TEK/Objective, STAAR TEK/Objective, and Procedure/Activity Rough Draft
keedy02
IncorpateLessonConceptsReviewTEKSSTAAR.pptx
Incorporate Lesson Concepts through Teaching
Review TEKS/Objectives
and STAAR/Objectives
Watch the entire lesson… It is a 2nd Grade Lesson – Science/Math Content
http://www.youtube.com/watch?v=U4tQoOX8BFA
Use the slides that follow to help identify parts of the lesson and connect the information.
The only slide that does not have specific info from the lesson is the Procedure slide. For your planning with literature part 2 you will need to write out specifically what you will say during the procedure. Follow the information on the slide Procedure for writing this part.
Lessons start with goals and objectives
"Goals" should be understood to mean the long term desired learning outcomes for the lesson that will be observed.
Goals, the big picture, may be expressed in various formats and terminology and present a long term view of learning.
Objectives are the steps needed to achieve the goal expressed in action words for short term view. Find objectives in the TEKS.
It is critical, however, that goals and objectives-what the teacher wants the student to learn-be clearly distinguished from activities-what the teacher wants the students to do.
Write the TEK and objective/s -alphabet that follow the TEK that will be specifically taught.
Use the STAAR TEK/objective to support your chosen TEK/Objective. STAAR testing subjects: Math, Reading, Science, Social Studies, Writing.
State the objective as “The learner will…” or “The student will be able to…”
See the next slides for specifics on writing TEKS/Objectives and STAAR Objectives.
Lesson Plan Basics TEK/Objectives from Video Lesson
TEKS/Objectives: Second Grade
Science
Scientific investigation and reasoning (TEK)
The Learner Will (TLW): make predictions based on observable patterns (objective)
Force, motion, and energy (TEK)
TLW: compare patterns of movement of objects (objective)
The teacher in the video called these SE (Student Expectation).
English Language Arts
Reading/beginning reading skills/phonics (TEK)
TLW: gather evidence from available sources (objective)
TLW: record basic information in simple visual formats (objective)
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STAAR Objective Coordinate with main TEK/Objective 5th Grade Science
Reporting Category 2: Force, Motion, and Energy (TEK)
The student will demonstrate an understanding of force, motion, and energy and their relationships. (Goal)
Force, motion, and energy. (TEK). The student knows that forces cause change and that energy exists in many forms. (Goal)
The student is expected to: (Objective)
(B) demonstrate and observe how position and motion can be changed by pushing and pulling objects to show work being done such as swings, balls, pulleys, and wagons. Supporting Standard
Materials
You should ask yourself the following questions before completing the material section of a lesson plan:
What items and supplies will be needed by both instructor and the students in order to accomplish the stated learning objective?
What equipment will I need to utilize as many learning models as possible (visual, audio, etc.)?
How can I use materials creatively? What can I borrow from other teachers?
Keep in mind that modeling and the use of hands-on materials are especially effective in demonstrating concepts and skills to students. Look for ways to make the learning goals concrete, tangible, and relevant to students.
The materials section will not be presented to students directly, but rather is written for the teacher’s own reference as a checklist before starting the lesson.
Materials from the video lesson:
Charts, clothespins, cutouts (crawfish), students, journals
Connections .
How will you connect the objective to the instruction?
The connection should be made during instruction – students deserve to know why they need to learn something .
How do you make sure to connect what you are teaching in your objective to what the children already know? Think about these things that make the most meaningful connections for students: (1) past or future learning, (2) community, (3) culture, and (4) interests. Keep in mind that you do not have to connect all 4 at one time.
Connections from the video lesson:
Past or future learning/Interests: Students practice balancing objects and themselves; they discuss with others what they notice and record their observations in journals.
Future Learning: The vocabulary and activities used in the lesson will help the students explain counterweights and balance to others.
Attention Getter/Focus
The focus occurs before the lesson begins.
It is a brief attention getter.
Something that you do as the teacher to pull the student’s interest to the lesson.
Do not read a book during the focus.
Always state the objective. Tell the students what they will be doing during the lesson.
Be creative, this should be a quick, motivating activity to engage the students in thinking about the learning to take place
Focus from the video lesson:
Part of focus is missing from the video. A great focus for this lesson would be for the teacher to have the child stand on one foot and sway. She could ask, “What is wrong?”Students would reply something about balance. Then, she could ask, “What would you do to balance?” This is where the video starts (this is getting the children’s attention)…She tells the students, “What we are going think about…” (this is stating the objective)
Procedure (Instruction)
The procedure section is where you will explicitly describe how you will present the lesson's concepts to your students. Here are a few things to keep in mind as you complete this section of your lesson plan:
Detail, detail, detail! Write this section in so much detail that another educator could teach the lesson plan the way in which you intended it to be taught.
The section will be lengthy. You will be thankful that you have spent so much time thinking about every step of your lesson.
Think about what you will do during the lesson.
List in steps how the lesson will be carried out. Write procedure in detail. (This is very important to your plan.)
Tell/Explain/Teach – Give the facts;
Scaffold/Question/Challenge Thinking
Read book here.
Use quotes and factual information during the procedure to teach a concept or skill.
It is ok to use Power Points to get information across. Power Points should be brief.
Procedure lasts approximately 15 – 20 minutes depending on the age of the student.
View the video for the instruction. See if you can determine when the teacher was teaching facts and scaffolding thinking.
Teaching Activity
The instruction section should include a Teaching Activity. This occurs after the procedure (instruction).
It is the time when the students work at independent practice or with cooperative groups to extend the information taught during the instruction.
It can be done with a partner or in cooperative groups.
Teaching Activity from the video lesson:
___________________________________________________________
The video has several teaching activities for the children:
Counterweights at the table.
Pencil/wire/clothespins
Science journals
Closure
Closure is the time when you wrap up a lesson plan and help students organize the information into a meaningful context in their minds
A brief summary or overview is often appropriate. It is not enough to say “Does anyone have any questions?”.
Look for ways to add some inside and/or context to the lesson. Ask higher level open-ended questions. Also be sure to clear up any areas of confusion.
This means bringing the lesson to an end. Restate the objective in terms of what you did during the procedure.
Use the closure as an opportunity to encourage your students and give them an idea of what they will learn in the next lesson.
Closure from the video:
“You can conclude that when you put these….. ”
The teacher in the video asked these questions:
Where did you place the counterweight to get a stable system?
If you wanted to balance a fork on its points on the edge of the table, how could you do it?
What is the trick to balancing an object on one point?
**NOTE: This teacher asked the assessment questions before the closure and had the students journal their answers.
Assessment at a Glance…
"How do you know what the students learned as a result
of today's lesson?"
Evaluation strategies must be aligned with, and reflect, the goals of the lesson.
A plan for evaluation of student learning may include one or more formats.
Evaluation must be systematic. That is, it must provide the teacher with useful information about the extent to which the instructional goals-whether individual or group-have been met.
Evaluation strategies must be appropriate for the students. Consider students with special needs, students with limited English proficiency, etc. before creating your evaluation strategies.
Teachers typically employ a variety of evaluation strategies, self-checking materials, observing the accuracy of student responses to teacher questions, projects,etc.
“How do I need to change or adjust my teaching after I taught the lesson?”
Accommodations, Modifications & Extensions
How will you differentiate instruction to meet the individual needs of learners?
These are three different concepts.
Accommodations: accommodate the student so they will be successful (example: Seat in front of class.)
Modifications: change the curriculum, make it less challenging (example: spelling words 5 instead of 20)
Extensions: extend the lesson. What is the next logical step in the sequence of objectives (TEKS). What could the student do to extend learning. This does NOT mean more work.
Domains Which domains are covered in the lesson and how they were covered?
Aesthetic
Affective
Social
Cognitive
Language
Physical
***Domains from Chapters 9-14
See if you can determine which domains were covered during the video lesson.
References
What references did I use?
List all websites, magazines, and books used to find research, games, videos, images, powerpoints, projects, etc. that were used for the creation of the lesson
BEWARE: Things NOT to do when planning and teaching!
Failing to prepare adequately
Relying on Whole group instruction to meet goals better addressed in Small groups
Incorporating too many routinized activities
Waiting to long to engage children in active learning
Allowing group times to go on too long!
Integrating Technology into Lessons
Technology has a positive effect on children’s learning and development if integrated into lessons properly.
Select developmentally appropriate websites and videos to integrate into lessons.
Integrate appropriate software programs to connect/compliment what is taught during the lesson time. These programs must match objectives taught in order to bring about learning outcomes.
Make sure children have ample time to explore these programs.
Topic Exploration 2 (TE 2): Watch: She's wearing a Dead Bird on her head
Follow these directions:
Look at next slide. Answer each Content Connections’ reflection question in detail. Use references to support your thinking.
Then, complete create.
Write a 2 – line description.
Upload answers to the Content Connections’ reflection questions, 2-line description and a picture of your creation when submitting TE2.
By: Kathryn Lasky
https://www.youtube.com/watch?v=8kUmV2Q8Tlo
TE 2 cont'd
REFLECT: One Hundred Years Ago…Content Connections:
History - Women's place in society - Women were not treated as equals to men. Has women's lib and the 'Me Too' movements changed this? Right to vote - Which amendment to the constitution gave women the right to vote? When was it ratified?
Social Studies - Culture Fashion - Wealth and place in society were displayed through fashion. How has that changed today?
Science - Cause: Conservation - The characters in the story are real and their fight to protect the birds led to the formation of the Audubon Society and strengthened the women's suffrage movement. Environmental issues are even more important today as the earth's population has grown and resources have become more fragile. What environmental issues most concern you today?
Language Arts - Literature: Historical fiction - While the characters and their social behaviors are real for that time, the actual events may or may not have taken place exactly as told in the story. Artistic license may have been used, but the importance of the historical landmarks are told in a way that children can conceptually understand. Think of how you might write a story which tells of heroes of the COVID pandemic. Who would be the heroes in your story? And why?
CREATE:
Research “Birds of Texas”. Choose your favorite.
Using recyclables around your home create a hat. Create your favorite ”Bird of Texas” to sit on the top of your hat.
Write a 2-line description of your “Bird of Texas” hat.
Note: Remember to take a picture of your creative hat and include it with your TE2.
Upload answers to the Content Connections’ reflection questions, 2-line description, and a picture of your creation when submitting TE2.
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The object of education is to prepare the young to educate themselves throughout their lives. Robert Maynard Hutchins
