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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.

Distributed Summarizing #1

T: Teaching Strategies:

#2 Instruction

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

Distributed Summarizing #2

Distributed Summarizing #3

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.

T: Teaching Strategies:

#3 Assessment Prompts

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

EATS Lesson Plan

Distributed Summarizing #4

In 2-3 sentences answer the LEQ.

LEQ: How can I use the components of an EATS Lesson Plan to increase student achievement?

S: Summarizing Strategies

T: Teaching Strategies: #1 Graphic Organizers

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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?

A: Activating Strategy:

#2 Preview of Key Vocabulary

A: Activating Strategy

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.

E: Essential Question

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.

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