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Welcome to Semester Two

Lesson Planning and Literature Circles

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The term’s schedule

• You will be with your original instructor in the small group

• The schedule of classes and special events . . . questions?

• Research Study--Jimmy

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Readings from Professional Journals

English Journal

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Red Maple/White Pine

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Ontario Library Association

• we are asked not post to the blogs and/or list serves that are intended for the K to 12 students’ participation. 

• Red Maple--user name maple10: http://www.accessola.com/redmaple2010

• White Pine--user name w10pine:

http://www.accessola.com/whitepine2010

Password for both: FOREST2010

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Lesson Planning

• What is my narrative of lesson planning?

• What is your narrative of lesson planning?

• What are the critical elements?

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My narrative of lesson planning

• Considerations of the larger context– what is the course?– what are the topics? concepts? ideas?

• Focus on the smaller aspect• What has gone on before? Who are the

students? What do they need to know?

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My narrative of lesson planning

• Brainstorming

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My narrative of lesson planning• Brainstorming• Search for materials to support ideas

– e.g. readings, illustrations, websites• Consider learning activities• Finally organizing lesson plan and

PowerPoint

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What do you see as the important elements of a lesson

plan?

(c) 2007 brainybetty.com ALL RIGHTS RESERVED.

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(c) 2007 brainybetty.com ALL RIGHTS RESERVED.

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These models represent different ways of thinking about

planning—you need to think about how plan/create/learn

best and develop or choose a model for planning. (Even if you have to transfer it to someone

else’s template later.)

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Engaging Minds: Changing Teaching in Complex Times

• Focal events—artifacts and activities intended to gather and focus learners’ attention.

• Recursive process—ongoing and emergent.

• Emphasis on preparation rather than planning.

• Think collaboratively.• Lesson Planning is a thought experiment.

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Thought Experiments

• an occasion to think through possibilities for particular activities, with particular students in particular contexts

• may involve templates, be freely structures or adapted

• supports dynamic and complex possibilities

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Questions to consider• Who am I teaching?• Special considerations and

accommodations?• Contextual details that will influence events?• What do I hope will be learned?• How might different theories of learning

inform the learning?• What resources will I use and how might they

influence the learning?

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Remember

• There’s a big difference between wonderful lesson plans and wonderful lessons.

• Learning is dependent on but never determined by teaching.

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What would be your pick?

• List several novels that you believe most high school students should read before they graduate.

• Pick your top two or three.• Turn to the person to your right and

compare lists. List top 3.

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Creating the Canon

a collection or list of sacred books accepted as genuine : the formation of the biblical canon.• the works of a particular author or artist that are recognized as genuine : the Shakespeare canon.• a list of literary or artistic works considered to be permanently established as being of the highest quality : Hopkins was firmly established in the canon of English poetry.

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Literature Circles

• Resembles book clubs or groups• Peer-directed• Encourages choice and meaningful

engagement• Groups are more responsible for their own

learning

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Who are Our Readers?

• How do you read?• What do you read?• Where do you read?• What do you read?