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Academic Seminar – Week 6

Lesson Plans&

Formative Assessment Graphs

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Agenda:Announcements

PresentationsWeek 10:

TodayLesson Plan Section of Work Sample Binder

This Week at PlacementBegin teaching Work Sample unit once approved (If you start tomorrow you have 3 weeks to complete the work sample)

Bring a copy of one student’s IEP for next week’s class.

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Questions about Lesson Planning?

How many lessons ahead should I write and plan for?Calendar overview or outline of the unitDetailed lesson plans for 3 days at a time

Should every lesson be scripted?No – you may partially script but bullets may be more easy for you to follow as you teach

What do I do if I don’t finish a lesson?Go into your word document and insert a note that the lesson ran over – indicate your stopping point …. Indicate your review and closing activityRevise the next days lesson to begin with an opening activity, review etc… and pick up where the previous day’s lesson left off as appropriateYour 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 unitIn addition, you must send your supervisor a weekly reflection

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Lesson PlanningReview: Evidenced based Instruction

Before – During – After Reading ActivitiesWriting Daily Lesson ObjectiveWriting & Executing Lesson Plans

MaterialsModel – Prompt - Check

Data based Decision Making Progress monitoring with formative graphs

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Lesson Plan RubricTo 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

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Critical Questions

How do I know if my lesson plan matches the unit objective?

What are research-based instructional strategies that should be included in my lesson plans?

How will I indicate those research based strategies are being used?

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A. Strategies & Skills to teach students BEFORE reading

Preview the passageConnect to prior knowledgeSet a purpose for readingPre-teach difficult to decode words Preteach vocabulary

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Strategies to teach students During Reading

Active Engagement During Reading

Fast Mapping of Difficult Vocabulary

Monitoring comprehension

Use graphic and semantic organizers

Generate questions

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Strategies to teach students After Reading

Discuss with others (cooperative learning)

Finish K-W-L

Probes!Have students write a summary

Have students do a reading response

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Lesson Planning

IEP GoalsIEP Objectives

Unit ObjectiveSequence Step Objective

Daily Lesson Plan Objective

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Lesson PlanningEstablishing a Lesson TopicWriting a correct lesson objectiveMaterialsRoutines

Entrance procedure / ExpectationsGaining attention

ReviewPrevious lessonPre skills

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Lesson Plan MaterialsTo meet criteria, lesson materials must be clearly linked to lesson objectives,

be age-appropriate, include a description of how the

material is used (including directions to the students).

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Lesson PlanningOpening

Gain Attention

Review Prior Knowledge

State the Goal

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Lesson PlanningBody of the Lesson

Clearly Label model – prompt – check

Procedures & Activities

Specific Examples & Questions

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Lesson PlanningRemember to label the following parts of each Activity:

Model “I do it!” (Teach by thinking aloud)

Prompt “We do it!” (Guided Practice)

Check “You do it!” (Independent Practice)

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Lesson Planning Closing / Transition

Review

Preview

Independent Work

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Lesson Plan ReflectionsTo meet criteria, lesson reflections must:

❑ be included for each lesson, ❑ address students’ response to instruction

using data and criteria specified in lesson objective,

❑ indicate recommendations for instructional changes that are consistent with data, include an appraisal of own teaching skills and methods, and

❑ indicate changes to be made in future lessons when needed.

I’m cleared to teach – Now What?Work Sample Requirements Schedule a formal observation of one or more lessons Video tape one lesson for your final presentation

Daily Expectations: Write a Daily Lesson Plan (model-lead-test) Collect copies of your materials & student work Administer & record daily probes Graph Each student’s data (individual form) Write a Daily Lesson Reflection (form) Adapt the next day’s Lesson Plan

Weekly Expectations Weekly Interpretation of Learning Gains (Individual forms) Weekly Journal Reflection to Supervisor (attach a lesson plan and a lesson plan reflection for feedback)

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Your Turn: Instructions:

Look at your pre-test data, Check to make sure it matches your unit objectiveYour rationale should directly address performance on the pre-test

Look at your objectives, Make sure they are written with a condition, behavior, criteria Work on polishing the language to make sure it’s clear and easy to read

Look at your sequence stepsThe sequence steps should directly support learning the unit objectiveYou should have approximately 3-5 sequence steps per unit objective

Begin working on lesson plans – specify your lesson objective (condition, behavior, criteria), which may correspond directly to your sequence stepShare drafts of your formative graphs from your work sample unit with your peers if you have them.