Familiarize faculty with lesson plan format for next year.Connect Standards Aligned System (SAS) with lesson plan development.Develop one lesson plan from the content that you taught this week.Compose questions about lesson plansand SAS.

Lesson plan format introduced and discussedConnect SAS to lesson planDevelopment of a lesson plan- will break into grade levelsReturn to whole group at 11:20A lesson plan will need to be handed into Dr. Johnston at the end of this workshop.

HandoutsLesson Plan Template/Explanation FormEssential Questions HandoutCheat Sheet for Lesson Planning and SAS

ComputerQuick Flip Questions for Critical ThinkingYour own lesson plans and materials from your class this week.

Fact: Next year: Lesson plans required to be handed in.

Elementary – Reading Block

Why am I giving this presentation?Attended conferences concerning SASEvidence of SAS is expected to be in your lesson plansI am to connect SAS with lesson plan development.

Handout: Lesson Plan Explanation and ExamplesTop of the Lesson Plan

Teacher:Mrs. Reath

Lesson:Personification

Total Time:1- 90 minute

period

What needs to be included? The number should be included and the standard should be written out.

Example: 1.3.4.D Identify literary devices in selected readings (e.g., personification, simile, alliteration, metaphor).

Resources to help you: SAS website (Clear Standards, Vertical Viewer)

What needs to be included? The number should be included and the standard should be written out

Example: R4.B.2.1.1 Identify, explain, and/or interpret examples of personification in text.

Resources to help youSAS website (Learning Progressions, Vertical Viewer, Curriculum Framework)

What needs to be included? You need to have at least one essential question in your lesson plan

An essential question is the essence of what your students will examine and learn in the course of their study. Essential questions stem from your planning around what you want your students to deeply understand about the concept they are studying, and how they can apply their understanding of the foundational “big ideas” to their world.

Are worth asking and are meaningfulCannot be answered by a yes or noEngage students in real life problem-solvingSpark our curiosity and sense of wonderRequire a high level of thinkingAre more about learning than teachingChallenge students to demonstrate that they understand the relationship between what they are learning and larger world issues. Involve thinking, not just answeringCannot be answered in one answer

Use a reasonable number (1-3 per unit of study)Use the key words: how, what impact, what effect/affect, why, if, etc.Design questions that reflect the standards and “big ideas of your content area.”Sequence your questions so they lead naturally from one to another.Remember: If a question is too specific, or can be answered with a few words or a sentence, it is probably not essential.

LiteracyHow does the interaction with text provoke thinking and response?How can our knowledge and use of the research process promote lifelong learning?How do we think while reading in order to understand and respond?How does interaction with text provoke thinking and response?

How will understanding the use of figurative language (personification) help me comprehend poetry and other texts?

• Resources to help you: – Handouts from today to explain how to write

essential questions– Some can be found on SAS in the curriculum

framework– Some textbooks contain essential questions.

• SWBAT: Students will be able to:

• What needs to be included? – You need to have at least one objective.

• Examples:– Students will be able to (SWBAT) identify the use

of personification in poetry. – SWBAT assign human characteristics to objects.

• Resources to help you– Flip Book given out last year– Bloom’s Taxonomy– Many textbooks have objectives at the beginning

of the chapter– Lessons on SAS have objectives listed.

• What needs to be included? – You should include all materials in your lesson.

They can be listed in a bulleted or numbered form.

• Example:

– Porches by Valerie Worth– What Did? By Shel Silverstein– Chairs by Valerie Worth– Give a Thing a Personality guidelines– Vocabulary page– SMARTBoard File for personification

• Resources to help you– SAS website (Instruction, Voluntary Model

Curriculum)– Books– Supplemental materials

• What needs to be included? – You need to have a detailed explanation of your

procedures for the lesson. – They do not have to be scripted, but you must

have enough detail so that someone could follow what you are doing in the lesson.

– In order words, you should not be the only person that can understand your lesson plans.

– They can also be in bulleted or numbered form.

• Example:1. Define personification as the assignment of

human characteristics to things. What smaller word is in the word personification that will help you remember what personification means?

2. Read aloud the following poem: Chairs by Valerie Worth.

3. …..

• Resources to help you:– SAS website (Instruction, Voluntary Model

Curriculum, Materials and Resources)– Books– Supplemental materials– Other lesson plans and plan books

• What needs to be included? – Your homework should reflect and extend from

your lesson. – You need to have a short explanation of the

homework that is assigned.

• Example:• Reinforcement Activity:

– Students will pick one object from their home and complete “Give a Thing a Personality” to be used as a writing organizer

• Resources to help you– SAS website (Instruction, Voluntary Model

Curriculum, Materials and Resources)– Books– Supplemental Materials.

• What needs to be included? – This needs to be a short explanation of how you

will be assessing your students for this lesson. – You need to differentiate between informal and

formal.

• Example:– Informal: Underline examples of personification

on SMARTBoard or individual copies of poem, provide their own examples of personification

• Resources to help you– SAS website: Assessment creator, Classroom

Diagnostic Tool (CDT)– Books– Poetry– Supplemental materials

• This is an optional part of the lesson plan. • It is a section in which you can comment on

how the lesson went. • You can list any changes you would make for

the next time you taught this lesson.

• This is an optional part of the lesson plan. • It is a section in which you can comment on

how the lesson went. • You can list any changes you would make for

the next time you taught this lesson. • Example:

– If SMARTBoard doesn’t work, discuss poems with students as they look at their own copies.

– Differentiate in Guided Reading Groups

• Vocabulary • Big Ideas• Concepts• Competencies