organizing lesson plans. integrative assignments standards – translating to action expectation for...
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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