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Important: A lesson is not designated to be a "daily lesson plan." A lesson is designed to teach the acquisition of a topic, concept, or skill. Therefore, typically there may be 2-3 lessons per week, but rarely 4-5.
With your shoulder partner create a Essential Question stem.
Ex. What similarities exist in _____________ and _______________ ?
What: Explanation of what is going on in the classroom
When: Throughout the lesson
Why: To keep you and your students on track
Create 2 columns on your sheet of paper. In the first column list 5 ways graphic organizers can be used to enhance instruction.
Write ACTIVATING down the side of your page. With your shoulder partner generate a word or phrase for each letter to tell something you think you know about activating.
What: Questions and tasks designed to gather evidence of learning throughout the lesson (i.e. checking for understanding).
When: At planned points throughout the lesson; a series of distributed learning experiences followed by an assessment prompt.
Why: To help you adjust instruction and your students to self monitor
In 2-3 sentences answer the LEQ.
LEQ: How can I use the components of an EATS Lesson Plan to increase student achievement?
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What: Students summarize throughout the lesson and answer the essential question.
ALL students must summarize
Is a learning strategy, not a teaching strategy
When: Throughout the lesson with a focus on the essential question at the end.
Why: Summarizing is the #2 strategy that MOST impacts achievement (having students use extended thinking skills is #1)
Allows teachers to determine if they must re-teach.
What: Visual representation showing how information is organized and related
When: Throughout the lesson
Why: Helps students see relationships,
turns abstract concepts into concrete representations, and provides structure for short and long-term memory.
These also promote active involvement.
LEQ: How can I use the components of an EATS Lesson Plan to increase student achievement?
What: Preview of key vocabulary through researched-based strategies.
Vocabulary is best learned if taught with direct instruction and THEN re-taught in the context of the lesson.
When: During the activating strategy or "hook."
Why: Students often have trouble understanding abstract ideas such as vocabulary definitions. By starting with examples and then re-teaching students more often recall what has been taught.
What: The “hook” to motivate students.
Not an announcement of what they are going to learn today
Preview any key vocabulary
When: Beginning of the lesson.
Approximately 10% of total lesson time
Why: Link prior knowledge (connect to experiences that they have had or create a new experience with them to hook them into the lesson)
Students are mentally active.
What: A learning objective in the form of a question.
Not a yes or no question (how, who, what, where, why)
Only 1 per lesson
When: At the beginning of the lesson.
(Note: At end of the lesson, utilize the E.Q. to help gather evidence of learning.)
Why: Gives a focus to the lesson.