Faculty of Education Lesson Plan Template



|Subject / Course: Language Arts |TC Name: Brenna McConnell |

|Grade Level: 5 |Date: December 4, 2012 |

|Topic: 5 W’s and 1 H of a Newspaper Article |Time of Class: 8:55-9:35 a.m. |

|AT Name: Mr. Seko |Room # / Location: Rm. 111 |

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|Lesson Overview / Summary via The Big 3 Questions (and examples) |

|(Provide a general overview of your lesson so that anyone can quickly see where the learner is going and what the learner needs to do to get |

|there.) |

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|What is it that students will learn and be able to do? |

|The students will be able to identify the 5 W’s and 1 H of a newspaper article |

|The students will work as a group to come up with their own 5 W’s and 1 H for a picture and headline. |

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|How will you know that they learned or are able to do “it”? |

|The students will be engaged in the class discussion |

|The students will successfully work in their group to create 5 W’s and 1 H for a picture and headline. |

|The students will correctly identify the 5W’s and 1 H they have learned about in their own newspaper article. |

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|How will you guide them through the process to get them to “it”? |

|I will introduce the 5 W’s and 1 H of a newspaper article. |

|I will promote class discussion about the significance of these parts within the class discussion. |

|I will have them work in groups before working on the individual task |

|Instructional Expectations and Opportunities |

|Specific Expectations: (approx. 1-3 specific expectations from the Ontario Curriculum that could be assessed; OR highlight even “parts” of |

|expectations!) |

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|Language Arts (Reading – 1.1) read a variety of texts from diverse cultures, including literary texts. |

|Language Arts (Reading – 1.7) analyse texts and explain how various elements in them contribute to meaning. |

|Language Arts (Reading – 2.2) identify a variety of organizational patterns in a range of texts and explain how they help readers understand the|

|texts. |

|Other learning opportunities: (other learning opportunities that occur throughout this lesson, you may need to reword!) |

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|Responsibility – specifically, takes responsibility for and manages own behaviour by showing attentive listening skills and staying on task. |

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|Collaboration – specifically, shares information, resources and expertise, and promotes critical thinking to solve problems and make decisions |

|during the group task. |

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|Self-regulation – specifically, seeks clarification or assistance when needed or asks for help from their peers to solve problems. |

|Content |

|(Only list content related material – NOT how you will teach it; this section is a reference section for you, the teacher or anyone else who |

|uses your lesson plan, regarding content; might include diagrams, facts, maps, definitions, terminology, examples, anything that may be |

|necessary for you to understand to address students’ questions, extend their thinking or scaffold learning; you might add attachment and |

|indicate here to “see attachment”; feel free to add or delete rows as needed.) |

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|Content Name |

|Content Details |

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|5 W’s and 1 H |

|Who, what, where, when, why and how. |

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|Headline |

|The words printed in large type across the top of a newspaper article to catch the reader’s attention. |

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|News article |

|A story about an event that has just taken place. |

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|Feature article |

|A detailed report on a person, an issue or an event |

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|Editorial |

|An article in which the people who run a newspaper give their opinion on an important issue. |

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|Reporter |

|A person who researches and writes an article for a newspaper |

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|Preassessment and Accommodations/Modifications |

|Students (consider the students you will be teaching and anything that will affect their learning or your teaching strategies (e.g., include |

|academic, social/emotional, physical and diversity needs,+ provide accommodations/modifications - how you will differentiate learning for each |

|student and/or type of need – N.B. use initials of students rather than full names) |

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|Preassessment: |

|Accommodation/Modification: (Spec.Ed Companion and/or ELL resource OR ELL for Kindergarten) |

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|Academic Needs: |

|Students have learned the formatting of the newspaper articles |

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|The students have also discussed reports previously |

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|M.M.C. has an I.E.P |

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|Quickly review the format but move into the bulk and writing of the newspaper articles |

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|I will ask the students to make connections between reports and newspaper articles. |

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|Adjust expectations for students on an as-needed basis. |

|May need to re-explain instructions |

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|Learning Environment: (describe the learning environment such as the set up/location of desks, where audio-visual equipment will be, where the |

|teacher stands, where the students are working etc. – you may wish to include a map/layout of the classroom on a separate sheet and reference it|

|with modifications if lesson changes) |

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|[pic] |

|Set-Up for Lesson |

|Teacher (yellow happy face) will be at the front of the room conducting the lesson |

|Students will be seated at red desks during lesson. |

|Lastly, students will stay at their seats to do their individual worksheets. |

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|Required Resources |

|(list ALL resources required to conduct this lesson with detailed specifics such as textbook titles, chapters, page numbers, author/publishers,|

|website URLs, resources like paper, pencils, protractors, chalk, rulers, paint, specimens, books, maps, videos, posters, lab materials, handouts|

|– include name of handout and number of copies, etc.) |

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|Agenda Item |

|Resources Needed |

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|Minds On |

|Video |

|Whiteboard |

|Dry-erase markers |

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|Let’s Work Together |

|Picture w/ headline |

|Dry-erase markers |

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|Group Article Outline |

|Worksheet (6) |

|Picture w/ headline |

|Pencils |

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|Using our Own Articles |

|Student’s newspaper articles (30) |

|Same paper we used for the “Format of a Newspaper Lesson” |

|Worksheet (30) |

|Glue |

|Pencil |

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|Agenda |

| (Consider a quick overview of the lesson and list key elements in lesson which may be written on white/blackboard as an agenda for students and|

|you to follow; try to keep it concise and catchy; for non-readers, use symbols or images) |

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|Will be posted on (Where will you place the agenda?): The agenda will be posted on the whiteboard for students to see. |

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|Will use images to support text because: |

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|Today: |

|Minds On |

|Let’s Work Together |

|Group Article Outline |

|Using Our Own Articles |

| Learning Goals and Success Criteria |

|Learning Goals (Identify what students are expected to know and be able to do – in student friendly, clear language – based on the expectations |

|and other learning opportunities; shared with students at the beginning of a learning cycle (i.e., lesson, unit, point in a unit, etc.) |

| resource and examples + Creating learning goals |

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|By the end of the lesson on the 5 W’s and 1 H, students will be able to identify and describe the 5 W’s and the 1 H in a variety of written |

|forms. |

|Introduction of goals by (How will you specifically introduce these goals? Include here): I will have created the learning goal for the students|

|to give them an idea of what they will accomplish by the end of the lesson. |

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|Success Criteria |

|( describes in very specific terms, what successful attainment of the learning goals look like/sound like; how will students specifically |

|provide evidence of their learning to demonstrate their knowledge and skills, also refer to achievement charts for the subject; co-constructed |

|with students?) |

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|I will show that I understand _________________ by: |

|Engaging in the class discussion |

|Working cooperatively in the group to fill in the worksheet |

|Correctly identify the 5 W’s and 1 H in my own newspaper article. |

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|Introduction of success criteria (How will you specifically share/co-construct the criteria? Include here): I will introduce the success |

|criteria to the students prior to the beginning of the lesson. This is to ensure the students understand what is expected from them during the |

|lesson. |

|Introduction |

|(Describe how you will motivate students, get their attention, relate the lesson to their lives, such as a minds-on activity, a hook or an |

|activity that will pull learners into lesson in a meaningful way – provide a step-by-step description of this introduction with an approximate |

|timing.) |

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|Timing |

|e.g., (1:00 – 1:05pm) |

|Description |

|Assessment (purpose) |

|Why assess? |

|Assessment (How?) |

|How will you gather evidence of student learning? |

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|8:55-9:05 a.m. |

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|Agenda Item: |

|Minds On |

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|Sequence of instruction/strategies for this component of lesson: |

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|I will write the 5 W’s and the 1 H on the board and prompt students to look for the answers to these questions in the video we are about to |

|watch. |

|I will show the video about a deaf football team and be accepting answers such as: |

|Who – A football team for the CSD (California School for the Deaf) |

|What – The team uses deafness as an asset (using signs and colour-coded signs to communicate with each other) |

|Where – California |

|When – During their football season |

|Why – To prepare the players for real life and prove that they can compete with public schools. |

|How – Hard work and quick plays (quick strike offense) |

|Some of the answers may be difficult to pull out of the video. |

|The students will have an opportunity to look for the 5 W’s and 1 H in a written piece in their groups. |

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|for learning (diagnostic or formative) |

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|as learning (formative) |

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|of learning (summative) |

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|observations of: |

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|Student engagement |

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|Who is raising their hand to answer? |

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|student/teacher conversations about _____ or via whole class, small group, individual questioning such as: |

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|Are answers on topic? |

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|How much do students already know? How little? |

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|Is the task too difficult? |

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|Scaffolding via Gradual Release of Responsibility and Planning the Feedback |

|How will you organize the learning experience? Include specific sequence of instruction; What will you say/do? How will you model? What will |

|students do? How will you transition from one part of lesson to another? How will you distribute materials? What specific questions will you |

|ask? What are a few students’ anticipated responses or actions? How will you gradually release responsibility? What will students do with |

|others? Feel free to add or delete rows as needed. |

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|Timing |

|e.g., (1:00 – 1:05pm) |

|Description |

|Assessment (purpose) |

|Why assess? |

|Assessment (How?) |

|How will you gather evidence of student learning? |

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|9:05-9:15 a.m. |

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|Agenda Item: |

|Let’s Work Together |

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|Level of scaffolding: |

|“I do it” “You do it together” |

|“We do it” “You do it” |

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|Sequence of instruction/strategies for this component of lesson: |

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|To prepare for the next task – I will show the students a picture w/ a headline on chart paper. |

|Then, I will ask the students to help me come up with the 5 W’s and the 1 H for what they see on the projector screen. |

|I will ask for student input and add my own input if necessary. |

|This activity is very similar to the activity they will be completing in their table groups. |

|This is what the headline and picture will be: |

|[pic] |

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|for learning (diagnostic or formative) |

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|as learning (formative) |

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|of learning (summative) |

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|observations of: |

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|Are students focused? |

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|Which students are sharing ideas? |

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|student/teacher conversations about _____ or via whole class, small group, individual questioning such as: |

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|What else could we write for ‘who’? |

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|student tasks / products that provide students with ways to demonstrate learning, specifically: |

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|9:15-9:30 a.m. |

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|Agenda Item: |

|Group Article Outline |

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|Level of scaffolding: |

|“I do it” “You do it together” |

|“We do it” “You do it” |

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|Sequence of instruction/strategies for this component of lesson: |

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|The students will be shown a picture and a headline and will be asked to create their own 5 W’s and 1 H based on that information. |

|This activity is a pre-cursor for the Group Write activity they will be completing the next day. |

|I will hand out a worksheet for the group to fill out |

|I will instruct the students to work together to agree on their ideas for each one. |

|The students will be encouraged to resolve conflicts on their own. |

|This is what the students will see: |

|[pic] |

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|for learning (diagnostic or formative) |

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|as learning (formative) |

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|of learning (summative) |

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|observations of: |

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|Are students focused? |

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|Are students working cooperatively? |

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|student/teacher conversations about _____ or via whole class, small group, individual questioning such as: |

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|How did you choose that answer for _____? |

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|Are you sure that idea relates to the picture and headline on the projector? |

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|student tasks / products that provide students with ways to demonstrate learning, specifically: |

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|Students will work with their group members to complete their worksheet. |

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|10.Consolidation |

This consolidates or “firms up” the concepts taught. It wraps up the lesson, allows for class feedback, reviews key concepts and summarizes, confirms learning. This is not the same as application. This is a “wrap up” or a “what did we learn” component. Puts closure to the lesson. Use learning goals/success criteria as a guide.

|Timing |Description |Assessment (purpose) |Assessment (How?) |

|e.g., | |Why assess? |How will you gather evidence of |

|(1:00 – | | |student learning? |

|1:05pm) | | | |

| |Agenda Item: | | |

|9:30-9:35 |Using Our Own Articles |for learning |observations of: |

|a.m. | |(diagnostic or | |

| |Level of scaffolding: |formative) |Are students focused? |

| |“I do it” “You do it together” | | |

| |“We do it” “You do it” |as learning |Do students appear to be |

| | |(formative) |struggling? |

| |Sequence of instruction/strategies for this component of lesson: | | |

| | |of learning |student/teacher conversations |

| |Using the knowledge of the shared practise and group activity the |(summative) |about _____ or via whole class, |

| |students should be ready to apply their knowledge to their own | |small group, individual |

| |article. | |questioning such as: |

| |We have already labelled the parts of the newspaper article format.| | |

| |Students will be asked to glue a 5 W’s and 1 H worksheet on the | |What questions are giving you the|

| |back of their page. | |most difficulty? |

| |They will identify the 5 W’s and 1 H for their own article. | | |

| | | |student tasks / products that |

| | | |provide students with ways to |

| | | |demonstrate learning, |

| | | |specifically: |

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| | | |Students will work independently |

| | | |to identify the 5 W’s and 1 H of |

| | | |their article. |

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|Reflections |

|Effectiveness of Lesson |

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|What was effective / ineffective in your lesson? – include at least 3 lesson elements that were ineffective / effective? or What went well in |

|your lesson? or What did not go so well? or What did the students enjoy? How did your planning or delivery turn out? Did your teaching / |

|learning strategies work effectively or not for subject content and class? Consider the entire lesson and the reaction of students. |

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|How do you know? Provide evidence from student work, student questions asked and informal assessment. Think about examples of how the lesson |

|progressed, engagement of students, flow of delivery, time management. |

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|Next steps? Indicate what steps you are going to take to continue to work on your three elements identified. What are you going to do |

|differently in the future, what do you need to discuss with your AT/FA, what do you need to learn more about, what are your next learning goals |

|and activities? |

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|What was effective / ineffective in your lesson? |

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|How do you know? |

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|Next steps for improvement? |

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|Effectiveness as a Teacher |

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|What was effective / ineffective about you as a teacher? – include at least 3 teacher elements that you did that were effective or ineffective. |

|Did you ask good questions? Did you motivate students? What did YOU do well? This would be a section describing your strengths and areas for |

|improvement – volume, eye contact, body language, questioning skills, responding to questions, comfort with material, confidence, delivery, |

|board writing, vocabulary. |

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|How do you know? What evidence do you have that you, as a teacher, were or were not effective? Think about examples of what you said, did, |

|reacted to, felt as examples of your three elements. |

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|Next steps? Indicate what steps you are going to take to continue to work on your three elements identified. What are you going to do |

|differently in the future, what do you need to discuss with your AT/FA, what do you need to learn more about, what are your next learning goals |

|and activities? |

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|What was effective / ineffective about you as a teacher? |

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|How do you know? |

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|Next steps for improvement? |

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Faculty of Education Lesson Plan Template

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