Paige Evans, Perri Segura, Tonya Jeffery

UTeach Institute - NMSI Annual Conference Austin, TX / May 25 27, 2010

5E Lesson Plan Title of Lesson teachHOUSTON Student Name: Mentor Teacher Name: Lesson Teaching Date and Time: Concept Statement: Broad global statement about the concept(s) you want students to understand as a result of participating in this lesson. Include a sentence about why this concept is important for your students to learn. Example: Carbon dioxide is a gas that is colorless, denser/heavier than air, and does not support burning. Students should recognize characteristics of carbon dioxide because it is an important component of the environment that is necessary for life on earth to exist.
TEKS: GiveidentificationnumberandletterandwriteouttheTEKS.UnderlinethepartoftheTEKSthatyour lessonaddresses. Objectives Thestudentwillbeableto: 1. 2. EvaluationQuestionsforeachObjective

Grade Level:

3.

Materials List and Advanced Preparations:

Fortheteacher:

For each student:

Foreachgroup:

Safety Issues:

Paige Evans, Perri Segura, Tonya Jeffery

UTeach Institute - NMSI Annual Conference Austin, TX / May 25 27, 2010

Classroom Management: Five-E Organization ENGAGEMENT Time: Minutes What the Teacher Will Do and Probing/Eliciting Questions and Student Students Responses Misconceptions Include an Check for prior knowledge and interesting and students experiences. understandable attention grabber List critical questions that will that relates directly establish prior knowledge and to the concept being create a need to know. taught. List critical questions that will address common student misconceptions. Include the hoped-for correct responses that students might give. [Give correct responses in brackets.] Transition Statement What will you say to transition students from the Engagement Section to the Exploration? Important questions to answer: (a) What is the purpose of the next activity? (b) Why do students need to know the information? (c) How does the next activity connect to the engagement? EXPLORATION Time: Minutes Probing/Eliciting Questions and Student Responses Use questions to guide student explorations, evaluate student understanding, and facilitate student interaction and group collaboration. List questions you will ask to check for students understanding What the Students Will Do List step by step what the students will do to explore the concept.

What the Students Will Do Describe what the students will do.

What the Teacher Will Do and Student Misconceptions Describe what you will do and say to introduce and guide the student exploration. Explain step-by-step what the students will do to explore the concept. Include information on how the class will be organized. Specific directions for the exploration may be included separately as a

Paige Evans, Perri Segura, Tonya Jeffery

UTeach Institute - NMSI Annual Conference Austin, TX / May 25 27, 2010

handout for students. Check to make sure students understand the procedures before students begin the activity.

of the activity before they begin to work on their own. Also include probing questions to guide student explorations and evaluate student understanding while they are working. Include the hoped-for correct responses that students might give. [Give correct responses in brackets.] List any potential misconceptions students might have and the possible incorrect responses that students might give due to misconceptions.

Transition Statement What will you say to transition students from the Exploration Section to the Explanation? Important questions to answer: (a) What is the purpose of the next activity? (b) Why do students need to know the information? (c) How does the next activity connect to the engagement? EXPLANATION Time: Minutes Probing/Eliciting Questions and Student Responses List questions that will deepen and clarify students conceptual understanding and skills. List critical questions that will address common student misconceptions. What the Students Will Do Describe what the students will do.

What the Teacher Will Do and Student Misconceptions Have students present and explain the results of their investigation. Add additional content, including definitions, explanations, and new vocabulary in the context of concepts explored. Summarize and clarify

Paige Evans, Perri Segura, Tonya Jeffery

UTeach Institute - NMSI Annual Conference Austin, TX / May 25 27, 2010

students understanding to make sure that students will be able to demonstrate the performance objectives. Relate the activity and results to the science and/or mathematics concept(s).

Include the hoped-for correct responses that students might give. [Give correct responses in brackets.]

Transition Statement What will you say to transition students from the Explanation Section to the Elaboration? Important questions to answer: (a) What is the purpose of the next activity? (b) Why do students need to know the information? (c) How does the next activity connect to the engagement? ELABORATION Time: Minutes Probing/Eliciting What the Teacher Will Do Questions and Student and Student Misconceptions Responses Provide students with the Connect and apply the opportunity to transfer and lesson to students extend (apply) the concepts interests outside the and skills they have just classroom (not intended learned to new situations. as a homework assignment). Include the hoped-for correct responses that students might give. [Give correct responses in brackets.] List any potential misconceptions students might have and the possible incorrect responses that students might give due to misconceptions.

What the Students Will Do Describe student actions.

EVALUATION

Time: Minutes Probing/Eliciting What the Teacher Will Do Questions

What the Students Will Do

Paige Evans, Perri Segura, Tonya Jeffery

UTeach Institute - NMSI Annual Conference Austin, TX / May 25 27, 2010

Bring the lesson to closure.

Design an evaluation tool to assess the students mastery of the performance objectives. Include the hoped-for correct responses that During each lesson, students might give. administer and collect a pre[Give correct responses and post-test in order to in brackets.] analyze students learning. You may describe and use List any potential student responses when misconceptions students assessing prior knowledge might have and the during ENGAGE as your pre- possible incorrect assessment instrument. responses that students might give due to misconceptions.

Use probing questions to check for mastery of concepts and skills presented in the lesson.

Paige Evans, Perri Segura, Tonya Jeffery

UTeach Institute - NMSI Annual Conference Austin, TX / May 25 27, 2010

Evaluation
1.

2.

3.

Paige Evans, Perri Segura, Tonya Jeffery

UTeach Institute - NMSI Annual Conference Austin, TX / May 25 27, 2010

Overhead Transparency

Paige Evans, Perri Segura, Tonya Jeffery

UTeach Institute - NMSI Annual Conference Austin, TX / May 25 27, 2010

Activity Sheet

Paige Evans, Perri Segura, Tonya Jeffery

UTeach Institute - NMSI Annual Conference Austin, TX / May 25 27, 2010

LessonPlanningGuide
Science Topic TEKS# StudentExpectation

SampleTAKSProblem

Reviewatleast3differentLPresourcesbeforecompletingthenextpage.Deletetherowsofresources thatyoudidnotreview. Resource BriefDescription(pg#) Evaluation:Dislike(1)Like(5) withRationale/Comments ActivitiesfromMT RegionIVAccelerated CurriculumGateway tHLessonBank ActivitiesfromtH StudentWorker Textbook Web:ScienceTEKS Toolkit Web:Science Benchmark Assessments Web:MiddleSchool Science Web:PBS Web:Texas

Instruments
Other

Paige Evans, Perri Segura, Tonya Jeffery

UTeach Institute - NMSI Annual Conference Austin, TX / May 25 27, 2010

LessonPlanningGuide
Objectives WriteobjectivesinSWBATform

1 2 3 Engage Explore Explain Elaborate Evaluate

EvaluationQuestions Eachquestionshouldmatchthewrittenobjective

PossibleActivities(attachcopiesifnecessary)

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Paige Evans, Perri Segura, Tonya Jeffery

UTeach Institute - NMSI Annual Conference Austin, TX / May 25 27, 2010

Science Step 2 Lesson Plan Rubric

Teach 1 Rubric
LESSON PLAN ELEMENTS

1 Present or Approaching requirements Broad global statement about the concept(s) you want your students to learn which includes why this concept is important for your students to learn. Includes process TEKS and content TEKS which directly apply to lesson objectives States an appropriate number of objectives. Contains a detailed description of all equipment that will be used by students and instructor. Includes copies of all materials (hand outs, assessments, instructions) that will be distributed to students. Instructs students in safe experimental procedures. Incorporates all STEP 2 Goals/Skills Includes an interesting and understandable attention grabber that directly relates to the concept being taught.

2 Meets requirements

Comments

Points

Concept(s)

TEKS

Objectives for Lesson

States an appropriate number of specific, measureable objectives with clear power verbs.

Equipment list and All student materials/Visual Aids

Safety Requirements Classroom Management Engagement

Exploration

Lists step by step what the students will do to explore the concept. Probing questions are included.

Includes an interesting and understandable attention grabber that directly relates to the concept being taught. Checks for prior knowledge. Includes possible answers to all questions. Correct responses are given in brackets. Lists step by step what the students will do to explore the concept. Probing questions are included. Includes possible answers to all questions. Correct responses are given in brackets.

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Paige Evans, Perri Segura, Tonya Jeffery Teach 1 Rubric

LESSON PLAN ELEMENTS

1 Present or Approaching requirements Allows students to present and explain the results of their activity. Includes questions that will deepen and clarify students conceptual understanding.

UTeach Institute - NMSI Annual Conference Austin, TX / May 25 27, 2010 2 Meets requirements Comments Points

Explanation

Elaboration

Guides the students in applying the concept(s) to new situations. Includes questions to help students connect and apply the lesson to their interests.

Evaluation/Assessments

Includes copy of assessment. Most assessment questions match performance objectives.

Allows students to present and explain the results of their activity. Includes questions that will deepen and clarify students conceptual understanding. Includes possible answers to all questions. Correct responses are given in brackets. Guide the students in applying the concept(s) to new situations. Includes questions to help students connect and apply the lesson to their interests. Includes possible answers to all questions. Correct responses are given in brackets. Includes copy of all assessments (pre and post). All assessment questions are aligned with performance objectives.

Use of Questioning

Probing questions presented to help student get at concept, but more questions are needed

A sufficient number of in-depth questions presented to help students understand concepts.

Transition Statements

All transition statements explaining the goal of the next activity are included and connect one E section to the next E section. Written in a script form of what will be said to the students.

TOTAL

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Paige Evans, Perri Segura, Tonya Jeffery

UTeach Institute - NMSI Annual Conference Austin, TX / May 25 27, 2010

FEEDBACK on Individual Lessons STEP 1 Please fill this out and hand to student before he/she leaves your class. Mentor Teacher Name: Student Name: __________________________ Date: _____________________ (Circle One) Lesson 1 Observed: Arrived on time (at least 30 minutes early) Starts and ends on time Dressed appropriately Was well prepared Spoke clearly, with appropriate volume Used attention getting strategies Did not talk over students Addressed students by name Gave clear instructions for activity Activities strengthened students understanding of lesson objectives Involved all students in the activity Managed the activity materials well Used good questions to get at student understanding Please fill out the back. Lesson 2 Time: __________ to __________ Lesson 3 Evident Not Evident Comments

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List two strengths:

Paige Evans, Perri Segura, Tonya Jeffery

UTeach Institute - NMSI Annual Conference Austin, TX / May 25 27, 2010

List two areas for improvement:

14

Paige Evans, Perri Segura, Tonya Jeffery

UTeach Institute - NMSI Annual Conference Austin, TX / May 25 27, 2010

FEEDBACK on Individual Lessons STEP 2 Please fill this out and hand to student before he/she leaves your class. Mentor Teacher Name: Student Name: __________________________ Date: _____________________ (Circle One) Lesson 1 Observed: Arrived on time (at least 30 minutes early) Starts and ends on time Dressed appropriately Was well prepared Greeted students at the door Spoke clearly, with appropriate volume Used attention getting strategies Did not talk over students Addressed students by name Gave clear instructions for activity Activities strengthened students understanding of lesson objectives Involved all students in the activity Managed the activity materials well Addressed all the lesson objectives Asked good questions to get at student understanding Please fill out the back.
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Time: __________ to __________ Lesson 3 Evident Not Evident Comments

Lesson 2

List two strengths:

Paige Evans, Perri Segura, Tonya Jeffery

UTeach Institute - NMSI Annual Conference Austin, TX / May 25 27, 2010

List two areas for improvement:

16

Paige Evans, Perri Segura, Tonya Jeffery

UTeach Institute - NMSI Annual Conference Austin, TX / May 25 27, 2010

ClassroomManagement
Courses STEP1 Goals/Skills
Usesattentiongettingstrategies Utilizesaneffectiveteachervoice Usesofamethodofknowingstudents names Assignsstudenttasksforcooperative groups Useseffectiveproceduresandroutines o Startsandendsontime Utilizespowerpointtoenhance implementation Usesattentiongettingstrategies Utilizesaneffectiveteachervoice Usesofamethodofknowingstudents names Assignsstudenttasksforcooperative groups Useseffectiveproceduresandroutines o Startsandendsontime o Assignstimelimitstoeachactivity Developspowerpointtoenhance implementation Greetstudentsatthedoor Useseffectivetransitionsforgrouping Usesattentiongettingstrategies Utilizesaneffectiveteachervoice Usesofamethodofknowingstudents names Developsstudenttasksforcooperative groups Useseffectiveproceduresandroutines o Startsandendsontime o Assignstimelimitstoeachactivity Developspowerpointtoenhance implementation Greetstudentsatthedoor Useseffectivetransitionsforgrouping Disciplinemanagementstrategies o Redirects/stopsinappropriate behavior (example:sleeping,talking,getting outofseat,etc.) o Proximity o Givesclearinstructions
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Evidence/Implementation
Documentedonmentorfeedbackform Documentedonmasterteacher observationform PlanswrittenoutonLessonPlanning Guide Roleplayingduringpracticeteach Writtenandverbalreflectionsfrom studentsteachingexperiences

STEP2

Documentedonmentorfeedbackform Documentedonmasterteacher observationform PlanswrittenoutonLessonPlanning Guide Roleplayingduringpracticeteach Writtenandverbalreflectionsfrom studentsteachingexperiences

Classroom Interactions

Documentedonmentorfeedbackform Documentedonmasterteacher observationform Roleplayingduringpracticeteach Article,reflection,classwork Writtenandverbalreflectionsfrom studentsteachingexperiences