1. PRIJ 3030 Planning- Session 8
Instruction
Chapters 5 and 2 set the stage for how educators plan by lessons, units and long range studies as well as throughout the day making sure that all subjects are accounted for over the day, week or two week schedule
Please refer back to 5 and 2 when planning your work in your practicum classes
Before we start today, any questions or comments about either chapter. We have talked about Timetabling before but lets recap. Entry, exit, recess, prep subjects are dictated. Many schools have guidelines around literacy and math blocks, and there are best practices around this, large blocks of time for literacy and math, please see sample day plans, talk about what you have noticed

2. Planning
-Long-range planning provides a broad overview of learning in every subject for the whole year, -Unit plans build on these identified studies and elaborate learning goals and assessment strategies for a period of time, usually 3-6 weeks -Daily and weekly plans further break this down into how it would work in a day or a week.

3. Mental Set: Reflection
Make two lists:
What I already know about lesson design/unit planning.
What I think I need to know about lesson design/unit planning.
I have given you a several frameworks for lesson plans and mini-lessons, craft a template that works for you
Here are a few more templates, taken from the Guide to Effective Literacy, Junior Grades, Volume 3

4. Purpose and Objectives For This Topic:
To understand that there are many factors influencing lesson planning: some are external and unchanging factors, some are dynamic and flexible factors
To understand the elements of Lesson design and unit design
To understand that powerful instructional strategies must be a part of every lesson…from Mental Set to Closure.

5. Where To Begin?
If asked to create a lesson for your practicum class, what steps would you take to begin planning?
Discuss with an elbow partner.

6. “Begin With the End In Mind”
consider background information that students bring with them prior to the lesson
consider how our lesson can create awareness of critical issues of equity, diversity, and social justice, therefore, going beyond the prescribed curriculum
differentiate your lesson activities to meet the diverse needs of your students

7. “Begin With the End In Mind”
decide on the student materials, teacher resources, human resources, and equipment needed to execute the lesson
plan to actively engage your students
examine and reflect on your lesson by considering the learning styles addressed

8. Curriculum Expectations
All planning begins here, you ask yourself “Why I am teaching the material in this way?”
Select learning expectations that your lesson will address
Overall vs. Specific Expectations
Expectations are measurable, observable, clear, and specific

9. Assessment & Lesson Design
Assessment is a critical feature of any lesson plan in which students will be learning new information, concepts, or skills.
Assessment must be closely aligned with the curriculum objectives
Determine specific assessment, learning strategies and tools that will be used to know how well your students will achieve desired expectations
Assessment is diagnostic, formative and summative, you will build this in to your planning

10. What is Lesson Design? Lessons are a two-step process—the
preparation and the delivery of the lesson.
A framework for planning instruction
in which the elements can:
be used in varied order
be combined or stacked
facilitate the integration of powerful strategies which help to improve learning
All of the elements should be considered
when planning a lesson.

11. Where does Lesson Design fit?
Lessons are usually a part of a unit and sometimes can stand alone.
As teachers prepare lessons, they need to ask the following questions:
What do my students need to learn? (Curriculum)
How will I know if they’ve learned it?
(Assessment & Evaluation)
How will I facilitate their learning?
(Lesson Design)

12. The Giving Tree – Shel Silverstein Grade 3, S & T, O E- 1, S E – 1
Front matter, Page 70 for Grade 3, UNDERSTANDING LIFE SYSTEMS, GROWTH AND CHANGES IN PLANTS

13. Grade 3 S & T
If you are doing an investigation into plants, Growth and Changes in Plants focuses on the characteristics and requirements of plants and the ways in which plants grow. Students will observe and investigate a wide variety of local plants, from trees and mosses in their natural environment to flowers and vegetables grown at school or on farms, and will consider the impact of human activity on plants and their habitats. Students will also learn about the importance of plants as sources of oxygen, food, and shelter, and the
need for humans to protect plants and their habitats. The Giving Tree would be a way to begin this study…

14. Overall and Specific Expectations
Grade 3, S & T, O E- 1, S E – 1.1, 1.2, 3.1
Assessing ways in which humans impact plants and the ways in which plants impact upon human society
The ways in which plants are important to us and how we as individuals can either harm plants or minimize harm to plants
Grade 3, Language, O E – 1, S E – 1.4, 1.5, 1.6
Read and demonstrate an understanding of a variety of literary, graphic, and informational, texts, using a range of strategies to construct meaning; and demonstrate an understanding of texts, make inferences and extend understanding to their own experiences
OE: read and demonstrate an understanding of a variety of literary, graphic, and informational, texts, using a range of strategies to construct meaning;
SE: demonstrate understanding of texts, make inferences and extend understanding to their own experiences

15. Read Aloud: The Giving Tree
Read through the book once just straight through
Then we revisit…

16. Guided Questions Before Reading:
What are the characteristics of living things?
Have you ever had a connection to a particular tree or place in nature?
What story can I tell about myself and a tree that I know?
Students use language to learn in all subjects, literacy instruction will be a part of all curriculum areas, for example this Science Unit will touch on language expectations in all areas,
Reading, writing, media literacy and speaking and listening are to be embedded within this unit plan
If you have taught paragraph writing skills in language arts, you could provide an opportunity for paragraph writing in a science report on a tree in the school ground that the class is studying

17. Guided Questions
During:
Can we make money from trees? How does the tree satisfy the boy’s demands?
What do we need from trees? What do we want from trees?
Can you imagine a world without trees?

18. With a partner, prepare a response to one of the following questions, you will present to the class:
After:
If you were the boy in The Giving Tree how would you have acted?
What is the message in this story?
Do you think that human beings think like the boy in the story?

19. What were some of the learning goals we focused on today?

20. Madeline Hunter: One Approach to Lesson Design
Madeline Hunter, a Canadian, researched and developed an approach to lesson delivery
observed and worked with teachers trying to understand why/when they were effective
identified a sense of instructional flow which was observed in more effective learning environments
developed a Lesson Design format which she says is “not a rigid formula but a launching pad for creativity”
The components in her design can:
occur in any sequence
be omitted or repeated
be used sequentially

21. Elements of Lesson Design
Listed below are the components of Madeline Hunter’s model for Lesson Design
INTRODUCTION
Mental Set
Sharing the Purpose and Objective
BODY
Input
Modelling
Check for Understanding
Practice – Guided Practice
Independent Practice
CONCLUSION
Closure

22. Introduction, Mental Set, or Hook
is the most important part, which sets the stage for engaging the learner
It should motivate and inspire students to participate
It should link to past experiences of the students
Engaging the emotions and values, in addition to the interests

23. Sharing the Purpose
it is important so that students will be able to know the learning expectations and begin to build ownership and motivation for learning
is the key to making the lesson meaningful and relevant

24. Body of the Lesson Input
aim to include as many learning styles as possible
strive to involve all students
Modelling
provides students with clear examples of what the learning looks like and sounds like
it increases memories

25. Body of the Lesson Cont. Practicing
students are given time to experiment, experience, and apply their understandings
Guided Practice
students follow instructions and practice with support and guidance from the teacher
Independent Practice
students work on a task by themselves or in a group with minimal teacher support
Checking for Understanding
helping to increase your students’ success

26. Conclusion/Closure Calls for thoughtful reflection
Ties together key learnings: to summarize, synthesize, or consolidate
Remember to leave time to check for understanding

27. Science and Technology Curriculum
With a partner, have a look at the Overall and Specific Expectations for both of your current practicum placements
Start brainstorming ways of connecting content material to learning in other curriculum areas, particularly literacy
Share your ideas

28. Reflection Review your list from earlier in the session.
Have you answered some of your questions? What do you still need to know about designing effective lessons?