The Road to Lesson Planning

Pit Stops to Thinking about Planning:

The Gas That Helps Fuel Our Lessons

Allow for different learning styles to be acknowledged Plan for individual needs of individual students Create multiple handouts at different levels of complexity if need be Show content in different ways

Integrate the use of the Smart Board whenever possible Allow students to play interactive, educational games online Have students use the computer to complete tasks every once in a while Incorporate videos, songs, posters when possible.

Pre-assessment (assess prior knowledge) Informal/formal assessment Observation Notes Self-assessment (selfreflections, self-evaluations) Rubrics (created together if possible) Provide students with feedback when possible Peer-evaluation

Differentiation

ICT

Assessment and Evaluation

Brain Breaks A balance of time for explaining and doing, but mostly for doing Allowing enough time for a lesson to unfold Planning for extra time

Have back up plans Be flexible with the materials and resources being used Be sure students are ready to learn the new content.

Reflect on the lesson and note what worked, what didn't, and what you would do differently next time Reflect on if the learning goals were met

Timing

Flexibility

Reflection

LESSON PLAN
CYCLE/GRADE: DATE: DURATION:

DATE: SUBJECT: SCHOOL:

Objectives COMPETENCIES Subject Area Essential knowledges Cross Curricular Competencies

MATERIALS Professional Development Goal:

TIME Prior Knowledge/Context:

ACTIVITY

Introduction:

Development:

Extra for Early Finishers:

Formative Assessment:

Evaluation:

Follow-up Activity/ Back-up Plan:

Notes on Individual Students (Behaviour strategies, Notes on Management etc.)

Notes on Professional Development Goal

Differentiation

Reflection

Possible Artifacts: Created Lesson Plans Student Work Self-Assessments Rubrics Self-Reflections Created Handouts

Created Handout

Name: __________________________

Date: _____________________________

Practice Makes Perfect:

Place Value
1. Write the digit for the following: a. In the number 11 609 the digit ______ is in the tens position. b. In the number 4172 the digit ______ is in the thousands position. c. In the number 5 the digit ______ is in the units position. d. In the number 30 091 the digit ______ is in the hundreds position. e. In the number 81 565 the digit ______ is in the ten thousands position. 2. Write the value of the digits that are bolded and underlined. a. 10 450 ______________ b. 572 ______________

c. 23 096 ______________ d. 3 820 ______________ e. 14 912 ______________ 3. Write how many are in each number. a. 5640 = _______ thousands, _______ hundreds, _______ tens, and _______ units. b. 20 = _______ thousands, _______ hundreds, _______ tens, and _______ units. c. 832 = _______ thousands, _______ hundreds, _______ tens, and _______ units.

d. 80 111 = _______ thousands, _______ hundreds, _______ tens, and _______ units. 4. Write how many thousands, hundreds, tens and units are in each number.

Thousands a) 556

Hundreds

Tens

Units

b) 19 109

c) 8905

d) 2282

e) 20 300

f) 7921

5. Write true or false next to the following statements. a. In the number 5670, the digit 6 is in the thousands position. ________________ b. In the number 650, the value of the digit in the tens position is 50. ___________ c. In the number 20 789, there are 20 thousands. ___________________________ d. In the number 5019, there are 0 hundreds. ______________________________ e. In the number 69 111, there are 6, 911 tens. _____________________________

f. In the number 10, there are 10 tens. ___________________________________ g. In the number 15 609, there are 9 units. ________________________________ h. In the number 702, there are 702 units. _________________________________

Evaluation #1 Lesson Plan: Puzzling Paragraphs Together

By: Sarah Battista (260481098)

McGill University Faculty of Education Fall 2013

LESSON PLAN

DATE: September 17th, 2013 TIME: 1 Class Period CLASS (Grade or Cycle): Cycle 2, Grade 4

DURATION: 1 hour 15 min. 1 hour 20 min. SCHOOL: Honor-Mercier School

OBJECTIVES

To have students recognize what different elements make up a paragraph (topic sentence, supporting details, and concluding statement) by showing them a paragraph hamburger, an example of a paragraph, creating one as a class, by having them rearrange paragraphs, and by having students create their own paragraphs. To have students recognize that paragraphs contain one main idea, by reading them a paragraph with one main idea and having students identify that main idea, by creating a paragraph as a class with one main idea, and by having students re-assemble and create paragraphs with only one main idea. To have students recognize that every topic sentence belonging to a paragraph must be indented by showing an example of a paragraph that is indented, creating a paragraph as a class that is indented, and by having students ensure that their created paragraphs include an indented first sentence with the use of their checklists, as well as by having students re-assemble paragraphs in which the topic sentence is indented. To have students recognize that a paragraph takes about five to seven sentences by having students see the PowerPoint presentation which explains this, by showing and creating paragraphs containing five to seven sentences, by providing students with paragraphs to re-assemble containing five sentences, and by having students create sentences with five sentences using their paragraph hamburger. To have students work together and self-assess by using a checklist for their created paragraphs and by having students work collaboratively to create and re-arrange a paragraph. Students also work as a class to create a paragraph on the Smart Board. To have students recognize the proper order of the different elements found in a

paragraph by having students assemble paragraphs, create their own, and by having those who have extra time cut up disassembled paragraphs and re-assemble them.

COMPETENCIES

English Language Arts: Competency 1: To read and listen to literary, popular, and information-based texts. Competency 2: To write self-expressive, narrative, and information-based texts. Competency 4: To use language to communicate and learn.

Cross-Curricular Competencies:
To use information. To solve problems. To exercise critical judgment. To use creativity. To adopt effective work methods. To achieve his/her potential. To cooperate with others. To communicate appropriately.

Professional Competencies:

 To act as a professional inheritor, critic, and interpreter of knowledge or culture when teaching students. To communicate clearly in the language of instruction, both orally and in writing, using correct grammar, in various contexts related to teaching. To develop teaching/learning situations that are appropriate to the students concerned and to the subject content with a view to developing the competencies targeted in the programs of study. To pilot teaching/learning situations that are appropriate to the students concerned and to the subject content with a view to developing the competencies targeted in the programs of study. To plan, organize and supervise a class in such a way as to promote students' learning and social development. To integrate information and communications technologies (ict) in the preparation and delivery of teaching/learning activities and for instructional management and professional development purposes. To engage in professional development individually and with others. To demonstrate ethical and responsible professional behavior in the performance of his or her duties.

Materials:
Smart Board Pencil Eraser Loose leaf Journals Written sentences paragraph hamburger Created Smart board presentation Cut up paragraphs to be re-assembled (5) Glue Scissors Topic tags (5) Hamburger Writing handout (5): http://www.superteacherworksheets.com/graphic-

organizers/hamburger-writing_WBRDM.pdf Checklists for paragraphs (20) 4 extra copies of each disassembled paragraph that is in paragraph form but not in the right order. Paragraph hamburger for students to have/keep as a reference (20) Poster of the paragraph checklist to hang up

Classroom Management Strategies:

Closing the lights Counting down Point system

Prior Context: I have noticed that many students do not know how to write a proper paragraph. Many students do not indent, and they do not add supporting details. They do not know how to format their paragraphs and/or how to organize them. Students also forget to capitalize the first letter of the words that begin sentences, as well as to add periods at the end of full sentences. It is important that I emphasize this as well, as an aside, while enacting my lesson.

TIME

LESSON

35-40 min.

Smart Board Power Point Presentation: Using the Smart Board, share a power point presentation explaining paragraph writing and showing a paragraph hamburger. The power point will allow students to interact and answer questions. It will touch upon indenting, writing full sentences, and will even have the class come up with a paragraph together. Be sure to restate the key points while typing out the completed paragraph (indent, one main idea, five to seven sentences, etc.). Before students write their own paragraphs in groups, they will also see one typed up on the presentation. For this paragraph, students will be asked to come up, read one sentence at a time, and try to see where the sentences would fit into our paragraph hamburger. Students can use the pointer to point to the parts the different sentences go with. After sharing an example of a good paragraph on one of the slides, the teacher will post up a big paragraph hamburger with the paragraph from the presentation split up on the hamburger into its sentences. This will be the same sentence students had to read and fit into the paragraph hamburgers different parts. Keep the Smart Board open to the slide with the paragraph hamburger so that students can refer to it while doing their activities. Also point out another paragraph hamburger at the back of the classroom that is already hung up.

10 min.

Assembling Paragraphs (Group Work): Students will be placed into pre-made groups of 4, according to their levels. They will each receive one paragraph that is cut up into a topic sentence, three sentences of supporting details, and a concluding statement. As a team, students are to reassemble their paragraphs in the proper form, including indentations, and glue them onto a loose leaf. Students will also have to write what they think the main idea of the paragraph is. Let students know that when it comes to the details in the paragraphs, the

order isnt as important. Its really the topic sentence and the concluding sentence that they must be careful with and that matter most for this activity. The teacher will ask students to raise their hands once they are done, and he/she will then check to see if they are grasping the concept. The teacher will re-explain the key points to groups once they are done.

20 min.

Creating a Paragraph (Group Work): Once students have properly assembled their paragraphs, the teacher will give each group one main idea with which they will have to create one paragraph. Groups will be given one hamburger writing handout where one group member is to write down the isolated created sentences. Each student will then combine them into paragraph form in their journals. Students will also each be given a checklist to make sure they have included everything and will be able to keep it for future reference. Remind students that they must write full sentences and to capitalize the first letter of the words that begin their sentences. Also, remind students to include a period at the end of sentences. *While students are working in groups, the teacher will walk around to see how students work together in groups. He/she will also look at checklists once the paragraphs have finished being created to assure that they have been filled out appropriately. The teacher can take notes on how students are working together and can assess if students are grasping the concept of paragraphs. *If some groups have finished before others, have them unscramble the paragraphs given to other groups. This time the paragraphs will already be in paragraph form but mixed up and out of order. Students are to cut the sentences and re-assemble them, or they can choose to re-write

the paragraphs in the proper order. Ask them to raise their hands once they are done so that you can check to see if they have figured it out. Sharing: Once all students are done, if time permits, one representative from each group, other than the writer, will come up to share their groups paragraph.
*Differentiated Instruction: The teacher will circulate the room and help those that may have

10 min.

more trouble in ELA. He/she will also plan out groups ahead of time in order to allow students to help one another. He/she will pair weaker students with stronger students. The checklist created is also made bigger for a child in the class that has trouble reading text that is normal font size.

Paragraph Checklist:
This paragraph has a topic sentence. This paragraph has at least three supporting details. This paragraph has five to seven sentences. This paragraph has a concluding sentence. This paragraph sticks to one main idea. This paragraph is indented. This paragraph has full sentences. This paragraph has sentences that end with periods. This paragraph is capitalized properly.

Reference List

Christensen, David. "TED ANKARA 6TH GRADERS / Delicious Paragraph!." TED ANKARA 6TH GRADERS / FrontPage. Web. <http://tak6.pbworks.com/w/page/46792262/Delicious%20Paragraph!>. Dye, David. How to Write a Paragraph. Create Better Writers. Web. <http://www.createbetterwriters.com/uploads/ParagraphEbook2ndEd_copy.pdf>.

Hamburger Writing. Super teacher worksheets. Web. <http://www.superteacherworksheets.com/graphic-organizers/hamburgerwriting_WBRDM.pdf>.

"Jumping hamburgers burger xermy HD Wallpaper - Food & Drinks (#335604)." HD Wallpapers. Web. <http://onlyhdwallpapers.com/food-and-drink/jumping-hamburgersburger-xermy-desktop-hd-wallpaper-335604/>.

"Parts of a Paragraph | 3P's blog 2012." 3P's blog 2012 | Cherrybrook Public School. Web. <http://3p2012.edublogs.org/2012/02/27/parts-of-a-paragraph/>.

Quebec Education Program. (2001). Retrieved from <http://www.mels.gouv.qc.ca/DGFJ/dp/programme_de_formation/primaire/educprg2001 h.htm>.

"Rotating Tasty hamburger on white background, loopable: Royalty-free video and stock footage." Royalty-free music, images, video and vector graphics - ClipDealer. Web. <http://us.clipdealer.com/video/media/344717>.

"7 sample paragraphs for kids (free to read)." PreserveArticles.com: Preserving Your Articles for Eternity. Web. <http://www.preservearticles.com/2011080410136/7-sample-paragraphsfor-kids-free-to-read.html>.

"SMART Exchange - USA - Introduction to Paragraph Writing." Lesson plans and resources for your SMART Board - SMART Exchange. Web. <http://exchange.smarttech.com/details.html?id=70f99f29-616f-4c03-b0bde4f2653920c2>. "Which Statin Would You Like With Your Burger? The Robert Scott Bell Show | The Robert Scott Bell Show." Robert Scott Bell - The Power to Heal is Yours. Web. <http://www.robertscottbell.com/natural-remedies/which-statin-would-you-like-withyour-burger/>.

The Paragraphs Used for Group Work:

Main Idea: Peacocks

Peacocks are my favorite birds. They have colorful feathers, two legs and a small beak. They are famous for their dance where they spread their feathers like a fan. They have long, shiny, dark blue necks. Peacocks are such unique birds, and they are the birds I like most.

Main Idea: Ice Cream

Ice cream makes everything better. When I'm sad, a bowl of Oreo ice cream puts a smile on my face. When I'm mad, a bowl of vanilla ice cream makes all of my worries disappear. When I'm happy, chocolate ice cream with caramel makes everything that much better. Ice cream is the answer to all of my problems and is the cherry on top when I'm having a great day.

Main Idea: Mans best friend

A dog really is a man's best friend. My dog Charlie is always there for me when I'm feeling sad. He gives me kisses when I get hurt. Charlie always knows when something is wrong, and he never fails to keep me company. I am proud to say that not only am I Charlie's best friend, but he is mine as well.

Main Idea: My favorite possession

My favorite possession is my baby blanket that my grandmother gave to me when I was a child. I slept with it every night when I was younger. It also helped to dry my tears when I was sad. Most importantly, it warmed me on cold winter nights. To this day, I still treasure my baby blanket.

Main Idea: Summer

Summer is my favorite time of year. In the summer, we can spend countless hours in the pool enjoying the sun. We can take late night walks and see daylight longer. Summer is also when we eat lots of ice cream. I cannot wait until summer comes again!

Student Work:

Paragraph Written for Puzzling Paragraphs Lesson: