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Name: Dana Egan Cohort: C1

Lesson Plan
Lesson Title: Glossary Grade: 1 Date: Nov 30/17
Subject/Strand: Language (Reading) Unit: Non-Fiction Location: Classroom Times: 50-60 min
Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big ideas/essential/enduring understandings?)
I am teaching different forms of non-fiction text. It fits in the unit as students focus on identifying features of non-fiction texts: today
is glossaries. The BI for this is for students to identify the skills and strategies they need in order to become proficient language users.
STEP 1 : CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
2. recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate
meaning;
Ontario Curricular Specific Expectations and Achievement Chart Categories
(Numbers from documents and details) selected & listed from the Ont. Curriculum, (refined when necessary): realistic number of expectations (1 or 2), connect to
assessment. Indicate category in brackets beside specific expectation :Knowledge and Understanding( K ) Thinking (T); Communication (C); Application(A)
2.1 identify and describe the characteristics of a few simple text forms, with a focus on literary texts such as a simple fictional story (e.g.,
characters, setting, events, problem/solution), graphic texts such as a calendar (e.g., names of months and days, a grid, numbers), and
informational texts such as a simple “All About____” book (e.g., labels, headings, pictures) (C)
Learning Goals Discuss with students: What will I be learning today? (Clearly identify what students are expected to know and be able to do, in language that
students can readily understand.)
Today I will learn how what a glossary is.
STEP 2: ASSESSMENT
Purpose of the lesson (indicate purpose for this lesson/assessment) [ ] FOR [ x ] AS [ ] OF

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess student’s learning: evidence of
learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand). Indicate the Achievement Chart
criteria.
I CAN: Describe what a glossary is (K)
I CAN: Fill out a table of contents (A)
I CAN: Talk about what these features are (C)

Assessment Mode- Written, Oral, Assessment Strategy and Task for Students- Assessment Tool - Instrument used to
Performance (Write, Say, Do) What are the students doing to show their learning? assess; Record Keeping format

Student’s will be showing their knowledge and Assessment tool: Anecdotal chart,
Say, Do learning by creating their own non-fiction text. organized by SC and student name, each
Students will discuss what a glossary is. Students student will have a space per SC and will
will also express their learning by answering be marked accordingly on their progress.
prompt questions posed by the educator who Students will also be assessed on the chart
will circulate the room during the activity. in regards to their understanding of the
differences between non-fiction/fiction
and the features by consistently asking
them prompt questions.
STEP 3: CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
Introduction to Non-Fiction Literature, Table of Contents, Diagrams
I.E.P. program implications: Accommodations, Modifications
FL: accompanied by EA, may participate
JC: will participate with peers
Differentiation: Content, Process, Product, Environment, Assessment
Environment: commons room will be available to students who are easily distracted or bothered by noise level
Learning Skills/Work Habits: [ ] responsibility, [ x ] organization, [ x ] independent work, [ ] collaboration, [ ] initiative, [ ] self-regulation
Non-Fiction, Fiction, Labels, Diagrams, Glossary, Picture, Illustrations, Recipe
Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in lesson)
Non-fiction, Fiction, Table of Contents, Diagram, Labels, Glossary,
Resources and Materials /Technology Integration: List ALL items necessary for delivery of the lesson. Include any attachments of student worksheets used
and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan where appropriate.
GEI Primary in Reading K-3
Growing Success
Language Curriculum
I Know My Word Sheet

Three Part Lesson Identify what the students are expected to think about or do.
What Teachers Do: Write the lesson description with enough What Students do: Identify what the students are expected to
detail that another teacher could replicate the lesson without a think about or do (in terms of learning processes).
personal discussion. Prompts and guiding questions are
required in each section.
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson.
Time: _5_____-____15___ (Indicate time breakdown of instructional elements)

“Good Morning Grade Ones!” [Students will be prompted to recall knowledge from previous
lessons]
We have been doing such a great job being non-fiction
detectives and finding important features in our non-fiction
texts.

Before we begin, lets watch this video on glossaries!


https://www.youtube.com/watch?v=UMxNJiANqJU

Let’s read over our anchor chart of features. What is a glossary Anticipated Student Answers:
grade ones?  It tell us important words
 Its like a dictionary
[Teacher will have non-fiction big book]

Lets go over our learning goal for today!

Today I will learn how what a glossary is.

I CAN: Describe what a glossary is (K)


I CAN: Fill out a table of contents (A)
I CAN: Talk about what these features are (C)

Action: During /Working on it (time given for each component, suggested 15-40 min)
Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.
Time: ___15___-___40____ (Indicate time breakdown of instructional elements)

My friends, our cool kid of the day will hand out a sheet named,
I know my word!

Our activity today is for you to find a non-fiction book and find
the glossary in the back of the book.

You are going to pick one word from the glossary, you will write
down the word in the middle. In this space, you will copy down
the definition and in this space you will draw a picture of the
word.

I would also like you to try to write the word in a sentence in the
bottom left space here. Ms. Monkhouse and myself will walk
around and help with forming sentence.

When you finish your word sheet. Those who are not finished
their table of contents will come finish that for me!

If you are done your table of contents, you will work on your
apple book.

Possible Prompt Questions: (based on Blooms) [Students are prompted to activate their high order thinking skills,
 Why did you choose these items? they take ownership of their learning by reiterating their thinking
 How did you figure that out? processes to the teacher]
 Tell me how you thought about that.
 What’s different between measuring the perimeter and
measuring the length?
 What is the most important idea that was generated in
today’s discussion?

 Can you explain this concept in your own words?


[Students high order thinking and metacognitive thinking will be
 Can you draw a diagram to illustrate this idea?
engaged by the educators open ended questions that challenge
 Could you elaborate on that point? their thinking processes]

 Can you explain what you mean?

 How do you know that?

 What do you think about the idea just presented by


your classmate?

 Do you agree or do you see the issue differently?


Explain.

 Can you think of another way to solve that problem?

 Would you get a different result?

Consolidation & Connection (Reflect and Connect) (5-15 min.)


Help students demonstrate what they have learned, provide opportunities for consolidation and reflection. Close the assessment loop.
Time: ___5___-___15____ (Indicate time breakdown of instructional elements) Oi, Oi, Oi
Ozzy, Ozzy, Ozzy!

Grade ones, please return to the carpet!

Did we meet our learning goals today?

Today I will learn how what a glossary is. [Students will self assess their skills and knowledge they’ve gained
in this lesson]
I CAN: Describe what a glossary is (K)
I CAN: Fill out a table of contents (A)
I CAN: Talk about what these features are (C)

Before you show me with your thumbs, we are going to do a


think/pair/share – find an elbow buddy and talk about what you [Students will share what they have learned with an elbow buddy,
learned today. this will help them establish if they have met their learning goals
today. They will walk away from the lesson with an understanding
THUMBS UP, THUMBS SIDEWAYS, THUMBS DOWNS of what they have learned]

[If there is time, a tally chart to show representation of


knowledge/learning achieved]

Extension Activities/Next Steps (where will this lesson lead to next)


- Explore further features of non-fiction books
- Create our own non-fiction book
Personal Reflection - Choose at least one question from each area that best allows you reflect on this lesson. Questions should
vary over the week and specific plans.
Learner Empowerment
1. How did students show understanding of expectations?
2. How did my lesson transform students from “passive
listeners” to “active participants”?
3. Was my behavior management technique effective?
Why?
4. Were students able to transition to the next activity
successfully?
5. How does the lesson provide a meta-cognitive
opportunity for students to address their own learning?

Instructional Strategy
1. Was my motivational technique (hook) effective? Why?
2. What will I do to improve questions? Was a balance
between teacher and student talk evident?
3. How did the task provide a Rich Performance
opportunity or other way of actively demonstrating
knowledge?
4. How did I provide modeling, guided &/or independent
practice?
5. Was my behavior management technique effective?
Why?
6. Were students able to transition to the next activity
successfully?
Professional Educator
1. What factors may have influenced the success of this
lesson? Did I note and respond to these elements
appropriately?
2. How might I improve the effectiveness of my teaching
for my next lesson?
3. What additional proactive management step(s) should
be considered for subsequent lessons? Why?
4. What did I learn from this lesson about my own
effectiveness as a teacher (strengths and areas for
future improvement of communication, planning,
differentiation, implementation and classroom
organization, management, assessment)?
5. How is my growth as a professional being
demonstrated?

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