Thematic+Units+&+Lesson+Planning

Hi, folks.

Here is a work space for you to post lesson plans on and discuss the creation of your thematic units.

Hannah's Email 1. (and most important) After reading the paper, could you teach this lesson on a moment's notice if this teacher was sick?

2. Is there an assessment listed for EVERY objective listed in the Goals section? Has the teacher said how he or she will record and use the information gathered for the assessment?

3. Are Ohio Standards referenced


 * Reading Applications: Literary Text—Compare and contrast plot across literary works (ODE LA Standard/Benchmark A/Indicator 1))

4. Are all sections of the WC Lesson Plan listed?

5. Are the "whys" reflective answers?

Reflective thinking has long been recognized as a factor in improving the quality of teaching. McAllister and Neubert (1995) defined reflection as a type of critical thinking that engaged teachers in examining and raising questions about their teaching. Dewey (1933) viewed reflection as a cycle that stemmed from the doubt and confusion felt in an experience that led to purposeful inquiry and a resolution of the problem. To reflect, teachers must question what, why, and how they do things…To improve your own teaching, you need to begin to question what, why, and how you do things (p. 187

6. In the last section of the lesson plan, did the teacher list an area on which he or she would like feedback from an observer?

Example: When I had the children write their paper, did I take them through good steps to come up with invented spellings appropriate to their age groups?

How were my transitions between activities?





==﻿Postings of Fluency Lesson Plan, based on your unit and written for THIRD GRADERS--__Post by 3 pm__ October 6. Then, __by 6 pm October 6,__ select one lesson plan by a classmate to review and post your response in a Word Document beside it. Use the questions written in green to guide your written response.==

activities, classroom will be noisy but productive. ||  ||
 * Lesson Plan Draft || Colleague Review || Barb Review || Lisa Review ||
 * Chanda's Plan[[file:Lesson Plan Fluency.doc]] || Chanda I really liked you lesson! You did a great job identifying the standards, benchmarks and indicators! I liked how you showed the assessment and how you were asessing the students! I feel that I teach you lesson if you were sick because you get a good job showing each step in your activities! Great Job! sam rupert || Excellent literature, approppriate
 * Cobey's Plan[[file:Cobey's lesson plan vocab.docx]][[file:lesson plan fluency.docx]][[file:Cobey's lesson plan comprehension.docx]] || [[file:cobeys review.doc]] || Children are always interested in days and what they do on different days. Will likely take a couple of days to get through all the centers. Assessment should be on a 1 to 7 scale and you will grade by writing the number of abbreviations printed correctly. ||  ||
 * Britney's Plan

|| || Good idea to stick to two learning goals. I enjoyed visualizing the children learning vocabulary words and practicing oral reading. These will be noisy but productive days. Would like to know what questions you would ask to assess learning. Perhaps you could develop a check-off sheet with names and spaces to note level at which each student contributed to the skit. ||  || ||  || Feel like I am in Debbie Miller's classroom, nice.You moved through teacher modeling, guided practice, and independent work. Punctuation discussions may be a challenge, but do try! ||  || ||   || Fables are very appropriate for 3rd graders. The rewriting is going to be very challenging. You might consider starting with reader's theater scripts that have been prepared (you can find these online). If you want rewriting the be the focus, plan on spending more time and provide direct instruction in how this is done. ||  || ||  || Appropriate books at indepdendent reading level for 3rd graders - perfect for this exercise. Consider breaking up instruction (Four books is too many for you to read to them in a row. One might be enough for modeling the process.- Read the book and immediately have a competent reader demonstrate to class how they would read the same book. Assessment would require a check-off /rubric in which participation level is noted. ||  || ||  || Echo reading is an excellent way to begin the lesson. Think about accomodations for students who struggle in regard to speed and miscues. ||   || || If I were a teacher,I believe I could teach this lesson. It seems a little busy at times, however I think it would work. I love how you incorporated many different skills into a single lesson I really like the specifics you have given. I really am in no position to critique this as it is much closer to what is being asked than mine is at this point. Very good in my opinion.. || Consider present vocabulary related to the poems. Process for developing a performance is nicely modeled. Reserach may be challenging for some students. Be sure to provide instruction in gathering the data needed to complete the charts. ||  ||
 * Nicole's Plan
 * Amber's Plan
 * Katelyn's Plan
 * Erica's Plan
 * Brenda's Plan[[file:WC_lesson plan yo yes.doc 2.doc]] || [[file:Review by Chanda.doc]] || A week seems a bit long for one poem with 3rd graders. Agree that poetry station is excellent idea. Would target each poem for one teaching point and just one assessment per poem. ||  ||
 * Sam's Plan || [[file:EDU316 Fluency Colleague Review- Sam.doc]] || Pumpkin poetry is appropriate at this time of the year. ||  ||
 * Stephanie's Plan