LESSON PLANNING GUIDE FOR 21ST CENTURY INSTRUCTION
Elements
of A
Lessons
Lesson Plan
Essential Questions/
Learning Targets
EQ: What makes me unique?
LT: I can ask a parent (adult) how they acted and looked when they were my age.
LT: I can compare my looks and actions to a parent (adult).
LT: I can contrast my looks and actions to a parent (adult).
Goals and Objectives from the NCSCOS:
2.L.2.2: Recognize that there is variation among individuals that are related.
Specific Skills:
compare, contrast, observing, leadership, creativity, critical thinking, communication,
collaboration, draw conclusions
Vocabulary:
Focus and Review
(See Teacher
Strategies/Res-sources)
resemble, parents, appearance, needs, life processes, interactions, environment,
unique
Set the purpose: As we begin opening the new school year, we will begin to know
each other by bringing in pictures of ourselves with our families. We will allow each
student to have a share time as they begin working to get to know each other.
Teacher will model with a picture of his/her family and a picture of him/her in
childhood. Teacher will model for students and complete a Venn diagram of then
and now to compare and contrast the ways him/her is the same and different.
Teacher will then lead students to bring in their picture for the following day lesson.
Time
Allocated
LESSON PLANNING GUIDE FOR 21ST CENTURY INSTRUCTION
Activities:
Students will create a Venn Diagram to compare and contrast their pictures.
Students will use digital cameras on check-out if they need to.
Students will bring in pictures to complete double bubble/Venn diagrams.
Teacher reveals the new picture and students compare and contrast from their
original thought with a partner.
Students will use response journals to find how parent’s looks and actions resemble.
Introduction of Information
Strategies:
Bloom’s- Compare and Contrast
Kagan- cooperative groups
Response Journals- Read Write Talk
Materials:
Venn Diagram- student create in journals
Pictures
Document Camera
Double Bubble Map
LESSON PLANNING GUIDE FOR 21ST CENTURY INSTRUCTION
Day 1: Teacher model his/her pictures and complete the Venn diagram with class.
Using the document camera teacher can circle similarities and differences in a
childhood and adult picture. Teacher will also bring in picture of mother and
discuss the similarities and differences with the picture of mother and self.
Teacher will model the Venn diagram and then invite students to bring in a before
and now picture of themselves for the next day lesson. Also, having students to
bring an adult family member photo as well.
Independent Practice
Guided Practice
Day 2: Teacher will invite students to share their pictures with each other in a
cooperative group setting. The student will then go around finding ways they
resemble the two pictures. In their response journals students will create a Venn
diagram showing how the adult and child are alike and different. Differentiation
(students will check-out camera if they have no adult picture).
Day 3: Building the word resemble. Teacher will then use Venn diagrams/pictures
made and compare himself/herself as an adult to the students in the classroom.
They will work today to see how actions are similar to adults. Once again, teacher
will share video of mother/father himself/herself and how their actions are
connected to each other.
Day2: Students will work in cooperative learning groups to discover similarities and
differences.
Create Venn diagrams in their response journals.
Day 3: Students will then create a double bubble or Venn diagram comparing and
contrasting the actions of the adult they choose.
Assessment
LESSON PLANNING GUIDE FOR 21ST CENTURY INSTRUCTION
1. Teacher will take up Venn Diagrams to assess students.
2. Teacher will assess and monitor cooperative group practice.
New Learning
Targets
LT: I can discover (find) how children in ____(i.e. country) do things just like me.
LT: I can discover (find) how children living in _____(i.e. country) do things
different from me.
Outcomes/Artifacts:
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How did this lesson impact student learning?
What evidence can I provide that proves the students “got it”?
What misconceptions do you think students might have?
What will you do to address the misconceptions to move learning forward?