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LEARNING GOALS:
Learning Goal
Communicate in a clear,
coherent manner, using a
structure and style
appropriate to the purpose,
subject matter, and
intended audience.
Success Criteria
1) Students can identify
and use specific references
from a visual aid to
strengthen an argument in
a presentation.
2) Students can present
with a clearly stated
purpose, point-by-point
development, and relevant
supporting details.
1) Students can adapt the
point of view and voice of
an entirely new character
2) Students can identify
concrete, specific words
they can use to depict
events and emotions with
exactness.
Coded Expectations
Oral 2.3
Writing 2.2
LEARNING SKILLS:
Responsibility
Self-regulation
Independent
Work
Collaboration
Initiative
Organization
Notes: Students will begin working in groups, during this time organizational
skills will be practiced. This activity is followed by an assignment that requires
independent work.
LITERACY FOCUS:
Locate and use information from a
wide variety of sources
Use oral/written communication
suitable for purpose and intended
audience
Read for purpose and/or pleasure
BRIEF DESCRIPTION
OF
OVERALL LESSON:
http://www.readwritethink.org/files/resources/lesson_images/lesson175/traits.pd
f
Time
Segment
(minut
es)
5
Hook
10
Assessmen
t for
Learning:
(Gauging
previous
learning/on
going
learning
provides
information
for you)
10
Delivery of
New Ideas:
(what is you
plan for
delivering
the content
or new
Description
Resources
http://psychcentral.com/quizzes/
personality
.htm
ideas you
want
students to
learn)
Station
1:
20
Learning
Tasks:
Station
2:
15
Include Assessmen
t as
d
Learning:
(assesses as
they go and
provides
useful
feedback to
them)
Instruction
al
Strategies:
Which (if
any) of
these
strategies
are you
going to use
during your
readers experience of a
work of literature, it is one
of the most important
elements of a piece of
writing.
Explain that we as a class
are going to work together
to take steps to find some
character voices.
Students will work in
groups of 5.
Each group will begin at a
station. with a stack of
approx 10 magazines & a
character description.
Groups will tear images
from the magazines that
they feel describe their
given character
Once completed groups
will trade stations,
(character description will
be taken away).
At new station groups be
given a handout and will
use the images selected by
the other group to create
their own character
description.
Students will be observed
as they work at stations.
Students will be provided
with feedback as to
whether or not they are
completing the task
appropriately, if not, how
to do so.
Think/pair
/share
Think/pair
/draw
Four
corners
Graphic
organizers
Placemat
Jigsaw
Debate
Coding
for
importance
Inside/outside
circles
Rapid writing
Individual/pai
r/group work
Numbered
heads
http://www.readwritethink.org/fi
les/
resources/lesson_images/lesson1
75/
traits.pdf
learning
tasks? Why?
15
Gallery
walk
Graffiti
Learning
centres
Demonstr
ation
Direct
teaching
Role playing
Seminar
panel
Hands-on
activity
Notes on
Instruction
al
Strategies:
Assessmen
t of
Learning:
(most likely
very
small...towa
rd the end
of class to
be sure
students
can do what
you set out
in the
learning
goal. )
Wrap
Up/End of
class:
How do you
plan to end
the class
(connect the
dots, final
assessment,
etc.)
DIFFERENTIATED INSTRUCTION
AND/OR
ACCOMMODATIONS:
Imagine that you have a student in your class who needs accommodations or some type
of change to your lesson plan. In a sentence or two tell me about this student and their
reasons for needing accommodations (please check the box(es) that apply to your
lesson and write a sentence or two explaining your decisions.):
This student struggles with writing.
In order to adjust the assessment criteria to make the task more accessible, students
who are concerned with their ability to provide the written assignment may hand in a
Rough Draft that can be edited by a peer or by the teacher.
Adjust the scope of the task
Adjust the complexity of the task and the level of support provided
Adjust the constraints/limits placed on the task
Adjust the assessment criteria or type of assessment for the task
Provide alternate medium or location for student to demonstrate learning
REFLECTION/NOTES:
n/a
Rebbecca Lloyd
CURR 317
Lesson Plan Assignment
September 25th 2014