Pre-Planning The Daily Lesson

Pre-Planning The Daily Lesson
Step 1: Gather Facts about the Learners (Choose three areas from which to gather facts. Explain the reasoning for each choice.) Observations- In observing my students; I will be able to know the areas they are good at and the areas they are not. This information enables me choose the learning strategies that aims at strengthening the areas they are good at and improving the areas they are weak in. Special attention is paid to how they interact with each other, their language, and their persistence in their learning. Learners’ intelligence- Knowing their intelligence facilitates choosing of a learning instruction that will promote easy understanding of the content. Interest inventories- Knowing the scientific topics my students have interests in is important since I will engage in learning activities that meets their needs and are connected to their real life situations.    
Step 2: Content Alabama Course of Study Standard (s): 5th Grade Course of study   Instructional Objective (Daily Outcome): The students to identify all parts of the brain and the roles they play.
Step 3: Assessment: Groups make notes on the importance of the brain; individual students make a drawing of a well labeled diagram of the brain.  
Step 4: Processes of Instruction (This in an abbreviated version of the implementation of the lesson.)
Resources Needed: (Textbooks, trade books, articles, hands-on supplies etc.) A model of the brain  
Technology Utilized: (Internet sources, software, Smart Board, etc.) computer, projector, Power Point; (rotating picture of brain and facts)
Instructional Formats Group work, lectures Computer technology  Instructional Arrangements  Instructional Strategies  Social/Physical Environments
Scaffolding – Chunking of Text I Do – Introduction We Do – Cerebellum Y’all Do – Limbic system You Do – Brain stemGrouping Partners –Listening partners Small Groups – Reciprocal teaching Whole Group – Interviews and Responses Individual – DrawingStructure Before: Interviewing group members During: Reciprocal Teaching After: Collector’s carousel Extend: Drawing the brainActive Engagement Read– The brain and its functions Write – Tasks and notes in notebooks Talk – Interviews in groups Listen – To members in the group discussions, listening to the explanations from the computer Investigate – The brain View – The brain model

BEFORE                                                                          ENGAGE How will you open your lesson and quickly engage your students in the lesson? Include how you will make connections between past and present learning and focus students’ thinking on the learning outcomes of current activities.
Strategy (What)Group discussions and interviews  
Purpose (Why)  Building already known information and summarizing the important details  
Procedures (How)1. Asking the students the importance of the brain 2. Students dividing themselves into groups and conducting interviews among themselves on the importance of the brain. Every answer they receive is recorded in their notebooks. 3. After the discussion in the small groups, the students go back to their respective sitting positions and summarize whatever they discussed at the back of their books. 4. Teacher goes through the notebooks to evaluate the summary skills of all the students. 5. Showing the students a model of the brain. Point and read to the students the Instructional Objective (Daily Outcome) laying emphasis on the content of the day’s lesson.  
Strategy (What)Reciprocal Teaching
Purpose (Why)  Identify the parts of the brain, create questions, make a summary of the key ideas
Procedures (How)  1. Put the class into small groups of six and give each group the reading material. 2. Divide the content to be studied into sections 3. Explain the role of each group and write down the responses they give after they have completed their tasks. 4. The teacher guides the class discussion giving additional information that the group discussions might have overlooked on the cerebellum.
EXPLORE(Y’all Do, You Do) How will you provide scaffolded (explicit) instruction in moving students to independent activities? Include how you will incorporate practice in groups (y’all do) and independent practice (you do).
Strategy (What):Reciprocal Teaching
Purpose (Why)Identify the parts of the brain, create questions, make a summary of the key ideas
Procedures (How)1. Students read the second section of the content, ‘The Limbic system’. They record important information that they consider important. 2. The students share the notes they have made and conduct discussion among their groups. 3. The teacher gives a brief lecture for about 4 minutes on the Limbic system and the students make necessary adjustments to their answers. 4. The students proceed to the next section, ‘The brain stem’. They read the notes given by the teacher and make record of important details and information regarding their tasks.

AFTER                                 EVALUATE How will students demonstrate their learning of this lesson? Evaluation will be based upon products designated in Step #3 of your lesson plan.How will you wrap up the lesson?
Strategy (What) Collector’s Carousel  
Purpose (Why)  Analyzing and evaluating vital information regarding the parts of the brain and the roles the play  
Procedures (How)1. Group one make a presentation of their task and write their findings on the board 2. Group two make a presentation of the various parts of the brain and write their responses on the board. 3. Group three make a presentation of the roles played by the brain and write their responses on the board. 4. Group four make a presentation of the summaries of the parts and roles of the brain and write their findings on the board. 5. The groups combine and have a joint discussion making any addition and revision of what they did. 6.  The teacher makes a summary of the lesson by reviewing the notes generated from the discussions; making necessary corrections and giving additional information where necessary.  
EXTEND How you will connect this lesson to the next lesson?
 The students are expected to make a drawing of the brain and label all the parts correctly.  
REFLECTION Think about the lesson you have just written. Reflect on the following questions.
How is the lesson differentiated? The lesson is differentiated in terms of the different types of groups formed for the discussion of the brain and its roles. There are also types of assessment to ascertain what the students have learnt (checking their notebooks and their drawn diagrams of the brain). Providing the learners with the additional reading material got from the internet also differentiated the lesson. Is the instructional objective (daily outcome) observable and stated in student friendly terms? Yes, the instructional objective (daily outcome) would be observable to all the students since it would be written on the board for everybody to see. “The students to identify all parts of the brain and the roles they play”. What daily instructional processes are embedded in the lesson? The content to be learnt is divided into sections and there is a lecture after every section to facilitate further understanding of the content. The group discussions and the interviews played an integral part in the lesson. The reciprocal teaching and learners reading what others had written in the Collecting Carousal strategy also proved important. How does the lesson structure include before, during, and after strategies that are connected to the outcome? The instructional objective, “The students to identify all parts of the brain and the roles they play”written on the board at the beginning of the lesson aroused the learners interest to the lesson. The group discussions and interviews at the initial stage of the lesson gave students the background knowledge on the roles played by various parts of the brain. ‘During reading’ strategy gave learners the opportunity to access the relevant reading material to acquire knowledge regarding the parts of the brain and the roles they play. The after reading strategy which involved drawing a diagram of the brain enabled students make a summary of what they had learnt.       5. How will you know if you met the instructional objective (daily outcome)?           Informal evaluation will help me assess if I achieved the daily outcome. Looking into the summaries the students made in their     notebooks, listening to how the conduct their discussions and the accuracy of their well labeled diagrams on the brain. How is explicit instruction applied in the lesson? The Teaching tasks were divided into sections and they built on what had been learnt on the previous section. For instance, the lesson began by the introduction then discussion on the cerebellum. Lastly, the students were expected to individually draw a well labeled diagram of the brain indicating all the parts and the roles played by them.       7. How did the strategies promote active engagement through reading, writing, talking, listening, investigating, and/or viewing? The group discussions and interviews gave the students a chance to listen to each other while writing down the important details in their notebooks. The Collecting Carousel strategy presented the students with the chance to read what the other students had written and making revisions where they had gone wrong in their work and discussions on the brain and the roles it play.  

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