaged in…

Working in collaborative groupsTaking notesConducting researchCreating presentationsPracticing skills

Teacher is involved in…Facilitating learningMonitoring progressModeling for differentiation

Post Literacy Involves summarizing, analyzing and

synthesizing information the students have learned

Involves the use of after literacy strategies that address summarizing, analyzing and synthesizing information

Includes a description of the strategy being used with students and how the strategy assists students in summarizing, analyzing and synthesizing information

Suggested time is five minutes

Post Literacy ExamplesRecord in Learning LogComplete KWL ChartWriting to LearnComplete Exit SlipReciprocal Teaching3-2-1 Reflection

Reflection

Causes students to think about what they have learned

Includes further questions students have Allows students to evaluate their own

learning based on the objectives that were selected

Helps the teacher see what his/her next steps are for planning further lessons

Suggested time is five minutes

Materials

Requires a list of materials used in the lesson, such as pens, markers, scissors, etc.

Should include any documents that may be used during the lesson graphic organizers, questions, etc.

May include a list of annotated websites if students are doing Internet research

Features a list of equipment needed to conduct the lesson

Includes a list of any books, articles, magazines, primary documents that are used in the lesson

Publication TipsWrite in 3rd person with complete sentences,

conventional spelling, grammar and punctuationUse Arial font on the template (If you create

documents, you may use the font of your choice.)If you create documents, save them under the

same name you called them in the lesson plan.Be careful about copyright. No documents will

be placed on Teach 21 with the copyright seal.Do not add bullets, indents, highlighting or other

formatting.

Final Submission

1. Consider all the feedback and information you have received.

2. Make your revisions.3. Then, find the FINAL LESSON PLAN slot in

assignments on Manhattan and post your final plan.

Questions?