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West Virginia Department of Education May 2010. Why this webinar? To provide additional guidance …...
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West Virginia Department of EducationMay 2010
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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
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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
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A model lesson that will be juried and posted electronically
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Beginning Section
Lesson TitleCreatorGrade LevelSubject
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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.
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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
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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?
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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
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Sponge Activity Examples
Daily Oral LanguageMountain LanguageJournal Writing
Should take no more than 10 minutes.
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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
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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
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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
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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
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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
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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
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Active Literacy RolesStudents are actively engaged in…
Working in collaborative groupsTaking notesConducting researchCreating presentationsPracticing skills
Teacher is involved in…Facilitating learningMonitoring progressModeling for differentiation
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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
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Post Literacy ExamplesRecord in Learning LogComplete KWL ChartWriting to LearnComplete Exit SlipReciprocal Teaching3-2-1 Reflection
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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
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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
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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.
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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.
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Questions?