ORGANIZINGORGANIZINGLESSON LESSON PLANSPLANS

ORGANIZINGORGANIZINGLESSON LESSON PLANSPLANS

Integrative Assignments

• Standards – translating to action

• Expectation for grade level• Principles of Learning

– Why we do what we do, and how we do it

• Theories of Motivation• Instructional Strategies

STRATEGIES…

Nothing to it!Nothing to it!

We just have to figure out what We just have to figure out what we can use:we can use:

1.1. To get the message acrossTo get the message across

2.2. To engage students in meaningful To engage students in meaningful learninglearning

3.3. Teach to working memoryTeach to working memory

4.4. Facilitate storage to LTMFacilitate storage to LTM

5.5. Connections for retrieval!Connections for retrieval!

CONTENT – PROCESS – PRODUCT

• Sandra Kaplan - The “GRID”

• Visual organizationContent

The WHATProcess

The HOWProduct

END result

Unit of LearningTopic, Theme, or Issue

CONTENTCONTENT PROCESSPROCESS PRODUCT

Content

• Referring to your unit plan• What do you want them to do,

learn, know, demonstrate?• List objectives in terms of

observable behaviors and products.

PROCESS

• What principles of effective instruction do I need to mobilize here?

• How will the lessons teach to working memory?

• What do I need to know about my learners?• What do I need to know about the task(s)?• Review strategies we will discuss in class –

– Make the best choice

• In practice, we do this in our heads, often automatically!

PROCESS

• Until you’ve done it a few times, always have a “plan B.”

• Plan 1½ to 2 times more than you think you will need.– If your students are absorbing and

understanding quickly, you can move right in to the new material

– Assuming you have allowed for cognitive overload.

– SAY< SEE< DO --- Do something with what– you have just taught. Make them process

it!

PRODUCT

What is the product you will use for assessment?– Presentation– Test– Project– Paper– Video– Portfolio

PRODUCT

• How will you measure progress?• Rubric?• Master? What do you consider

Mastery? How will your students demonstrate mastery?

FEEDBACK!FEEDBACK!

What else is needed after you have taught the unit?

How did it go?What may have to be changed

next time I teach this unit?Did I meet my objectives?Did my students enjoy the unit?

DIFFERENTIATION

• Teaching multiple levels in the same classroom.

• Using BLOOM’S TAXONOMY

Unit of LearningTopic, Theme, or Issue

CONTENT Knowledge Comprehension

Application Analysis Synthesis Evaluation PRODUCT

Iditarod 4th – 5th grade

Sandra Kaplan, creator of the GRID

CONTENT

Knowledge Comprehension

Application Analysis Synthesis Evaluation PRODUCT

GEOGRAPHY Name 5 geographical features of Alaska

Create a topographic map of the geography

of Alaska

Compare/ contrast features

of Alaska to Colorado and

develop a graph

Research and design a trip to

Alaska

Debate going to Hawaii or

Alaska

TripTopo Maps

GraphsDebate

WEATHER List 4 different types of weather in Alaska

Complete an experiment that

shows the weather patterns

in Alaska

Compare winter weather in Alaska to weather in

Colorado and develop a video

of the comparison

Make a videotape of a weather

forecast in Alaska for the next race

Develop forecasting

techniques and develop a

presentation

ExperimentVideotape

Weather forecastPresentation

BIOGRAPHIES of Mushers

List 5 mushers that have won the Iditarod

Make a model of a sled that is used

in the race

Compare women to men mushers & show your conclusions in a biographical sketch

Compose a biography of a

winning musher

Develop the criteria and

decide who is the best musher. Present

findings in a press

conference

Press Conference

ModelSketch

Biography

RACE Write an editorial describing a brief history of the race

Use the history of the Iditarod to

make a learning center

Arrange a time line comparing the history of Alaska and Colorado

Compare/contrast the Colorado gold

rush & the Alaskan gold rush. Share your results

in a dance

Predict the next winner of the

Iditarod through the

development of criteria and a

grid

GridLearning Center

Time LineDance

Editorial

Periodic TableMid - HS Chemistry

Sandra Kaplan, creator of the GRID

CONTENT

Knowledge Comprehension

Application Analysis Synthesis Evaluation PRODUCTS

Periodic Table Make a table of elements in which you explain the

information in the squares fop the first 15 elements

W

Develop aalien periodic

list of fictitiousproperties.

done as aV

poster of antable from a elements and theirThis could behyper card stackW T

Research and design what the missing

elements might look like. Develop a new

entry V W T

Debate the placement of the missing elements

O T V

TablePosterEntry in PTDebate

Sub-Atomic Particles(SAP)

List and describe at least five different SAP’s

W T

Complete a model of the major SAPs

using the Halogen series as your

reference. Your choice of media

V K W T O

Compare and contrast SAPs and develop a graphic

representation W T V

Develop a dictionary of SAPs with

information from multiple theories. Present to the class

O W T V

Debate “what we haven’t found”

ORDevelop a theory

of a new SAPO W T

List Model

GraphicDictionary

Theory / debate

Biographies(History)

List five people who developed periodic tables and explain their models

W

Make a model of one historical view

of the atomV K

Compare and contrast early

models of atoms and show your conclusion in a

graphW V

Write a biography of a current researcher or theorist in sub-

atomic physics using 3 different sources

W

Predict a new SAP or

summarize a theory you like

best in a presentation

W V O T

List / tableModelGraph

Biography presentation

ChemicalBonding

List, draw, and describe three major chemical

bondsW T V

Develop a game to teach chemical

bondingK W T

Develop a graph to show bonds and

mechanisms related to electrons

T V W

Compare and contrast ionic, covalent, polar

bonds. Create a ball game or a dance to

illustrateK T W V O

Predict if bonding may be different in zero-G. Show predicted changes

in a PP presentationW V O T

GridLearning

CenterTime Line

DanceEditorial