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Your learning objectives should be the ongoing focus of your lesson. Clear Objectives What exactly do you want your students to be able to do by the end of the lesson? This should be clearly communicated to your students orally at the very beginning of the lesson and posted in a highly visible location in your classroom.
It's helpful to have a specific place in your room where you regularly post your objectives, and to have a set routine in terms of how you introduce the objectives, such as asking your students to read them aloud with you at the beginning of class each day. Communicating the learning objectives to your students both verbally and in writing serves to motivate them to work with a clear purpose in mind, and makes it easier for you and your students to stay on target throughout the lesson.
The objectives should be the ongoing focus of your lesson! Set the stage by activating prior knowledge and getting your students excited about what you're going to teach them.
The point is to make connections between what your students already know and what you're going to teach them. Some responses you may get are: These discussions will lead right into your lesson of using metaphors and similes as additional ways to make a story captivating to readers! Be sure to model plenty of examples as part of your direct instruction.
Speak clearly and concisely. Less is more as long as you stay on topic. If it involves a process, show the process. Speak aloud as you model through the entire process, explaining each step as you go along. Modeling is a critical part of direct instruction.
When students watch and listen to you apply the concept, they are much better able to understand what you're trying to teach them. Be sure to model multiple examples of the concept you're introducing! After you've modeled a few examples, allow students to participate in the process with you.
Source When you teach, the key is to gradually release your students from watching you model the correct application of the concept to allowing them to apply the concept independently.
Student Practice Student practice consists of 3 steps: This 3-step process allows you to gradually release your students from watching you model the correct application of the concept to allowing them to apply the concept independently.
They will gain confidence as they go through the process with you! Converse with them through the process, questioning them when they offer their input, as you maintain your role as leader. At this point, they're still "under your wing" as you walk them through the process, but you're allowing them to participate in the process with you.
Collaborative Practice This is where students get to apply the new concept in cooperative activities. This includes working with a partner, in small groups, or in larger groups.
Circulate the room to check for understanding as students work. Pause to clarify as needed. If you notice an area where many students are confused or struggling, stop and address this particular point with the entire class. If necessary, go back and model a few additional examples, followed by additional guided practice.
You want to make sure your students are applying the concept correctly rather than practicing mistakes. Independent Practice Once students have had the opportunity to apply and practice the concept with their classmates through collaborative activities, it's time for them to apply and practice the concept on their own!
This is where you can see if they really "got it. You will notice which students have really grasped the concept and which students need you to take them a step back, offer more guided practice, and then gradually release them again to independent application of the concept.Story Shackles (Linking Students To Written Text) - lesson plan - Story Shackles is an imaginative and stimulating way for students to acquire the ability to retell events of a story or text, sequence the action or happenings in a story, or to simply summarize the plot, main ideas with supporting details, or general information of a story or text.
Jul 09, · For example, ask them to write an summary containing words instead. You may also provide them with additional examples of word summaries. Lesson Plan. Sum It Up: Introduction to Writing Summaries/5(10). The 5 E lesson supports inquire-based instruction.
It allows children to make discoveries and to process new skills in an engaging way. Teachers can also adequately plan power objectives more effectively by using the 5E process.
Plan your lesson in Writing with helpful tips from teachers like you. Students will write a summary about a non-fiction passage utilizing the organizer for support. Unlike the summary, it is composed of YOUR opinions in relation to the article being summarized.
It examines ideas that you agree or disagree with and identifies the essay's strengths and weaknesses in reasoning and logic, in quality of supporting examples, and in organization and style.
Scoring Rubric: Summary An essential, must-have rubric for language arts classes The organization, elements of summaries, grammar, usage, mechanics, and spelling of a .