Beruflich Dokumente
Kultur Dokumente
Lesson Objective(s):
[list the skills, understandings, dispositions, accomplishments that students will have
made/acquired during this lesson]
By the end of this lesson, students will
Be able to listen to read aloud with the purpose of understanding the characters in the
story
Independently reflect on the story and characters in order to answer response question
Answer response question using full sentences and proper grammatical techniques (i.e.
starting sentences with capital letters, and proper punctuation)
Use their imagination and creativity to create their own piece of work
Visual Arts: Creating and Presenting: apply the creative process to produce a variety of
two-and three- dimensional art works, using elements, principles. and techniques of
visual arts to communicate feelings, ideas, and understandings
Section 4: Plan
Sequence of Learning and Instructional Activities [including assessments for learning]
Use the table below to list the ordered sequence of learning, teaching and assessment
activities that will take place [adjust/edit the table as necessary by adding/deleting
rows]. The sequence of activities should align with the stated objectives, and align with
what you know about how learning happens.
Teacher Will
Students Will
Begin reviewing and assessing the written Hand in written work to teacher and then
response work.
begin the art assignment
Assess the quality of thinking and writing
in written responses
display
(b) How does our lesson plan incorporate concepts from the backward design
approach that is advocated by school boards in Ontario and as represented in the
course materials?
The backward design approach allowed me to plan a lesson based on my students
needs and how they can be incorporated into the needs or special goals of the Ontario
Curriculum. I have designed this lesson with my CSL class in mind. The students need
to practice their basic writing skills, for example, writing in full sentences, as well as the
capitalization of first letters of sentences and names. I started this lesson plan by
looking at the expectations of a third grade student in the writing strand of Language
Arts. An entire section of this strand is dedicated to knowledge of proper language
conventions (expectation 3); so that is where I started. From there I thought it would be
a nice idea to incorporate some reading and art in order to keep the students engaged
and motivated to write (in order to practice their writing without feeling as though they
were writing this huge piece of uninteresting work). By knowing what my end goal and
expectation was, I was able to plan my activity knowing what I would want the students
to complete in order to assess their work properly (i.e. I knew that I was looking for
proper use of language conventions, therefore it was obvious that I would need the
students to complete a piece of writing in order to assess their application of this
knowledge). The backwards design plan is a great approach for new teachers (or
student teachers) who are still familiarizing themselves with the curriculum expectations.
I felt as though starting at the end goal really helped me develop a meaningful and
purposeful lesson.