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Ed)
Grade/Course:Grade2EnglishLanguageArts
Unit:Owls
LengthofLesson:245minutelessons
Stage1DesiredResults
GeneralandSpecificOutcomes(Knowledge,Skills&
Attitudes/Values):
2.1.2.Comprehensionstrategies;explainanticipatedmeaning,recognize
relationships,anddrawconclusions;selfcorrectunderstandingusingavarietyof
strategies
EssentialQuestions:Thekeyquestionswewillanswerare
Whatdoyouthinkthisbookisaboutandwhy?
Whatmakesanowlabird?
Whatmakesanowldifferentfromotherbirds?
Studentswillknow...
howtousestrategiesandcuestoaccesspriorknowledge
howtocomprehendwhattheyarelisteningtoandextend
theirlearning
usepersonalknowledge
Studentswillbeableto...
Comprehendandrespondpersonallyandcriticallytooral,
literaryandmediatexts
Developunderstanding
Extendunderstanding
Organizeinformation
Stage2AssessmentEvidence(AssessmentAS/OF/FORLearning)
Pleaseindicatethepurposeofyourstrategybyusingacheckmarkunderthe
appropriatecategory.
AssessmentFor
(Formative)
AssessmentOf
(Summative)
AssessmentAs
Strategy(PerformanceTask,ObservationChecklist,Interview,etc.):
Studentswilllistentothebookandtogetherwewilldiscussthingsthatthey
know,andcompareittowhattheylearn
PlaytheOwlTaskCardgame
Maketheirownposterwith3thingsundereachcategoryofwhatowlscando,
whattheyhaveandwhattheyare
Criteria(Pleaselisti.e.Rubric,AchievementIndicatorsfromCurriculum,Student
orTeacherGenerated):
Observationofstudentsduringthestory,discussionandOwltaskcardsfor
attentivenessandparticipation
Neatness,organizationandspellingontheirposteronceitisfinished
Observehowtheyareusingtheirclasstimewhilemakingtheirposters
ReflectionDidtheseassessmentstrategiesallowyoutoaddresstheoutcomesfor
thislesson?Didthestudentslearningmeetyourobjectives?
Stage3LearningPlan
InstructionalStrategiesForThisLesson
Considerlearningstyles,multipleintelligences,learnerabilitiesandstudent
interests.
Activating
Askthestudentswhattheythinkthebookisaboutandwhyjudgingbythename
andthepictureonthecover.
ListentoOwlMoonbyJaneYolen
Discussandrecordthingsthatstudentsknoworthinktheyknowaboutowlsona
pieceofchartpaper
Acquiring
Observethepagewiththeowl;recordwhathasbeenobservedabouttheowls
appearance
Owltaskcards(trueorfalsecards)Readthecardsandhavethestudentsrecord
theiranswersontheirstudentresponseform
Makeanotherchartaboutwhattheyhavelearnedaboutowlsandcompareittothe
firstchartthattheymade
Applying
Eachstudentwilltakealargepieceofblackconstructionpaperandpaintanowlin
themiddleandatthetoppaintthetitle;Owls.Theycanchoosebetweenawhite,
greyorbrownowl.Theywillusewhiteandyellowconstructionpaperforthebeak
andeyesandpasteitoncetheyrepaintingdries.Whilewaitingfortheirpainting
todry,theywilleachtake3cuecardsandwriteatthetop;are,canandhave.
Studentswillthenbeaskedtowrite3thingsoneachcuecardthattheylearned
aboutowlsinpencil.Forexample:Are;carnivores,nocturnal,birds,hunters.Once
thespellinghasbeencheckedonthecards,theywillbeaskedtogoovertheir
writinginblackmarker,soitcanbeseenfromfurtheraway.Afterthisiscomplete,
theycanpastetheirbeaksandeyesontotheirpainting,aswellastheircuecards.
Whataboutstudentswhorequireadaptationtothelesson?
Havethemlistentothebookwithheadphonesanadditionaltimeas
thiswillpromotelessdistractionfromtherestoftheclassroom
Iftheyhaveabehaviouralproblem,askthemtocometothefrontof
theclassandgetthemtoactliketheteacherwhilemakingthecharts.The
teacherwillwriteonthechart,butthatstudentwillbegettingthestudentsto
raisetheirhandsandwaittheirturntosharetheirideas.Thiswillgivethe
childwiththebehaviouralproblemajob,andwillpreventhimfrom
distractingtheclass
Resources/Technology:
Smartboard
OwlMoonbyJaneYolen;http://mssmiths2ndgradeclassroom.weebly.com/owls
andowlmoon.html
OwlsTaskCardsTeacherspayTeachers
Whiteboard
KindergartentoGrade8Curriculumdocument
Pinterest;http://www.pinterest.com/pin/363384263654454272/
LearningMaterialsRequired:
Fullscappaper
Paint
Black,yellowandwhiteconstructionpaper
Cuecards
Pencil
BlackMarker
CrossCurricularIntegration:
ArtPaintingtheirowlandorganizingtheirpostertomakeitaestheticallypleasing
Science2.1.01Useappropriatevocabularyrelatedtotheirinvestigationsof
growthandchangesinanimals.
Include:foodgroups,Canada'sFoodGuidetoHealthyEating,offspring,adult,
behaviour,lifecycle,stage,lifeprocesses,aswellastermsrelatingtolifecycles
studied.
Stage4Reflection
SupportiveIdeasforLessonPlanandUnitPlanDevelopment
GardnersMultipleIntelligencesinclude:
Linguistic(reading,writing,tellingstories)
Logical/Mathematical(experimenting,workingwithnumbers,
questioning)
Spatial(drawing,building,creating,veryvisual)
Musical(singing,listeningtomusic,usinginstruments)
Bodily/Kinesthetic(moving,touching,interacting,acting)
Naturalistic(interactingwithonesenvironmentand
surroundings,enjoyingtheoutdoors)
Interpersonal(talkingwithpeers,mediating,sharing,
organizing)
Intrapersonal(thinkinginward,workingindependently,
pursuingpersonalgoals)
Existential(understandingreligious&spiritualneeds,
naturalistic,seethebigpictureinlifeandtheuniverse)
LearningStylestoConsider:
Visual(spatial):preferusingpictures,images,andspatial
understanding.
Aural(auditorymusical):preferusingsoundandmusic.
writing.
Verbal(linguistic):preferusingwords,bothinspeechand
oftouch.
Physical(kinesthetic):preferusingyourbody,handsandsense
systems.
Logical(mathematical):preferusinglogic,reasoningand
people.
Social(interpersonal):prefertolearningroupsorwithother
Solitary(intrapersonal):prefertoworkaloneanduseself
study.
Groupings(TakenfromMBEducation&Training)
Avarietyofgroupingsfacilitatedifferentiationinamultilevelclassroom,
includingflexibleandcooperativegroups.
Flexiblegroups:
meetaparticularneedorinterestofasmallgroupoflearnersfor
strategicorexplicitinstruction,guidedpractice,orindependentinquiry.
willchangefrequentlythroughoutadayoralearning/teaching
sequence.
maybeformedbyandacrossdevelopmentallevelsandby
studentchoice.
Cooperativegroups:
developacollaborativemicrolearningcommunitywithinthe
largerclassroomcommunity(JohnsonandJohnson).
maystaytogetherforanentireterm.
offervaluableopportunitiesforindependentlearning,thereby
alsoallowingtheteachermoretimetoworkwithflexiblegroups.
requirethoughtfulroleassignmentincooperativegroupsis
essentialsothatyoungerstudentsarenotovershadowedbyolderones.
Assignrolesthatarebasedonstudentsskills(e.g.,reader,recorder,
reporter,helper)androtatethem.Alternatively,suggestasharethepen
strategy,witheachmembertakingaturnatrecordinganideawhilethe
othersarecoaches,assistingwithspelling,andencouragingthinking.
maybeformedacrossdevelopmentallevels.Selectstudents
whohavearangeofsocialandacademicabilitiesthatwillfoster
interdependence.