the strategy unit plan. begin by noting the name of the writing strategy students will learn plans...
TRANSCRIPT
Specific settings/contexts the student should use the strategy to be more successful
Strategy This strategy is designed to enable students to ...
Likely background knowledge and/or experiences of students
Strategy Unit Plan
Key Points to Make when motivating students to learn the strategy
Essential prerequisite skills to review and ensure students have mastered How prerequisite skills will be reviewed
Advanced Practice Practice MaterialsControlled Practice
Practice Tasks / Materials Practice Tasks / Materials
Generalization
Generalization Tasks
Generalization PromptsWho Prompt type When
Specific behaviors to be assessed How behaviors will be assessed
Generalization Evidence
The Strategy Unit Plan
Strategy
Strategy Unit Plan
Begin by noting the name of the writing strategy students will learn
PLANS essay strategy
Strategy This strategy is designed to enable students to ...
Strategy Unit Plan
Note what the strategy is designed to enable student to do
PLANS essay strategy Express ideas in an organized manner
Specific settings/contexts the student should use the strategy to be more successful
Strategy This strategy is designed to enable students to ...
Strategy Unit Plan
Identify specific settings or contexts in which students will independently use the strategy to be more successful
PLANS essay strategy Express ideas in an organized manner
English
History essay tests
Science reports
Specific settings/contexts the student should use the strategy to be more successful
Strategy This strategy is designed to enable students to ...
Strategy Unit Plan
Likely background knowledge and/or experiences of students
Identify possible background knowledge or experiences students may have related to the problem or strategy
PLANS essay strategy Express ideas in an organized manner
English
History essay tests
Science reports
Using outlines when taking notes
Webbing ideas
Specific settings/contexts the student should use the strategy to be more successful
Strategy This strategy is designed to enable students to ...
Strategy Unit Plan
Likely background knowledge and/or experiences of students
Key Points to Make when motivating students to learn the strategy
PLANS essay strategy Express ideas in an organized manner
English
History essay tests
Science reports
Using outlines when taking notes
Webbing ideas
Note key points to make when motivating students to learn the strategy
Makes writing aboutcomplex info easierScores on essay
test questions increase
Do better onExit Exam
Specific settings/contexts the student should use the strategy to be more successful
Strategy This strategy is designed to enable students to ...
Strategy Unit Plan
Likely background knowledge and/or experiences of students
Key Points to Make when motivating students to learn the strategy
Essential prerequisite skills to review and ensure students have mastered
PLANS essay strategy Express ideas in an organized manner
English
History essay tests
Science reports
Using outlines when taking notes
Webbing ideas
Makes writing aboutcomplex info easierScores on essay
test questions increase
Do better onExit Exam
Identify critical prerequisite skills to review and ensure mastery
Complete vs incomplete sentences
Specific settings/contexts the student should use the strategy to be more successful
Strategy This strategy is designed to enable students to ...
Strategy Unit Plan
Likely background knowledge and/or experiences of students
Key Points to Make when motivating students to learn the strategy
Essential prerequisite skills to review and ensure students have mastered How prerequisite skills will be reviewed
Note how the prerequisite skills will be reviewed
PLANS essay strategy Express ideas in an organized manner
English
History essay tests
Science reports
Using outlines when taking notes
Webbing ideas
Makes writing aboutcomplex info easierScores on essay
test questions increase
Do better onExit Exam
Complete vs incomplete sentences “Bad Sentence Hunt”
Specific settings/contexts the student should use the strategy to be more successful
Strategy This strategy is designed to enable students to ...
Strategy Unit Plan
Likely background knowledge and/or experiences of students
Key Points to Make when motivating students to learn the strategy
Essential prerequisite skills to review and ensure students have mastered How prerequisite skills will be reviewed
Controlled Practice
Practice Tasks / Materials
PLANS essay strategy Express ideas in an organized manner
English
History essay tests
Science reports
Using outlines when taking notes
Webbing ideas
Makes writing aboutcomplex info easierScores on essay
test questions increase
Do better onExit Exam
Complete vs incomplete sentences “Bad Sentence Hunt”
Practice using PLANS strategy on easy, familiar topics
Determine the how students will practice the strategy under conditions that have been controlled for difficulty
Specific settings/contexts the student should use the strategy to be more successful
Strategy This strategy is designed to enable students to ...
Strategy Unit Plan
Likely background knowledge and/or experiences of students
Key Points to Make when motivating students to learn the strategy
Essential prerequisite skills to review and ensure students have mastered How prerequisite skills will be reviewed
Controlled Practice
Practice Tasks / Materials
Advanced Practice Practice Materials
Practice Tasks / Materials
PLANS essay strategy Express ideas in an organized manner
English
History essay tests
Science reports
Using outlines when taking notes
Webbing ideas
Makes writing aboutcomplex info easierScores on essay
test questions increase
Do better onExit Exam
Complete vs incomplete sentences “Bad Sentence Hunt”
Practice using PLANS writing strategy on easy, familiar topics
Practice using PLANS writing strategy to answer SS essay questions
Note how students will practice the strategy under conditions that simulate those encountered in real-life situations
Specific settings/contexts the student should use the strategy to be more successful
Strategy This strategy is designed to enable students to ...
Strategy Unit Plan
Likely background knowledge and/or experiences of students
Key Points to Make when motivating students to learn the strategy
Essential prerequisite skills to review and ensure students have mastered How prerequisite skills will be reviewed
Controlled Practice
Practice Tasks / Materials
Advanced Practice Practice Materials
Practice Tasks / Materials
Specific behaviors to be assessed How behaviors will be assessed
PLANS essay strategy Express ideas in an organized manner
English
History essay tests
Science reports
Using outlines when taking notes
Webbing ideas
Makes writing aboutcomplex info easierScores on essay
test questions increase
Do better onExit Exam
Complete vs incomplete sentences “Bad Sentence Hunt”
Practice using PLANS writing strategy on easy, familiar topics
Practice using PLANS writing strategy to answer SS essay questions
Organization of ideas
Use of transition words
Mechanics
PLANS writing rubric
Note specific observable behaviors related to performing the strategy that will be assessed and how
Specific settings/contexts the student should use the strategy to be more successful
Strategy This strategy is designed to enable students to ...
Strategy Unit Plan
Likely background knowledge and/or experiences of students
Key Points to Make when motivating students to learn the strategy
Essential prerequisite skills to review and ensure students have mastered How prerequisite skills will be reviewed
Controlled Practice
Practice Tasks / Materials
Advanced Practice Practice Materials
Practice Tasks / Materials
Specific behaviors to be assessed How behaviors will be assessed
Generalization
Generalization Tasks
PLANS essay strategy Express ideas in an organized manner
English
History essay tests
Science reports
Using outlines when taking notes
Webbing ideas
Makes writing aboutcomplex info easierScores on essay
test questions increase
Do better onExit Exam
Identify specific tasks from the real-world that students will undertake to practice generalizing the strategy
Complete vs incomplete sentences “Bad Sentence Hunt”
Practice using PLANS writing strategy on easy, familiar topics
Practice using PLANS writing strategy to answer history essay questions
Organization of ideas
Use of transition words
Mechanics
PLANS writing rubric
Ms. Jones: History testsMr. Ellis: English assignments
Specific settings/contexts the student should use the strategy to be more successful
Strategy This strategy is designed to enable students to ...
Strategy Unit Plan
Likely background knowledge and/or experiences of students
Key Points to Make when motivating students to learn the strategy
Essential prerequisite skills to review and ensure students have mastered How prerequisite skills will be reviewed
Controlled Practice
Practice Tasks / Materials
Advanced Practice Practice Materials
Practice Tasks / Materials
Specific behaviors to be assessed How behaviors will be assessed
Generalization
Generalization Tasks
Generalization PromptsWho Prompt type When
PLANS essay strategy Express ideas in an organized manner
English
History essay tests
Science reports
Using outlines when taking notes
Webbing ideas
Makes writing aboutcomplex info easierScores on essay
test questions increase
Do better onExit Exam
Specific prompts that will be made to cue students to use the strategy in the generalization settings
Complete vs incomplete sentences “Bad Sentence Hunt”
Practice using PLANS writing strategy on easy, familiar topics
Practice using PLANS writing strategy to answer history essay questions
Organization of ideas
Use of transition words
Mechanics
PLANS writing rubric
Ms. Jones: History testsMr. Ellis: English assignments
Jones visual testinstructions
Note … Who will provide the prompt What the prompt will be When the prompt will be provided
Specific settings/contexts the student should use the strategy to be more successful
Strategy This strategy is designed to enable students to ...
Strategy Unit Plan
Likely background knowledge and/or experiences of students
Key Points to Make when motivating students to learn the strategy
Essential prerequisite skills to review and ensure students have mastered How prerequisite skills will be reviewed
Controlled Practice
Practice Tasks / Materials
Advanced Practice Practice Materials
Practice Tasks / Materials
Specific behaviors to be assessed How behaviors will be assessed
Generalization
Generalization Tasks
Generalization PromptsWho Prompt type When
Generalization Evidence
PLANS essay strategy Express ideas in an organized manner
English
History essay tests
Science reports
Using outlines when taking notes
Webbing ideas
Makes writing aboutcomplex info easierScores on essay
test questions increase
Do better onExit Exam
Complete vs incomplete sentences “Bad Sentence Hunt”
Practice using PLANS writing strategy on easy, familiar topics
Practice using PLANS writing strategy to answer history essay questions
Organization of ideas
Use of transition words
Mechanics
PLANS writing rubric
Ms. Jones: History testsMr. Ellis: English assignments
Jones visual testinstructions
Note what will be considered evidence of generalization
Hand-drawn think-sheet attached to test
Strategy
Strategy Unit Plan
Begin by noting the name of the strategy students will learn
Strategy This strategy is designed to enable students to ...
Strategy Unit Plan
Note what the strategy is designed to enable student to do
This might be an academic or social problem that students commonly encounter
Specific settings/contexts the student should use the strategy to be more successful
Strategy This strategy is designed to enable students to ...
Strategy Unit Plan
Identify specific settings or contexts in which students will independently use the strategy to be more successful
Specific settings/contexts the student should use the strategy to be more successful
Strategy This strategy is designed to enable students to ...
Strategy Unit Plan
Likely background knowledge and/or experiences of students
Identify possible background knowledge or experiences students may have related to the problem or strategy
Specific settings/contexts the student should use the strategy to be more successful
Strategy This strategy is designed to enable students to ...
Strategy Unit Plan
Likely background knowledge and/or experiences of students
Key Points to Make when motivating students to learn the strategy
Note key points to make when motivating students to learn the strategy
Specific settings/contexts the student should use the strategy to be more successful
Strategy This strategy is designed to enable students to ...
Strategy Unit Plan
Likely background knowledge and/or experiences of students
Key Points to Make when motivating students to learn the strategy
Essential prerequisite skills to review and ensure students have mastered
Identify critical prerequisite skills to review and ensure mastery
Specific settings/contexts the student should use the strategy to be more successful
Strategy This strategy is designed to enable students to ...
Strategy Unit Plan
Likely background knowledge and/or experiences of students
Key Points to Make when motivating students to learn the strategy
Essential prerequisite skills to review and ensure students have mastered How prerequisite skills will be reviewed
Note how the prequisite skills will be reviewed
Specific settings/contexts the student should use the strategy to be more successful
Strategy This strategy is designed to enable students to ...
Strategy Unit Plan
Likely background knowledge and/or experiences of students
Key Points to Make when motivating students to learn the strategy
Essential prerequisite skills to review and ensure students have mastered How prerequisite skills will be reviewed
Controlled Practice
Practice Tasks / Materials
Determine the how students will practice the strategy under conditions that have been controlled for difficulty
Specific settings/contexts the student should use the strategy to be more successful
Strategy This strategy is designed to enable students to ...
Strategy Unit Plan
Likely background knowledge and/or experiences of students
Key Points to Make when motivating students to learn the strategy
Essential prerequisite skills to review and ensure students have mastered How prerequisite skills will be reviewed
Controlled Practice
Practice Tasks / Materials
Advanced Practice Practice Materials
Practice Tasks / Materials
Note how students will practice the strategy under conditions that simulate those encountered in real-life situations
Specific settings/contexts the student should use the strategy to be more successful
Strategy This strategy is designed to enable students to ...
Strategy Unit Plan
Likely background knowledge and/or experiences of students
Key Points to Make when motivating students to learn the strategy
Essential prerequisite skills to review and ensure students have mastered How prerequisite skills will be reviewed
Controlled Practice
Practice Tasks / Materials
Advanced Practice Practice Materials
Practice Tasks / Materials
Specific behaviors to be assessed How behaviors will be assessed
Note specific observable behaviors related to performing the strategy that will be assessed and how they will be assessed
Specific settings/contexts the student should use the strategy to be more successful
Strategy This strategy is designed to enable students to ...
Strategy Unit Plan
Likely background knowledge and/or experiences of students
Key Points to Make when motivating students to learn the strategy
Essential prerequisite skills to review and ensure students have mastered How prerequisite skills will be reviewed
Controlled Practice
Practice Tasks / Materials
Advanced Practice Practice Materials
Practice Tasks / Materials
Specific behaviors to be assessed How behaviors will be assessed
Generalization
Generalization Tasks
Identify specific tasks from the real-world that students will undertake to practice generalizing the strategy
Specific settings/contexts the student should use the strategy to be more successful
Strategy This strategy is designed to enable students to ...
Strategy Unit Plan
Likely background knowledge and/or experiences of students
Key Points to Make when motivating students to learn the strategy
Essential prerequisite skills to review and ensure students have mastered How prerequisite skills will be reviewed
Controlled Practice
Practice Tasks / Materials
Advanced Practice Practice Materials
Practice Tasks / Materials
Specific behaviors to be assessed How behaviors will be assessed
Generalization
Generalization Tasks
Generalization PromptsWho Prompt type When
Note … Who will provide the prompt What the prompt will be When the prompt will be provided
Specific prompts that will be made to cue students to use the strategy in the generalization settings
Specific settings/contexts the student should use the strategy to be more successful
Strategy This strategy is designed to enable students to ...
Strategy Unit Plan
Likely background knowledge and/or experiences of students
Key Points to Make when motivating students to learn the strategy
Essential prerequisite skills to review and ensure students have mastered How prerequisite skills will be reviewed
Controlled Practice
Practice Tasks / Materials
Advanced Practice Practice Materials
Practice Tasks / Materials
Specific behaviors to be assessed How behaviors will be assessed
Generalization
Generalization Tasks
Generalization PromptsWho Prompt type When
Generalization Evidence
Note what will be considered evidence of generalization
GoalsInstructional Objective
GOAL: Ability to perform this skill fluently contributes to students ability to...
Level of learning this lesson targets
Awareness (initial what/where/how)
Acquisition (accurate performance of skill)
Fluency (accurate, rapid performance of skill)
Generalization (use of skill to solve problems in different contexts & settings)
In cued contexts
On difficulty-controlled materials
With teacher help
In non-cued contexts
On advanced/grade level material
With peer assistance
Independently
Manner in which students should demonstrate skilled use of the strategy
Kind of knowledge about the skill or strategy the student should demonstrate
Identifies steps to skill or strategy
Identifies purpose of each step
Identifies context for using the skill or strategy
Skill or strategy lesson plan
Scope & SequencePrevious learning:
(prerequisite skills to review)Current Learning
Future Learning Once the student has mastered the skill at the
levels indicated above, I plan to teach...
AssessmentWho will assess performance?
Teacher
Team of peers
Individual peer
Student(self-assessment)
How performance of skill or strategy will be assessed
Check list of observable behaviors (attach copy)
Rubric (attach copy)
% Accuracy % criteria
Annotated notes
IF the student ____________________
________________________________
while practicing on ________________,
THEN ___________________________
Decision rule:
How performance will be documented
Progress chart Data book
© 2003 Ed win Ellis www.GraphicOrganizers.com
Skill or strategy lesson plan
Skill or strategy lesson plan GoalsInstructional Objective
Note the instructional objective
Skill or strategy lesson plan GoalsInstructional Objective
GOAL: Ability to perform this skill fluently contributes to students ability to...
Identify the GOAL or purpose of learning the strategy
The ability to perform the strategy fluently contributes to the student’s ability to …
Skill or strategy lesson plan GoalsInstructional Objective
GOAL: Ability to perform this skill fluently contributes to students ability to...
Level of learning this lesson targets
Awareness (initial what/where/how)
Acquisition (accurate performance of skill)
Fluency (accurate, rapid performance of skill)
Generalization (use of skill to solve problems in different contexts & settings)
Level of learning targeted by this lesson
Skill or strategy lesson plan GoalsInstructional Objective
GOAL: Ability to perform this skill fluently contributes to students ability to...
Level of learning this lesson targets
Awareness (initial what/where/how)
Acquisition (accurate performance of skill)
Fluency (accurate, rapid performance of skill)
Generalization (use of skill to solve problems in different contexts & settings)
Kind of knowledge about the skill or strategy the student should demonstrate
Identifies steps to skill or strategy
Identifies purpose of each step
Identifies context for using the skill or strategy
Kind of knowledge about the skill or strategy the student should demonstrate
Skill or strategy lesson plan GoalsInstructional Objective
GOAL: Ability to perform this skill fluently contributes to students ability to...
Level of learning this lesson targets
Awareness (initial what/where/how)
Acquisition (accurate performance of skill)
Fluency (accurate, rapid performance of skill)
Generalization (use of skill to solve problems in different contexts & settings)
Kind of knowledge about the skill or strategy the student should demonstrate
Identifies steps to skill or strategy
Identifies purpose of each step
Identifies context for using the skill or strategy
In cued contexts
On difficulty-controlled materials
With teacher help
Independently
Manner in which students should demonstrate skilled use of the strategy
In non-cued contexts
On advanced/grade level material
With peer assistance
Manner in which students should demonstrate skilled use of the strategy
Skill or strategy lesson plan GoalsInstructional Objective
GOAL: Ability to perform this skill fluently contributes to students ability to...
Level of learning this lesson targets
Awareness (initial what/where/how)
Acquisition (accurate performance of skill)
Fluency (accurate, rapid performance of skill)
Generalization (use of skill to solve problems in different contexts & settings)
Kind of knowledge about the skill or strategy the student should demonstrate
Identifies steps to skill or strategy
Identifies purpose of each step
Identifies context for using the skill or strategy
In cued contexts
On difficulty-controlled materials
With teacher help
Independently
Manner in which students should demonstrate skilled use of the strategy
In non-cued contexts
On advanced/grade level material
With peer assistance
AssessmentHow performance of skill or strategy will be assessed
Check list of observable behaviors (attach copy)
Rubric (attach copy)
% Accuracy % criteria
Annotated notes
How performance of the skill or strategy will be assessed
Skill or strategy lesson plan GoalsInstructional Objective
GOAL: Ability to perform this skill fluently contributes to students ability to...
Level of learning this lesson targets
Awareness (initial what/where/how)
Acquisition (accurate performance of skill)
Fluency (accurate, rapid performance of skill)
Generalization (use of skill to solve problems in different contexts & settings)
Kind of knowledge about the skill or strategy the student should demonstrate
Identifies steps to skill or strategy
Identifies purpose of each step
Identifies context for using the skill or strategy
In cued contexts
On difficulty-controlled materials
With teacher help
Independently
Manner in which students should demonstrate skilled use of the strategy
In non-cued contexts
On advanced/grade level material
With peer assistance
AssessmentHow performance of skill or strategy will be assessed
Check list of observable behaviors (attach copy)
Rubric (attach copy)
% Accuracy % criteria
Annotated notes
Who will assess performance?Teacher
Team of peers
Individual peer
Student(self-assessment)
How performance will be documented
Progress chart Data book
Note who will assess performance
Skill or strategy lesson plan GoalsInstructional Objective
GOAL: Ability to perform this skill fluently contributes to students ability to...
Level of learning this lesson targets
Awareness (initial what/where/how)
Acquisition (accurate performance of skill)
Fluency (accurate, rapid performance of skill)
Generalization (use of skill to solve problems in different contexts & settings)
Kind of knowledge about the skill or strategy the student should demonstrate
Identifies steps to skill or strategy
Identifies purpose of each step
Identifies context for using the skill or strategy
In cued contexts
On difficulty-controlled materials
With teacher help
Independently
Manner in which students should demonstrate skilled use of the strategy
In non-cued contexts
On advanced/grade level material
With peer assistance
AssessmentHow performance of skill or strategy will be assessed
Check list of observable behaviors (attach copy)
Rubric (attach copy)
% Accuracy % criteria
Annotated notes
Who will assess performance?Teacher
Team of peers
Individual peer
Student(self-assessment)
How performance will be documented
Progress chart Data book
Note how performance will be documented
Skill or strategy lesson plan GoalsInstructional Objective
GOAL: Ability to perform this skill fluently contributes to students ability to...
Level of learning this lesson targets
Awareness (initial what/where/how)
Acquisition (accurate performance of skill)
Fluency (accurate, rapid performance of skill)
Generalization (use of skill to solve problems in different contexts & settings)
Kind of knowledge about the skill or strategy the student should demonstrate
Identifies steps to skill or strategy
Identifies purpose of each step
Identifies context for using the skill or strategy
In cued contexts
On difficulty-controlled materials
With teacher help
Independently
Manner in which students should demonstrate skilled use of the strategy
In non-cued contexts
On advanced/grade level material
With peer assistance
AssessmentHow performance of skill or strategy will be assessed
Check list of observable behaviors (attach copy)
Rubric (attach copy)
% Accuracy % criteria
Annotated notes
Who will assess performance?Teacher
Team of peers
Individual peer
Student(self-assessment)
How performance will be documented
Progress chart Data book
IF the student ____________________
________________________________
while practicing on ________________,
THEN ___________________________
Decision rule:
Decision rule
Skill or strategy lesson plan GoalsInstructional Objective
GOAL: Ability to perform this skill fluently contributes to students ability to...
Level of learning this lesson targets
Awareness (initial what/where/how)
Acquisition (accurate performance of skill)
Fluency (accurate, rapid performance of skill)
Generalization (use of skill to solve problems in different contexts & settings)
Kind of knowledge about the skill or strategy the student should demonstrate
Identifies steps to skill or strategy
Identifies purpose of each step
Identifies context for using the skill or strategy
In cued contexts
On difficulty-controlled materials
With teacher help
Independently
Manner in which students should demonstrate skilled use of the strategy
In non-cued contexts
On advanced/grade level material
With peer assistance
AssessmentHow performance of skill or strategy will be assessed
Check list of observable behaviors (attach copy)
Rubric (attach copy)
% Accuracy % criteria
Annotated notes
Who will assess performance?Teacher
Team of peers
Individual peer
Student(self-assessment)
How performance will be documented
Progress chart Data book
IF the student ____________________
________________________________
while practicing on ________________,
THEN ___________________________
Decision rule:
Previous learning:(prerequisite skills to review)
© 2003 Ed win Ellis www.GraphicOrganizers.com
Note prerequisite skills to review
Scope and sequence
Skill or strategy lesson plan GoalsInstructional Objective
GOAL: Ability to perform this skill fluently contributes to students ability to...
Level of learning this lesson targets
Awareness (initial what/where/how)
Acquisition (accurate performance of skill)
Fluency (accurate, rapid performance of skill)
Generalization (use of skill to solve problems in different contexts & settings)
Kind of knowledge about the skill or strategy the student should demonstrate
Identifies steps to skill or strategy
Identifies purpose of each step
Identifies context for using the skill or strategy
In cued contexts
On difficulty-controlled materials
With teacher help
Independently
Manner in which students should demonstrate skilled use of the strategy
In non-cued contexts
On advanced/grade level material
With peer assistance
AssessmentHow performance of skill or strategy will be assessed
Check list of observable behaviors (attach copy)
Rubric (attach copy)
% Accuracy % criteria
Annotated notes
Who will assess performance?Teacher
Team of peers
Individual peer
Student(self-assessment)
How performance will be documented
Progress chart Data book
IF the student ____________________
________________________________
while practicing on ________________,
THEN ___________________________
Decision rule:
Previous learning:(prerequisite skills to review)
© 2003 Ed win Ellis www.GraphicOrganizers.com Scope & SequenceCurrent Learning
Task-analyze the skill or strategy and list the steps to performing it
Skill or strategy lesson plan GoalsInstructional Objective
GOAL: Ability to perform this skill fluently contributes to students ability to...
Level of learning this lesson targets
Awareness (initial what/where/how)
Acquisition (accurate performance of skill)
Fluency (accurate, rapid performance of skill)
Generalization (use of skill to solve problems in different contexts & settings)
Kind of knowledge about the skill or strategy the student should demonstrate
Identifies steps to skill or strategy
Identifies purpose of each step
Identifies context for using the skill or strategy
In cued contexts
On difficulty-controlled materials
With teacher help
Independently
Manner in which students should demonstrate skilled use of the strategy
In non-cued contexts
On advanced/grade level material
With peer assistance
AssessmentHow performance of skill or strategy will be assessed
Check list of observable behaviors (attach copy)
Rubric (attach copy)
% Accuracy % criteria
Annotated notes
Who will assess performance?Teacher
Team of peers
Individual peer
Student(self-assessment)
How performance will be documented
Progress chart Data book
IF the student ____________________
________________________________
while practicing on ________________,
THEN ___________________________
Decision rule:
Previous learning:(prerequisite skills to review)
© 2003 Ed win Ellis www.GraphicOrganizers.com Scope & SequenceCurrent Learning
Future Learning Once the student has mastered the skill at the
levels indicated above, I plan to teach...
Once this skill or strategy has been learned, what will students learn next?
BodyMaterials
needed
Sequence of scaffolded activities
Accommodations or other considerations
Assessment Outcome & Students
What to review
EndingReflective review
OpeningAnticipatory Set
Activate background knowledge
Conceptual framework
Facilitate motivation and goal setting
Create anticipation for positive learning experience
Review with students ...
Different contexts or settings in which the skill or strategy can be used
Information about the relevance of the skill or strategy Forecast future learning and generalization
The steps to performing the skill or strategyFacilitate student reflection about strengths and weaknesses related performing the new skill or strategy
Introduce homework
© 2003 Edwin Ellis www.GraphicOrganizers.com