Planning in the Direct Instruction Lesson Planning Format

1. Class Three Bell Work: You were asked to bring a hardcopy of your homework “to make an Application and an Assessment for their refined expectation” in the DILP format. At the start of class, pass this to the person on your right. Take a look at the homework which has been passed to you. Does the expectation match the assessment? Does the assessment assess the expectation as it occurs during the Application? Offer constructive suggestions for improvement. Sign your name on the bottom. Planning in the Direct Instruction Lesson Planning Format J/I Methods Dr. J. Barnett

2. Tikki Tikki Tembo • Modelling a grade 5 Language lesson which uses a Direct Instruction Lesson Plan • In front of you is a copy of the Tikki lesson to share with another teacher candidate. Please follow along as I model the lesson. (Note: a copy of this is available on my website – please do not remove from the classroom as I will need it for other sections of teacher candidates.) Dr. J. Barnett

3. Tikki Tikki Tembo – Grade 6 Language Arts (Grade 6: English Language – Reading Reasoning and Critical Thinking) Expectation 6e30 – identify the elements of a story and explain how they relate to each other; Today students will: (Refined Expectation) Identify plot as an element of a story and explain how beginning, middle, climax and end relate to each other within this element Dr. J. Barnett

4. Planning a Lesson Design Down / Backwards Design Refined Expectation Second planning step: what students do at the end and how I will assess it Lesson Planning General Mode of Instruction (GMI) - see Class One Teaching Reflect (Wiggins and McTighe, 1998) Assess Assessment Application Application Task Teaching a Lesson Consolidation Next step: The content and the strategies, then consolidation (links lesson to application) What I need to teach & how I can teach it The Lesson Prepping Next Step: Preassessment – the Prepping What they need to know before I can begin Dr. J. Barnett

5. The Direct Instruction Lesson Plan • Take out the DILP ‘What Goes Where’ and a pen or pencil. • Use a pen or pencil on your copy of the DILP ‘What Goes Where’ sheet to make any extra notes you may want. The Tikki Lesson Plan will be the model on the screen. • Pay special attention to the planning order. Remember: We plan lessons in different order than we teach. • It is a good idea to put this sheet in your practice teaching binder so when you are designing your lessons, you have a model to follow. Dr. J. Barnett

6. Direct instruction Planning Format For Lesson Plans 1) from the curriculum documents …. - Grade 6: (English Language – Reading Reasoning and Critical Thinking) - Expectation 6e30 – identify the elements of a story and explain how they relate to each other; 2) Refine the expectation - make it specific to your lesson 1 - 6e30: Identify plot as an element of a story and explain how beginning, middle, climax and end relate to each other within this element Be careful – the more you put here in the Expectation, the more you MUST assess – aim for one or two refined expectations only; Keep it focused as possible. Dr. J. Barnett

7. Turn the page over and find the Application and Assessment Sections Application: What are your students going do at the end to demonstrate the Expectation? Because this is a Direct Instruction LP, the application (activity) is usually passive. Assessment: How will you assess it? 2 Using, Practicing or Applying what they have learned to demonstrate the refined Expectation 2 1) How you are going to assess how your students met the refined Expectation during the Application? 2) Where will you record this information? Dr. J. Barnett

8. Turn the page over and find the Application and Assessment Sections Application: What are your students going do at the end to demonstrate the Expectation? Because this is a Direct Instruction LP, the application (activity) is usually passive. Assessment: How will you assess it? Have students copy down the plot graph with the details from the board in their Language Arts notebooks. e.g., Climax Middle Beginning End 2 2 1) How you are going to assess how your students met the refined Expectation during the Application? 2) Where will you record this information? Dr. J. Barnett

9. Turn the page over and find the Application and Assessment Sections Application: What are your students going do at the end to demonstrate the Expectation? Because this is a Direct Instruction LP, the application (activity) is usually passive. Assessment: How will you assess it? Have students copy down the plot graph with the details from the board in their Language Arts notebooks. e.g., Climax Middle Beginning End 2 2 Go Back to the refined expectation -6e30: Identify plot as an element of a story and explain how beginning, middle, climax and end relate to each other within this element Dr. J. Barnett

10. Turn the page over and find the Application and Assessment Sections Application: What are your students going do at the end to demonstrate the Expectation? Because this is a Direct Instruction LP, the application (activity) is usually passive. Assessment: How will you assess it? Have students copy down the plot graph with the details from the board in their Language Arts notebooks. e.g., Climax Middle Beginning End 2 2 6e30: Identify plot as an element of a story and explain how beginning, middle, climax and end relate to each other within this element • Conference at their desk while copying – can the students Iidentify the plot and explain the climax – can they explain how beginning, middle, climax, and end relate to each other – Record anecdotal notes on individual student’s level of understanding; make anecdotal notes in blue binder Dr. J. Barnett

11. Back to the content section This is where the actual lesson goes What they will learn How (Strategies) they will learn the content Step by step instructions! Details! Be specific!!! Remember verbs: Say, Show, Demonstrate, Write on the board, … STEP by STEP teaching Let’s take a look at the Tikki Lesson Plan 3 Dr. J. Barnett

12. Right above the Application is the Consolidation section 4 REVIEW! One of the last things you plan but in the lesson occurs after the teaching and before you send the kids to do the Application – ties the two sections (Teaching and Application) together. Turn the page over and find the Application Application: What are your students going do at the end to demonstrate the Expectation? Have students copy down the plot graph with the details from the board in their Language Arts notebooks. e.g., Climax Middle Beginning End 2 Dr. J. Barnett

13. Right above the Application is the Consolidation section 4 Ask the students the following questions: “What is the climax in the movie ‘Twilight’?” “What is the climax in ‘Cinderella’?” Turn the page over and find the Application Application: What are your students going do at the end to demonstrate the Expectation? Have students copy down the plot graph with the details from the board in their Language Arts notebooks. e.g., Climax Middle Beginning End 2 Dr. J. Barnett

14. Back to the content section Above where you put the teaching is the section for the HOOK or introduction 5 What they will learn How (Strategies) They will learn the content Step by step instructions! Details! Be specific!!! Remember verbs: Say, Show, Demonstrate, Write on the board, … STEP by STEP teaching 3 Dr. J. Barnett

15. Strategies (The HOW) 5 Prediction: title Cover illustration • Present picture book cover to the class • Ask the students: • “Looking at the cover, what might the story be about?” • 2. “When might have the story occurred?” • 3. “How do you know this?” Above where you put the teaching is the section for the HOOK or introduction B. Content for New Learning B. Teaching/Learning Strategies for New Learning How (Strategies) They will learn the content STEP by STEP teaching What they will learn Dr. J. Barnett

16. Have students copy down the plot graph with the details from the board in their Language Arts notebooks. e.g., Climax Middle Beginning End 2 After the Application, students often need a reminder of what they learned and be informed of their homework (if any). 6 Ask: “What is the climax in the movie “The Matrix”? Homework: In your Language Arts Book, read the story ‘Miracles’ on p. 248. Identify the climax and explain your choice / decision. 2 6e30: Identify plot as an element of a story and explain how beginning, middle, climax and end relate to each other within this element • Conference at their desk while copying – can the students Iidentify the plot and explain the climax – can they explain how beginning, middle, climax, and end relate to each other – Record anecdotal notes on individual student’s level of understanding; make anecdotal notes in blue binder Dr. J. Barnett

17. Turn the page over again to the beginning What do the students need to know before you can teach them the lesson? Look at the students and the environment 7 Any modifications or accommodations needed for students with IEPs to experience success (For students with exceptionalities, 1) initials for student(s) names and 2) specific strategy – must be included) What classroom? How do the kids sit? How is the room set up? Adjustments? Everything I need to gather and set out in order to do the lesson (or a supply teacher would need to gather prior to doing the lesson) 5 Prediction: title Cover illustration • Present picture book cover to the class • Ask the students: • “Looking at the cover, what might the story be about?” • 2. “When might have the story occurred?” • 3. “How do you know this?” Dr. J. Barnett

18. Turn the page over again to the beginning Already know the concepts of setting, main character, climax and plot; Are able to predict, sequence, organize…. FF. and BR. should not be sitting together due to socialization difficulties; PF. needs to sit at the front left side of the room due to a hearing impairment (her right ear needs to face the teacher). The Educational Assistant, Ms. Mary Helpful, will work with PF. on comprehension. Look at the students and the environment 7 Students sit in tables of six. Make sure they can all see the board… See Tikki Lesson Plan For lesson: Picture book – Tikki Tikki Tembo – retold by Arlene Mosel ISBN: 0-03-012711-4 (on desk) White Board or Chalk Board , Markers or chalk (in centre drawer of teacher’s desk) For Application: Student Language Arts books – one per student (in their desks) Pencil, eraser, ruler – one per student (in their desks – if student does not have, extras located in top right hand drawer of teacher’s desk – must be signed out (sheet in same drawer) and returned. 5 Prediction: title Cover illustration • Present picture book cover to the class • Ask the students: • “Looking at the cover, what might the story be about?” • 2. “When might have the story occurred?” • 3. “How do you know this?” Dr. J. Barnett

19. After the lesson is over Go to the PT Handbook. OR use the DILP ‘What Goes Where’ Handout Fill out the reflection based on the lesson presented and the questions on these pages. Clear Statement including indicators describing to which the expectations were achieved; Reflect on the learning expectations –Is there a better expectation you could have chosen? Was the assessment reliable and valid? 8 What needs to be done next in the following lesson? What needs to be reviewed? What needs to be taught? Reflect on the quality of your delivery of the lesson. Think about communication, your planning, the implementation of the plan, organization, your teaching/learning strategies, questioning, did you motivate, etc….How effective was this lesson? How effective were the individual parts of the lesson? Reflect on pro-active classroom management strategies you could use next time What do you need to remember for the next time you do this specific lesson (i.e., next year)? Dr. J. Barnett

20. Application

21. Congratulations Teachers on another successful class!