21st Century Cohort
Lesson Plan Components
The best instructional designs are “backwards,” beginning with the end in mind and moving through three interrelated stages. As we design instruction, we must begin with desired results (Stage One); then determine how to assess and evaluate student progress relative to those results (Stage Two); and only then design and implement instructional strategies to promote student achievement of desired results (Stage Three).
Desired results must clearly specify what students are expected to know (e.g., facts, concepts, generalizations, rules, principles, laws); do (e.g., skills, procedures, processes); and understand (e.g., student behaviors reflecting the six facets of understanding) as a result of the teaching and learning process.
6 Facets of Understanding:
1. Explanation
2. Interpretation
3. Application
4. Perspective
5. Empathy
6. Self Knowledge
Lesson Plan – 10/26/09 – Jamie Grimsrud
Norfeld Colony – Language Arts
Stage One – Begin with Desired Results:
What do you want students to know, be able to do, and understand?
What are your learning targets?
Target One - R.2.1. I can utilize comprehension strategies while constructing meaning.
- connections – formulation of questions before, during, and after reading – infer – form mental images while reading – summarize – synthesize – distinguish fact from opinion – identify main idea – determine cause and effect – compare and contrast – classify and categorize
Target Two – Use question/statement prompts based on Bloom’s Taxonomy to increase levels of “critical thinking.”
- Knowledge – Comprehension – Application – Analysis – Synthesis – Evaluation
Stage Two – Assess and Evaluate Assessment Evidence:
How will you know they have accomplished the learning targets?
(performance task / quizzes / observations / homework / journals / projects / writings / speeches / etc)
Which strategies will provide evidence of student learning?
Assessment Evidence One:
Students can participate in a discussion concerning the presented text – The Cats of Krasinski Square – using question/statement prompts from/based on standard 2.1 and Bloom’s Taxonomy.
Assessment Evidence Two:
Students can complete their Reading Journal assignment – criteria to be met are taken from standard 2.1 and also the six levels of Bloom’s Taxonomy.
Stage Three – Design and Implement Learning Plan:
What instructional strategies will you use to help students achieve the learning targets?
Which instructional strategies will help students acquire and integrate learning?
Which instructional strategies will help students practice, review and apply learning?
Which strategies help students practice and improve their 21st century skills?
Learning Plan:
Approx 40 minutes
1. Picture Walk - The Cats of Krasinski Square – Who, What, When, Where, Why & How
2. Students will read The Cats of Krasinski Square
3. Students will choose a variety of questions/statements - based on the levels of Bloom’s Taxonomy – to discuss the reading selection…see attached
4. Students will discuss questions selected by instructor…
a. If the author used metaphors with the cats in the story – who would he be comparing them to?
b. What are the similarities and differences between the narrator and the other children in this story?
c. What is the genre of this story?
d. Discuss/define – the Wall, the Ghetto, the Gestapo
e. Define hero – what makes a person a hero?
5. Students will complete their Reading Journal entry meeting the following criteria (based on standard 2.1 and the six levels of Bloom’s Taxonomy)…see attachment #2
*Kim – I am still trying to find an efficient way to record student
answers during the conversations so they can “see” their thinking…