Madeline Hunters Lesson Design (Latest)

Madeline Hunter’sMadeline Hunter’sLesson DesignLesson Design

Hopefully not this!Hopefully not this!

Madeline Hunter’sMadeline Hunter’sLesson DesignLesson Design

““I’m the decider.”I’m the decider.”

George Bush, 4-18-06George Bush, 4-18-06

True, but he’s not the only True, but he’s not the only one…one…

Teachers are Teachers are alwaysalways making making decisions.decisions.

In fact teaching can be defined as…In fact teaching can be defined as…

“…“…a constant stream of professional a constant stream of professional decisions made before, during, and decisions made before, during, and after interaction with the student.”after interaction with the student.”

Madeline HunterMadeline Hunter

Researchers have found Researchers have found that…that…

No matter what subject…No matter what subject… No matter what age group…No matter what age group…

ALL TEACHING DECISIONS CAN ALL TEACHING DECISIONS CAN BE PLACED INTO THREE BE PLACED INTO THREE

CATEGORIES…CATEGORIES…

Three categories of teaching Three categories of teaching decisions:decisions:

1.1. What content will I teach next?What content will I teach next?

2.2. What will the student do to learn What will the student do to learn and to demonstrate that learning and to demonstrate that learning has occurred?has occurred?

3.3. What will I do to make it happen? What will I do to make it happen? How will I facilitate the acquisition How will I facilitate the acquisition of that learning?of that learning?

The Content DecisionThe Content Decision

TEKS means Texas Essential TEKS means Texas Essential

Knowledge and SkillsKnowledge and Skills

TEKS are found for everything taught TEKS are found for everything taught K-12 K-12

To find the TEKS…To find the TEKS…

http://www.tea.state.tx.us/teks/http://www.tea.state.tx.us/teks/ Or simply Google “Texas TEKS”Or simply Google “Texas TEKS” Click on the subject matter (for Click on the subject matter (for

middle school and high school) or middle school and high school) or grade level (for elementary)grade level (for elementary)

Sample TEKS for 1Sample TEKS for 1stst Grade Grade MathMath

(1.1)  (1.1)  Number, operation, and quantitative Number, operation, and quantitative reasoning.reasoning. The student uses whole numbers to The student uses whole numbers to describe and compare quantities.describe and compare quantities.

The student is expected to:The student is expected to: (A)  compare and order whole numbers up to 99 (A)  compare and order whole numbers up to 99

(less than, greater than, or equal to) using sets of (less than, greater than, or equal to) using sets of concrete objects and pictorial models;concrete objects and pictorial models;

(B)  create sets of tens and ones using concrete (B)  create sets of tens and ones using concrete objects to describe, compare, and order whole objects to describe, compare, and order whole numbers;numbers;

(C)  identify individual coins by name and value (C)  identify individual coins by name and value and describe relationships among them; andand describe relationships among them; and

(D)  read and write numbers to 99 to describe (D)  read and write numbers to 99 to describe sets of concrete objects.sets of concrete objects.

Sample TEKS for 7th Grade Sample TEKS for 7th Grade MathMath

(7.1)  (7.1)  Number, operation, and Number, operation, and quantitative reasoning.quantitative reasoning. The student The student represents and uses numbers in a variety represents and uses numbers in a variety of equivalent forms.of equivalent forms.

The student is expected to:The student is expected to: (A)  compare and order integers and (A)  compare and order integers and

positive rational numbers;positive rational numbers; (B)  convert between fractions, decimals, (B)  convert between fractions, decimals,

whole numbers, and percents mentally, on whole numbers, and percents mentally, on paper, or with a calculator; andpaper, or with a calculator; and

(C)  represent squares and square roots (C)  represent squares and square roots using geometric models.using geometric models.

Sample TEKS for Language Sample TEKS for Language Arts, Grade 2Arts, Grade 2

(2.17)  Writing/grammar/usage. The student (2.17)  Writing/grammar/usage. The student composes meaningful texts applying knowledge of composes meaningful texts applying knowledge of grammar and usage. The student is expected to:grammar and usage. The student is expected to:

(A)  use singular and plural forms of regular nouns (A)  use singular and plural forms of regular nouns (2);(2);

(B)  compose complete sentences in written texts (B)  compose complete sentences in written texts and use the appropriate end punctuation (1-2);and use the appropriate end punctuation (1-2);

(C)  compose sentences with interesting, elaborated (C)  compose sentences with interesting, elaborated subjects (2-3); andsubjects (2-3); and

(D)  edit writing toward standard grammar and (D)  edit writing toward standard grammar and usage, including subject-verb agreement; pronoun usage, including subject-verb agreement; pronoun agreement, including pronouns that agree in agreement, including pronouns that agree in number; and appropriate verb tenses, including to number; and appropriate verb tenses, including to be, in final drafts (2-3).be, in final drafts (2-3).

Sample TEKS for Language Sample TEKS for Language Arts, Grade 8Arts, Grade 8

(17)  Writing/grammar/usage. The student (17)  Writing/grammar/usage. The student applies standard grammar and usage to applies standard grammar and usage to communicate clearly and effectively in writing. communicate clearly and effectively in writing. The student is expected to:The student is expected to:

(A)  write in complete sentences, varying the (A)  write in complete sentences, varying the types such as compound and complex types such as compound and complex sentences, and use appropriately punctuated sentences, and use appropriately punctuated independent and dependent clauses (7-8);independent and dependent clauses (7-8);

(B)  use conjunctions to connect ideas (B)  use conjunctions to connect ideas meaningfully (4-8);meaningfully (4-8);

(C)  employ standard English usage in writing (C)  employ standard English usage in writing for audiences, including subject-verb for audiences, including subject-verb agreement, pronoun referents, and parts of agreement, pronoun referents, and parts of speech (4-8)speech (4-8)

Sample TEKS for Language Sample TEKS for Language Arts, Grade 8 (continued)Arts, Grade 8 (continued)

D)  use adjectives (comparatives and superlative D)  use adjectives (comparatives and superlative forms) and adverbs appropriately to make writing vivid forms) and adverbs appropriately to make writing vivid or precise (4-8);or precise (4-8);

(E)  use prepositional phrases to elaborate written (E)  use prepositional phrases to elaborate written ideas (4-8);ideas (4-8);

(F)  use verb tenses appropriately and consistently (F)  use verb tenses appropriately and consistently such as present, past, future, perfect, and progressive such as present, past, future, perfect, and progressive (6-8);(6-8);

(G)  write with increasing accuracy when using (G)  write with increasing accuracy when using apostrophes in contractions such as doesn't and apostrophes in contractions such as doesn't and possessives such as Texas's (4-8); andpossessives such as Texas's (4-8); and

(H)  write with increasing accuracy when using (H)  write with increasing accuracy when using pronoun case such as "She stepped between them and pronoun case such as "She stepped between them and us." (6-8).us." (6-8).

The Content DecisionThe Content Decision

Some TEKS must be taught in order.Some TEKS must be taught in order.

For other TEKS, the order of For other TEKS, the order of acquisition doesn’t matter.acquisition doesn’t matter.

The Content DecisionThe Content Decision

For TEKS that must be taught in For TEKS that must be taught in order you need to know whether order you need to know whether prior learning has occurred.prior learning has occurred.

The Content DecisionThe Content Decision

Teachers use both formal and Teachers use both formal and informal quick assessments during informal quick assessments during teaching to determine the students’ teaching to determine the students’ current knowledge and skill levels.current knowledge and skill levels.

Planning the LessonPlanning the Lesson

Begin with the curriculumBegin with the curriculum Analyze the task to be accomplishedAnalyze the task to be accomplished Design the lesson Design the lesson Design the assessmentDesign the assessment

Lesson Cycle StepsLesson Cycle Steps1.1. Anticipatory set Anticipatory set

(focus)(focus)

2.2. Purpose (objective)Purpose (objective)

3.3. InputInput

4.4. Modeling (show)Modeling (show)

5.5. Guided Practice Guided Practice (follow me)(follow me)

6.6. Checking for Checking for Understanding Understanding (CFU)(CFU)

7.7. Independent Independent PracticePractice

8.8. Teach your Teach your partnerpartner

9.9. ClosureClosure

Anticipatory Set (Focus)Anticipatory Set (Focus)

A short activity or prompt that A short activity or prompt that focuses the students’ attention focuses the students’ attention before the actual lesson begins. before the actual lesson begins. Used when students enter the room Used when students enter the room or in a transition.or in a transition.

Also called “Catch a Sense.”Also called “Catch a Sense.” Make it thought provoking, Make it thought provoking,

interesting, fun, or exciting!!!interesting, fun, or exciting!!!

Anticipatory Set/”Catch a Anticipatory Set/”Catch a Sense” Sense”

Examples:Examples: Sing “Yankee Doodle” before Sing “Yankee Doodle” before

introducing the Revolutionary War.introducing the Revolutionary War. Bring a flower and have the kids feel Bring a flower and have the kids feel

and smell it before talking about the and smell it before talking about the parts of a flower.parts of a flower.

Show an Internet video on lightning Show an Internet video on lightning before beginning a lesson on weather.before beginning a lesson on weather.

Taste a pineapple before having a Taste a pineapple before having a lesson on Hawaii.lesson on Hawaii.

Setting Objective and Setting Objective and PurposePurpose

Students will generally spend more Students will generally spend more time and effort, and consequently time and effort, and consequently increase their learning if they know increase their learning if they know at the beginning of the lesson what at the beginning of the lesson what they are going to learn and why it is they are going to learn and why it is important to them.important to them.

Examples of Setting Objective Examples of Setting Objective and Purposeand Purpose

““Writers use different techniques to Writers use different techniques to hook their readers. Today you will learn hook their readers. Today you will learn three of these techniques so people will three of these techniques so people will want to read what you write.”want to read what you write.”

““Today we’re going to learn how to Today we’re going to learn how to quickly do percentages in our head so quickly do percentages in our head so the next time you go to a restaurant the next time you go to a restaurant you can easily figure the tip.” you can easily figure the tip.”

InputInput

The vocabulary, skills and concepts The vocabulary, skills and concepts students need to know in order to be students need to know in order to be successfulsuccessful

Modeling (Show)Modeling (Show)

Teacher shows in graphic form or Teacher shows in graphic form or demonstrates what the finished demonstrates what the finished product looks like.product looks like.

Guided Practice (follow me)Guided Practice (follow me)

Teacher leads the students through Teacher leads the students through the steps necessary to perform the the steps necessary to perform the skill using the trimodal approach- skill using the trimodal approach- hear/see/do.hear/see/do.

Checking for Understanding Checking for Understanding (CFU)(CFU)

Teacher uses a variety of questioning Teacher uses a variety of questioning strategies if the students get it and strategies if the students get it and to pace the lesson- move to pace the lesson- move forward/move backwardsforward/move backwards

Correction or Reteach if neededCorrection or Reteach if needed Acceleration if neededAcceleration if needed

Common Errors that Teachers Common Errors that Teachers Make During CFUMake During CFU

Excessive use of “OK”Excessive use of “OK” Asking questions that assume your Asking questions that assume your

students understandstudents understand Asking students if they have any Asking students if they have any

questionsquestions Asking questions to kids when you Asking questions to kids when you

see they are not paying attentionsee they are not paying attention

Effective techniques for using Effective techniques for using CFUCFU

Signaled AnswersSignaled Answers Keep an eye on your students’ eyesKeep an eye on your students’ eyes Have the kids explain their answers. “Why is Have the kids explain their answers. “Why is

that correct?”that correct?” Use hand signals. Thumbs up, Response CardsUse hand signals. Thumbs up, Response Cards

Choral ResponsesChoral Responses Individual ResponseIndividual Response Individual Private ResponseIndividual Private Response

Independent PracticeIndependent Practice

Teacher releases students to practice Teacher releases students to practice on their own.on their own.

Teach Your PartnerTeach Your Partner

Optimum learning has not taken Optimum learning has not taken place until students can self-correct place until students can self-correct and discriminate error. If a student and discriminate error. If a student can process the steps to perform a can process the steps to perform a skill, teach these steps to someone skill, teach these steps to someone else while recognizing errors, then else while recognizing errors, then more cognitive thinking and more cognitive thinking and understanding have taken place.understanding have taken place.

ClosureClosure

A review or wrap-up of the lesson.- A review or wrap-up of the lesson.- “Tell me/show me what you have “Tell me/show me what you have learned today.”learned today.”

Model: 7Model: 7thth Grade LA Lesson Grade LA Lesson PlanPlan

Anticipatory Set: The teacher will Anticipatory Set: The teacher will wear a boa and tiara while reading wear a boa and tiara while reading Fancy Nancy Fancy Nancy by O’Connor.by O’Connor.

Model: 7Model: 7thth Grade LA Lesson Grade LA Lesson PlanPlan

Purpose/Objective: The student will use Purpose/Objective: The student will use an online thesaurus to find synonyms to an online thesaurus to find synonyms to clarify meaning and usage. (TEK 7.9C)clarify meaning and usage. (TEK 7.9C)

““You will use an online thesaurus to find You will use an online thesaurus to find synonyms or ‘Fancy Words’ for words synonyms or ‘Fancy Words’ for words that we over use. This will make your that we over use. This will make your writing and conversation much more writing and conversation much more interesting.”interesting.”

Model: 7Model: 7thth Grade Grade

Input: Show students Input: Show students Roget’s Roget’s ThesaurusThesaurus and look up the word and look up the word “good”. Read the list of synonyms to “good”. Read the list of synonyms to the students. Demonstrate the use the students. Demonstrate the use of Thesaurus. com to locate of Thesaurus. com to locate synonyms quickly.synonyms quickly.

Model: 7Model: 7thth Grade Grade

Model: Have a long sheet of butcher Model: Have a long sheet of butcher paper and create a chart with two paper and create a chart with two columns. First column titled “Plain columns. First column titled “Plain Words” and second column titled “Fancy Words” and second column titled “Fancy Words”. Using Thesaurus.com the Words”. Using Thesaurus.com the teacher will look up the word “smart”. teacher will look up the word “smart”. On the chart write “smart” under “Plain On the chart write “smart” under “Plain Words” and list several synonyms under Words” and list several synonyms under “Fancy Words”.“Fancy Words”.

Model: 7Model: 7thth Grade Grade

Guided Practice: The students will Guided Practice: The students will use Thesaurus.com to find synonyms use Thesaurus.com to find synonyms for words that are over used. for words that are over used. Observe students as they use the Observe students as they use the website to monitor their progress. website to monitor their progress. Redirect if needed. They will then Redirect if needed. They will then add their words to the chart.add their words to the chart.

Model: 7Model: 7thth Grade Grade

Checking for Understanding (CFU): Checking for Understanding (CFU): Ask students to tell you how they Ask students to tell you how they found their list of synonyms. What found their list of synonyms. What was their most interesting new word? was their most interesting new word? What were some words they have What were some words they have never heard before? Ask for a never heard before? Ask for a sentence using that new word.sentence using that new word.

Model: 7Model: 7thth Grade Grade

Independent Practice: The students Independent Practice: The students will keep an on going “Fancy Word” will keep an on going “Fancy Word” journal. Each week they must enter journal. Each week they must enter 5 new words with a list of synonyms 5 new words with a list of synonyms found using Thesaurus.com.found using Thesaurus.com.

Model: 7Model: 7thth Grade Grade

Closure: “Today we have used a new Closure: “Today we have used a new tool to make our writing and tool to make our writing and conversation more interesting. What conversation more interesting. What is the name of that new tool? (ask for is the name of that new tool? (ask for choral response)choral response)

How do we use that tool?How do we use that tool? Did you notice any other uses for Did you notice any other uses for

Thesaurus.com? Can it be helpful in Thesaurus.com? Can it be helpful in any other way?any other way?

Vary the way you do things.Vary the way you do things.

Change the way you teach.Change the way you teach. Change your voice and movement Change your voice and movement

around the classroom making the around the classroom making the students follow where you’re going.students follow where you’re going.

Lesson plans that involve a variety of Lesson plans that involve a variety of teaching methods.teaching methods.

Use the Internet.Use the Internet.

Lesson Cycle StepsLesson Cycle Steps1.1. Anticipatory set Anticipatory set

(focus)(focus)

2.2. Purpose (objective)Purpose (objective)

3.3. InputInput

4.4. Modeling (show)Modeling (show)

5.5. Guided Practice Guided Practice (follow me)(follow me)

6.6. Checking for Checking for Understanding Understanding (CFU)(CFU)

7.7. Independent Independent PracticePractice

8.8. Teach your Teach your partnerpartner

9.9. ClosureClosure