Lesson Plan Resources 2-Column Note 3-2-1 3-Column Note 5W & How Organizer 5W Model ABC Organizer Acrostics Analyzing Perspective Anticipation Guide Assessment Prompts Blog Brainstorm Graphic Organizer Categorize Vocabulary Teaching Strategy See attached Graphic Organizer Summarizing Strategy See below Teaching Strategy See attached Graphic Organizer Teaching Strategy See attached Graphic Organizer Teaching Strategy See attached Graphic Organizer Activating/Vocabulary See attached Graphic Organizer Teaching Strategy Make up a sentence using the first letter of each word, sequencing, lists Example for order of operations in math: Please Excuse My Dear Aunt Sally Teaching Strategy/Extended Thinking See attached Graphic Organizer Activating Strategy It is a list of statements (not questions) that are related to the reading selection. The statements are not taken directly from the selection, but are inferential so that the students have to really read the selection and think about it. The students then decide whether they agree with each statement or disagree with it. One variation is that the students have to give proof from the selection to back up their opinions. Some of the statements should be written so that students can agree or disagree depending on how they interpret the information in the reading selection. This will encourage discussion. (see example below) Formative assessment used to gather evidence of learning at strategic points throughout the lesson, which helps the teacher adjust instruction to meet the needs of the learners. They can be in many formats: Written: Think-Ink-Share, Quick Write, Journal Response, Carousel brainstorm, RAFT, Math problems, Error Analysis Visual: Draw a diagram/sketch, Create a visual symbol, Complete a graphic organizer, Think-Sketch-Share Oral: Think-Pair-Share, Numbered Heads Together Show Me: Word sort, Classify items, Mini-whiteboard response, ABCD cards, Demonstrate Summarizing Strategy A creative format that allows students to summarize learned material. Activating or Teaching Strategy See attached Graphic Organizer Activating Strategy 1.Introduce new topic 2.Have students brainstorm ideas that they already know about the topic. You can use sticky notes or slips of paper for ideas from students. 3.After going over all their ideas, help them come up with categories on the board and have students put their ideas under the appropriate category (sticky notes under or tape the slips under the correct category.) 4.Diagram what they have accomplished on chart paper/whiteboard/Smart Board. As you work through the Cause/Effect Character Map Chart/Diagram Classification Compare/Contrast Concept Definition Map Concept Map Constructing Support Creative Design Cycle Graph Deductive Reasoning Descriptive Organizer Error Analysis Explanation Explanation/process Field Notes & Record Fishbone Diagram Flow chart FRAME Frayer Illustration Inductive Reasoning Interpretation lesson and learn new material, students can add more categories, ideas, and maybe revise previous information. Teaching Strategy See attached Graphic Organizer Teaching Strategy See attached Graphic Organizer Activating Strategy 1.Introduce new topic 2.In groups, pairs, or individually use blank paper/graphical outline/diagram/chart of topic 3.Students draw, fill in outline/diagram/chart, or create diagram of the topic 4.Students share their information 5.Save this information so it can be revised or referred to during the lesson Ex: Diagram the inside of a cell, create a chart that represents the data set Grouping items into definable categories on the basis of their attributes (Extended Thinking) See attached Graphic Organizer See attached Graphic Organizer (Extended Thinking) Activating/Vocabulary Strategy See attached Graphic Organizer See attached Graphic Organizer See attached Graphic Organizer Teaching Strategy Students create a model/representation of the learning throughout the learning experience. With the model/representation complete, the student summarizes the process or learning. See attached Graphic Organizer See attached Graphic Organizer (Extended Thinking) See attached Graphic Organizer See attached Graphic Organizer (Extended Thinking) Summarize learning Summarize learning based on the process or sequence Observe and record data based on observation and/or evaluation of material then summarize findings before progressing to the next level/step Teaching Strategy—Cause/Effect See attached Graphic Organizer See attached Graphic Organizer See attached Graphic Organizer Activating/vocabulary Strategy See attached Vocabulary Graphic Organizer Draw a picture that is a visual representation of the topic. This allows the student to conceptualize the topic and demonstrate understanding. See attached Graphic Organizer (Extended Thinking) Summarization strategy This allows the student to write a journal or learning log entry based on his or her translation of the text, picture, musical piece, etc. Journal/Journal Entry Justify Your Answer K-W-L K-W-L Plus Label & Record Learning/Reflection Log Main idea and Detail map Main Idea Map Main Idea Summary Matrix Mind Map Model Observation Organizer One Sentence Summary Summarizing Strategy A written summary that reflects learning, misconceptions, and questions, and this journal can help the teacher know if she needs to review or move forward with the lesson. See attached Graphic Organizer Activating Strategy This strategy helps students make connections to what they know, what they want to learn, and new information they learn about a topic. It’s a brainstorm tool to gather prior knowledge, preview new information and vocabulary, and recall information after learning it. See attached Graphic Organizer Activating Strategy This KWL has an added feature that allows the students to categorize their learning along with summarizing their learning. See attached Graphic Organizer Activating/Teaching Strategy Students predict where target vocabulary is placed within a diagram or to label a model then explain their placement of each word. As the lesson progresses the student makes revisions and explains the change. Or During the lesson, each students labels the diagram/model recording their learning with specific details from the lecture, text, video, etc. Summarizing Strategy A written summary that reflects learning, misconceptions, and questions, and this journal can help the teacher know if she needs to re-teach or move forward with the lesson. 1.During the last 5-8 minutes of the class, students respond in writing to a set of questions 2.They could explain how to do a skill, operation, summarize the lesson, describe an event/place, explain important/main idea, or respond to questions. 3.Sometimes the log can be verbal and shared with a partner then recorded in the learning log See attached Graphic Organizer See attached Graphic Organizer See attached Graphic Organizer See attached Graphic Organizer Teaching Strategy Allows the learner to organize mental maps with prior knowledge and new information using words, symbols, pictures that include main ideas, details, categories, parts, diagrams, etc. During the lesson, each students labels the model recording their learning with specific details from the lecture, text, video, etc. See attached Graphic Organizer Summarizing Strategy Ex: During the science experiment, I ______________________ _____________________________________, and my hypothesis about the experiment _______________________________________. Paragraph Summary Pattern Analysis Perform Portfolio Page/Log/Entry Prediction Guide Problem Solving Map Problem/Solution Question Quiz Show RAFT Read Aloud Reflective Journal Rephrase Role Play Sequence Map SQ3R SQ4R Steps in a Process Story Map Story Pyramid Study Cards Students use details from graphic organizer or class notes to write a summary in their own words Find, identify, and explain patterns within specific skills/concepts/situations Summarizing Strategy Students display learning based on a role play, dramatic portrayal, musical rendition, etc. Examples of student learning Activating Strategy Used to assess students background knowledge about a topic. Students answer questions that relate to the main concepts within text. This strategy allows a student to read a text with greater focus because they are actively engaged looking for evidence to prove their predictions. (Like Anticipation Guide) See attached Graphic Organizer See attached Graphic Organizer Using any game show format, like Jeopardy Students study/review learned information before an assessment Summarizing Strategy (see example below) Role of writer: Who are you? Audience: To whom is this written? Format: What form will it take? Topic (+ strong verb): What is the topic? Or What is the time? Teacher READS ALOUD while THINKING ALOUD so students can hear the process needed to solve a problem, interact with text, etc. Learning Reflection Questions: 1. What were you expected to do? 2. In this assignment, what did you do well? 3. If you were to do this task over, what would you do differently? 4. What help do you need from the teacher? Summarize Strategy Students rephrase/paraphrase learning orally or written Summarize Strategy Students perform to show understanding See attached Graphic Organizer See attached Graphic Organizer See attached Graphic Organizer Teaching Strategy See graphic organizer See attached Graphic Organizer See attached Graphic Organizer Summarizing Strategy Students keep notes based on what they think will appear on the test. Students are able to use their notes during the test. Students can improve their test taking skills and summarizing skills using these study cards. As time goes by, students use fewer and smaller cards until they don’t need any. 1.Determine size of study cards or type of graphic organizer 2.Have students take notes during lesson, readings, video on the cards or graphic organizer Summarize Details from Graphic Organizer The Absent Student The Important Thing Think Aloud Ticket Out the Door Translation Video Clip Word Detective Word Sort Word Splash 3.Students turn in the notes with the test 4.The cards should get smaller the next few tests until they don’t get to use their notes on the test Summarizing Strategy Teacher models through guided/distributed practice on how to pull details from the graphic organizer to write a summary Summarizing Strategy Each student writes a note, memo, or letter to “The Absent Student” that explains the most important thing learned in the lesson for the day. Summarizing Strategy (see attached example) 1.After a lesson or reading, introduce “The Important Thing” activity. 2.Review the structure and model how they should use this structure for their own paragraph 3.The first time they use this, the teacher should model using familiar text and model how to use 4.Use a structured form the first few times 5.The teacher could use this format as a journal/learning log entry. Teacher thinks aloud during a read aloud, solving a problem, performing an experiment, etc. so students experience the mental processing needed to solve or interact Summarizing Strategy (see below and attached) Can be done orally or written Ex: Partner A tell Partner B 3 Major points from today’s lesson Partner B tell Partner A 2 Facts that you learned today Partner A tell Partner B 1 question you still have (then switch) Summarization strategy This allows the student to write a journal or learning log entry based on his or her interpretation of the text, picture, photo, musical piece, art piece etc. Great way to Launch/Activate a unit or lesson (United Streaming contains a variety of video clips. Discoveryeducation.com) Vocabulary Strategy See attached Graphic Organizer Vocabulary Strategy See attached Graphic Organizer This strategy helps to build relationships between words and key concepts. Students make predictions about what a word means in relationship to the topic. 1.Choose vocabulary from new topic 2.Introduce topic 3.Display vocabulary all at once in random order (whiteboard, chart paper, etc) 4.Model how to brainstorm and generate possible relationships between vocabulary and topic. Model how you are making a prediction about the words specific meaning as it relates to the topic. 5.Record the prediction in a sentence. 6.Have students write in a sentence their prediction for each word 7.When reading/learning about the topic, students check their sentences for accuracy and make revisions as needed. 8.Using Cooperative Learning, have students discuss their sentences and corrections about the information. Word Web See attached Vocabulary Graphic Organizer See attached Vocabulary Graphic Organizer 2-Column Notes Connections or Cue Column-You might record one or more of the following: *Categories Ex:Causes of WWII Ex: Parts of a Cell *Questions Can write a question that corresponds to the 2nd column Ex: What caused WWII? Ex: What are the parts of a cell? *Vocabulary Words Ex: Holocaust Ex: Synthesis *Review/test alert Ex: WWII causes and names of allies will definitely be on exam Ex: Parts of a cell Note-taking Column Write down only important information. Look for: *bold, underlined, or italized words *information in boxes or with an icon/symbol *headers/sub-headers on the page *information the book or teacher repeats *words, ideas, or events that might be on a test *quotes, examples, or details you might be able to use later in a paper or presentation How can I take notes faster? *abbreviate familiar words/use symbols *take notes in bullets and indents; not formal outlines *cut unnecessary words *use telegraphic sentences; like “America enters war 12/44” *Connections Ex: Check the Owens poem for his comments on war Ex: Similar to process we studied in the last unit *Reminders Ex: Be sure to check the meaning of variant Sample Question and Notes What should I write down when I take notes? Leave space in the Connections column so you can add notes and test review questions later Summary: Write a Summary of what you read, lecture, the most important points of the article/chapter/lecture 3-2-1 3 Things You Found Out 2 Interesting Things 1 Question You Still Have 3-Column Notes Question Answer Example(s)/Picture/Symbol 5W and How Model Topic: ___________________________________ Who: What: When: Where: Why: How: Summary Statement: 5W Model Topic: Who: What: When: Where: Why: Summary: ABC Organizer Topic:___________________________ A G M S B H N T C I O U D J P V E K Q W F L R XYZ Analyzing Perspectives Issues Personal Perspective or Character’s Perspective Reason/Logic Different Perspective Reasons / Logic Conclusion / Awareness Anticipation/Reaction Guide (Pre-Reading Activity) An Anticipation/Reaction Guide is used to assess a class’s knowledge before they begin a lesson. Directions: Respond to each statement twice: once before the lesson and again after reading it. Write A if you agree with the statement. Write D if you disagree with the statement. Response Before Lesson Topic: Dinosaurs Response After Lesson Dinosaurs are the most successful group of land animals ever to roam the Earth. Paleontology is the study of fossils. Human beings belong to the Zenozoic Era. Most dinosaurs have Greek names. Some dinosaurs are named for places in which their fossilized remains were found. Dinosaurs ruled our planet for over 150 million years. Dinosaurs had small brains. The statements for the Anticipation/Reaction guide are selected or formed by the teacher based upon significant information in the reading. This activity allows students to focus on some of the important information and see if their Agree/Disagree statements are supported by the reading. Brainstorm Graphic Organizer Cause and Effect Cause Cause Effect Cause Cause Cause Character Map (Literary Element) Example Example Quality Example Example Quality Quality Character’s Name Example 1. 2. 3. Example Write character’s name in central square. In the rectangles, list adjectives or qualities that describe that character. In the ovals, writs examples from the text that support the adjectives or qualities. Classifying/Categorizing Attributes Categories Compare / Contrast With Summary Concept 2 Concept 1 How Alike? How Different? With Regard To Summarize: Concept Definition Map What is it? (write the definition) The Word What are some examples? What is it like? Constructing Support Position Statement Reasons Facts Cycle Graphic Organizer Summary: ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Deductive Reasoning Graphic Organizer Details/Proof Prediction: Details/Proof Details/Proof Prediction: Prediction: Conclusion or Final Prediction: 1. Solid Lines are Details/Proof 2. Small rectangles are Predictions 3. Large rectangle is Conclusion Directions: Students read and note details, facts, proof Read, gather details, facts, proof and make predictions Make conclusion or final prediction Descriptive Organizer / Main Idea Topic Details Main Idea Sentence Error Analysis What is the information? Possible errors or clarification of reasoning: Considered solution or consequence: New or revised information: Fish Bone (Cause / Effect) Causes Effect Causes Flow Chart Summarize Information: Frayer Diagram 1 Definition Sentence Examples Non-Examples Inductive Reasoning Details Patterns Generalization Justify Your Answer To solve this problem, first I Then, I The answer is Because Justify Your Answer To solve this problem, first I Then, I The answer is Because KWL Examples K I know… W Think I’ll Learn… L I Learned… KWL K What we KNOW… W What we want to FIND OUT… L What we LEARNED and still nee TO LEARN… KWL Plus K I know… W Want to Learn… L Learned… Categories for “L” (Learned information) and facts/information within each category 1. 2. 3. 4. 5. DETAILS MAIN IDEA (Main Idea) Key Topic is about... Main idea Main idea Main idea Essential details Essential details Essential details So What? (What’s important to understand about this?) MATRIX (Compare / Contrast Several Items) Top Category Side Category Observation Graphic Organizer Why? Who? Event: When? Where? In conclusion, How? What? What is the question? What is the essential information? What is not needed? What strategy will I use? Does my answer make sense? Can I draw a diagram of the problem/solution? Problem/Solution Organizer Topic: Problem Main Idea Sentence: Solution RAFT Summarizing Strategy R.A.F.T. is an activity that allows you to write and express your learning in a creative style. R A F Role of writer: Who Audience: are you? To whom is this written? Format: What form will it take? 1. animal lovers 2. city leaders 3. running river 4. beautiful sunset 1. friendly letter 2. diary entry 3. warning 4. brochure 1. Movie Star 2. Poet 3. Animal in a tree 4. Red light T Topic: What is the topic or focus plus a strong verb 1. poverty 2. immigration 3. native culture 4. popular land form Directions: 1. Select a role, the audience, a format, and a topic from the above list 2. Use the information that you have gathered from our class notes and any of the learning labs for this writing assignment 3. Be Creative! Create the letter, diary entry, warning or brochure about the topic of your choice Sequence Map 1. 2. 3. 4. Summary: Steps in a Process Topic: Step 1 Step 2 Step 3 Step 4 Step 5 In conclusion, Story Map Title: Characters: Setting: Problem: Events: 1. __________________________ 2. __________________________ 3. __________________________ 4. __________________________ Solution: Moral Point: Story Pyramid (Characterization) 1. 2. 3. 4. 5. _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ Directions: 1. 2. 3. 4. 5. _________ Insert 1 word that names a central character. Insert 2 words that describe the setting. Insert 3 words that describe a character. Insert 4 words that describe one event. Insert 5 words that describe another event. _________ Ticket Out the Door Ticket Out the Door Detective’s Name: Sentence where I found the word: Context Clue: WORD: Part of Speech: Context Clue: My Own Sentence: My Own Definition: A picture that will remind me of what this word means to me: Category 1 1. 2. 3. 4. 5. 6. Category 2 Word Sort Category 3 Category 4 Category 5 Sort the vocabulary cards Think! What do certain words have in common? Based on those common characteristics, what categories can you add at the top of the column? Sort the vocabulary words based on those common characteristics Write a summary that explains the categories and the common characteristics Read your text to verify or confirm your predictions and/or thought processes Summarize your learning about the vocabulary words: Word Splash Write the words in random order in any direction around the topic. Topic The important thing about ______________________________ is ______________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ But, the most important thing about _________________________________ is ______________________________________.
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