Planning the Lesson Title of Lesson/Task Concept Curriculum Expectations (Cross-Curricular, if possible): List overall and specific expectations that are addressed. Grade: Subject(s): Learning Goals Knowledge and Understanding What facts and information should students know? Skills By the end of the lesson/task students will be able to…. Enduring Understanding(s)/Big Idea(s): Essential Questions: Use a statement(s) to describe what the students should understand at the end of the lesson. Open-ended guiding questions to promote deeper thinking: Relevance: Connections: What do I know about my students’ lives and how can I connect their lives to this topic? What current event (Local, National, International) might spark interest in the Enduring Understanding/Big Idea? Media: Hands-on: What popular media might I use to introduce and expand understanding? What experience, project or activity can students engage in throughout and for a culminating activity? Differentiated Instruction, Modifications and Accommodations (Lesson Delivery): How will you differentiate theLearning environmentContentProcessProduct- Differentiated Instruction, Modifications and Accommodations (Assessment): What accommodations and modifications (for students with IEP’s) will you make to support students with special needs or English Language Learners, etc. Increase time, space, amount Scribe Use manipulatives Decrease time, space, amount Oral explanation Include visuals, models, cueing, organizers Change seating, groupings Peer tutor/Partner Extend Other: ____________________ What alternative ways will you offer the students to demonstrate their knowledge? E.g., use a tape recorder to report, draw a picture, act in a play, write with spell check, etc.: Critical Thinking What critical thinking activities will you use to explore the topic? Decode the puzzle Design to specs Perform to specs Judge the better or best Rework the piece Critique the piece Refer to page 38 in the Science Curriculum Doc. (Critical Thinking and Critical Literacy in S &T) Other Describe chosen critical thinking activity: Assessment: Assessment for Learning (Diagnostic) How will you know what the students already know and can do related to this topic? (Formative) What evidence will show what the students are learning as the lesson unfolds? Assessment as Learning: (Formative) What opportunities will you provide for peer and/or self-assessment, setting/revisiting learning goals? Assessment of Learning: (Summative) How will you know how well they understand the big idea(s) and what knowledge and skills have been gained? (could be the culminating task) Detailed description of Assessment Process and Strategies: Possible Assessment Strategies: o Discussion o Personal Reflection o Interview/Conference o Project o KWL o Achievement Chart o Pre Test o Quiz o Observation o Oral Report o Work Sample o Presentation/Performance o Checklist o Audio/Video/Technological o Learning Log/Journal o Rubrics o Self-Assessment Other o Peer Assessment Delivering the Lesson What are the students doing? What are you doing? Minds On: Approx._______minutes These should be the awareness and engagement activities around the topic. They can be whole class (i.e., modeling) or small group activities (i.e., shared practice). Modeling means the teacher assumes responsibility to demonstrate the use of and thinking behind the strategy. Shared Practice means that the teacher provides explicit instruction and feedback as the students participate in the strategy. Materials: book,,video clip, Song, article, photo,other… Looks like: brainistorming , mindmaping, setting a mini-task, discussion,reviewing previous material, before reading strategy, other… Action Aprox. ________minutes These are all of the activities (e.g., creating, reflecting, and revising) that the student would engage in to build the understanding and skills to meet the expectations and learning goals. Looks like: investigation, small groups of students working together, students making summaries and generalizations, use of manipulatives, use of technologies, teacher circulating to keep students moving forward, (This may include probing for misconceptions, providing hints, asking students to generalize of hypothesize e.g. asking What if? questions. Prompts should be open-ended and promote deeper thinking and discussion. Guided Practice: Sample guiding questions and prompts can go here: Independent Practice: Approx. _______minutes (if and when students are ready -can be homework.) Consolidation: Approx. _______minutes Revisiting the learning. Debrief etc. Identifying which student responses encompass the “Big Ideas”. .