Effective Lesson Planning Illinois State Board of Education English Language Arts Content...

Effective Lesson PlanningEffective Lesson Planning

Illinois State Board of Education

English Language Arts Content Specialists

Hosted by Kathi Rhodus, June, 2012

Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Today’s Targets

Essential Components of a Lesson Plan

1. Target/Standard AND Assessment

2. Hook/Grabber (Anticipatory Set)

3. Activate Prior Knowledge

4. Relevancy Piece or “What’s In It For Me?”

5. Differentiation Ideas

6. Steps in Acquiring and Processing Information

7. Closure

(Jensen and Nickelsen )

(Wiggins and McTighe )

(Wiggins and McTighe )

“To begin with the end in mind means to start with a clear understanding of your destination. It means you know where

you’re going…so the steps you take are always in the right direction.”

When writing your lesson plans or units consider this…

Traditional Design

Traditional design is like...

…setting out on a trip and not knowing where you are going (what skills) and not knowing how you will know when you get there

Traditional design follows…

…textbooks

…reading series

...favorite themes

What Is Backward Design?

It’s thinking about assessment before deciding how you teach, planning instruction, what resources you will use and finally and most importantly….

“How will the student prove he/she has learned the target?” (Wiggins and McTighe )

Identify desired results

Determine acceptable evidence

Plan learning experiences

& instruction

(Wiggins and McTighe)

Learning/Achievement Targets Are….

Statements of what we want students to learn and be able to do.

These statements come from the Common Core State Standards!

Step #1

Be posted daily for students to seeBe discussed with students at the

beginning of the lessonBe reviewed with students at the end of

the lessonHow do you know students reached the

target? (formative & summative assessment)

Learning Targets should…

It’s authentic if:

Our target:Swim and not drown!

This method of instruction will most likely lead to this end result.

The Swimming SchoolThe Swimming SchoolTune: “On Top of Old Smoky”Tune: “On Top of Old Smoky”

Last year I decided Last year I decided

To be fit and trimTo be fit and trim

So I took a class called, So I took a class called,

““Let’s Learn How to Swim”Let’s Learn How to Swim”

The classroom was tidy, The classroom was tidy,

the textbook was coolthe textbook was cool

It had colored pictures of folks in a pool.It had colored pictures of folks in a pool. Written by Jean Spanko

I read every chapter, I read every lineI read every chapter, I read every lineI did all the worksheets - success would be mine.I did all the worksheets - success would be mine.

The teacher said, “First thing, The teacher said, “First thing, We’ll learn not to drown. We’ll learn not to drown.

I’d suggest you take notes now,I’d suggest you take notes now,‘‘Cause this is profound.Cause this is profound.

The test will be Friday, it’s fill-in-the-blankThe test will be Friday, it’s fill-in-the-blankI grade on the bell curveI grade on the bell curveTo see where you rank.”To see where you rank.”

Swimming School, pg. 2Swimming School, pg. 2

Written by Jean Spanko

Well, wonder of wonders, Well, wonder of wonders, I got the best scoreI got the best score

So now I was ready to swim shore to shore.So now I was ready to swim shore to shore.I rushed to the pool I rushed to the pool

Which was right down the blockWhich was right down the blockI jumped in the water and sank like a rock.I jumped in the water and sank like a rock.

The lifeguard who saved me The lifeguard who saved me Was not too impressedWas not too impressed

When I showed my grade card When I showed my grade card That proved I was best.That proved I was best.



He said, “Swimming’s a pattern of kicking He said, “Swimming’s a pattern of kicking and strokesand strokes

But you have no program, your class was But you have no program, your class was a hoax.”a hoax.”

So now I’m enrolled in So now I’m enrolled in ““Let’s Learn How to Knit,”Let’s Learn How to Knit,”I’m making a muu-muu~ I’m making a muu-muu~

Forget being fit!Forget being fit!



Hook

The beginning of the lesson – the place where you draw the student into your lesson. It can provide a

sense of direction and purpose for the learning.

Step #2

Activating Prior KnowledgeBackground knowledge is what a person already knows.

The relationship between students’ background knowledge and their achievement is strong; it provides the

platform, the schema, and vocabulary needed for success.

(Zull, 2002)


Step #3

WIIFM – Relevancy(What’s In It For Me)

This may be taken care of in the hook, but if not, why do students need this skill?

Not only do students need to know what is expected of them to learn from the lesson, they also need to know why they need to learn it or how they will personally benefit form learning the concept or skill. All brains want to know “What’s In It For Me?”

(Jensen and Nickelsen )

Content contained is licensed under a Creative Commons Attrbution-ShareAlike 3.0 Unported License

Step #4

3 Questions To Ask Students1. Why do you think you need to learn today’s

concept or skill? How will it help you now and when you are an adult?

2. How does today’s concept or skill relate to what you already know or have recently learned?

3. How does today’s concept or skill connect with a bigger picture or concept?


Differentiation Ideas1. What do I need to do to scaffold instruction

for those who are below level?

2. How do I meet the needs of the student

who may already have the skill?

Both types of differentiation are important and needed: spontaneous strategies and preplanned strategies.


Step #5

Steps in Acquiring and Processing Information


Step #6

Target

Assessment

Steps to get there

This is the largest part of the plan:1. Chunk information.2. Brain must see correlation/connection between target and the learning.3. Provide ample guided practice!

Stop and Start ReflectionActivity

On an index card, write down at least one thing you want to STOP doing based on today’s workshop.

On an index card, write down at least one thing you want to START doing based on today’s workshop.

Contact Information


Sarah McCusker,100 N. First Street, Springfield, Illinois

[email protected] (217) 524-4832

Erik Iwersen, Area I-A,B,D [email protected]

(708) 544-4891

Amy Robinson, Area I-C [email protected]

(630) 495-6080

Jill Brown, Area II [email protected]

(815) 636-3060

Katy Sykes, Area III and IV [email protected]

(815) 937-2950

Kathi Rhodus, Area V and VI [email protected]

(618) 825-3900

Effective Lesson Planning Illinois State Board of Education English Language Arts Content...

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