Lesson Planning
After the unit planning process, I dive into the daily lesson plans. I complete my lesson plans a week in advance to submit to my coach for feedback. I implement the given feedback to improve and adjust my lessons. At my school, teachers are provided lessons but are expected to annotate and personalize them. I add the hook, theme statement, questions connected to objective, and exemplar student work sample. I create a lesson plan "cover page" for each text, then annotate the text with my questions. Included in my annotations are the types of talk I expect from students, either raising hands, cold call, or turn and talk. I also include the exemplar response and potential misconceptions. I create the potential misconceptions based off of the unit assessment and unit planning process.
Lessons begin with an oral drill. Students are standing and anticipating to be called upon with a spiraled question aligned to the unit standards. All of the presented questions relate to the objective of the day. During this time I am using my data recording template to record student responses and their misconceptions. I use prior data templates to plan which student I will call on. I call on students to have extra "at bats" and to review objectives they have not yet mastered. After oral drill, I give a hook created to draw upon knowledge of other content areas, schema, disciplinary skills, and students' surrounding community. The hook must be thoughtfully crafted to ensure students become engaged in the lesson. As I craft the hook, I think about what I know about students interests and how I can make connections to the content through their interests. I get to know my students through home visits. I go to each of their homes and discuss goals with their parents and discuss interests and learning preferences with the students.
Below is an lesson plan "cover page" and annotated text.
Lessons begin with an oral drill. Students are standing and anticipating to be called upon with a spiraled question aligned to the unit standards. All of the presented questions relate to the objective of the day. During this time I am using my data recording template to record student responses and their misconceptions. I use prior data templates to plan which student I will call on. I call on students to have extra "at bats" and to review objectives they have not yet mastered. After oral drill, I give a hook created to draw upon knowledge of other content areas, schema, disciplinary skills, and students' surrounding community. The hook must be thoughtfully crafted to ensure students become engaged in the lesson. As I craft the hook, I think about what I know about students interests and how I can make connections to the content through their interests. I get to know my students through home visits. I go to each of their homes and discuss goals with their parents and discuss interests and learning preferences with the students.
Below is an lesson plan "cover page" and annotated text.
While lesson planning, I complete all student work to an exemplar level. It is important I am completing student work so I can pull out any misconceptions students may have while completing the work. To plan my instruction effectively, I also think through how I will deliver the expectations to complete the work. This work is aligned to RL.K.2, students should be able to identify the talking characters in the story.
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These images show the annotations from a reading comprehension text. I include the question, how students will respond, answer, misconceptions, and prompts. The prompts I include appropriately scaffold questions to ensure each student is able to achieve the rigorous goals of the unit and lessons.
Each reading comprehension lesson is broken into two days. The first day is called "reading for meaning," during this lesson we pull out STORY elements such as setting, characters, problem, attempts to resolve the problem, and solution. I also ask questions about what is happening in the story to be able to retell the story in sequential order. The second day is called "master the objective." The second day has a teacher think aloud to demonstrate the daily objective. Then, I target questions to students to answer questions directly related to the objective. All of these skills are skills students will need to achieve mastery on the unit assessment. After the second day lesson, students complete an exit ticket to measure mastery of the objective. While students are answering the question, I am circulating and giving feedback on their work. During this time I am able to immediately reteach students based on their misconceptions and ask prompting questions to guide them to mastery.
Below are student exit tickets connected to the lesson above and the STORY chant recited before read alouds.
Below are student exit tickets connected to the lesson above and the STORY chant recited before read alouds.