Lesson Title: Essential questions

Grade/Age Level:Adult learners – preservice teachers (undergraduate or graduate)

Subject Area: Adolescence education

Time allotted for the lesson (express in number of class meetings and/or number of hours): One class period

Short description of lesson (write a brief, yet concise description of what occurs in this lesson):

In this lesson, the learners will apply their understanding of overarching and topical essential questions in order to begin developing some for their own unit. They will use the task analysis developed in the last class to begin developing questions designed to engage students in the material and in approaching the skills as inquiry.

Curriculum Standards met in this lesson:

INTASC – Teacher Education / Standard 7. Planning for Instruction & Standard 8. Instructional Strategies

Standard #7: Planning for Instruction

The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

PERFORMANCES

7(a) The teacher individually and collaboratively selects and creates learning experiences that are appropriate for curriculum goals and content standards, and are relevant to learners.

7(b) The teacher plans how to achieve each student’s learning goals, choosing appropriate strategies and accommodations, resources, and materials to differentiate instruction for individuals and groups of learners.

7(c) The teacher develops appropriate sequencing of learning experiences and provides multiple ways to demonstrate knowledge and skill.

7(f) The teacher evaluates plans in relation to short- and long-range goals and systematically adjusts plans to meet each student’s learning needs and enhance learning.

ESSENTIAL KNOWLEDGE

7(g) The teacher understands content and content standards and how these are organized in the curriculum.

7(j) The teacher understands the strengths and needs of individual learners and how to plan instruction that is responsive to these strengths and needs.

CRITICAL DISPOSITIONS

7(n) The teacher respects learners’ diverse strengths and needs and is committed to using this information to plan effective instruction.

7(p) The teacher takes professional responsibility to use short- and long-term planning as a means of assuring student learning.

7(q) The teacher believes that plans must always be open to adjustment and revision based on learner needs and changing circumstances.

Instructional Objectives (Each instructional objective [learning outcome] for this lesson):

In this lesson, the learners will apply their understanding of overarching and topical essential questions in order to begin developing some for their own unit.

Instructional Procedures

Lesson Set

I will begin by reviewing the previous day’s learning (task analysis) and asking students how they might get students interested in the learning. I will steer conversation toward inquiry and questions that drive inquiry (overarching and topical essential questions).

Techniques and activities

  • Share with students webpage and graphic on topical and overaching EQs and their differences.
  • Model TEQs and OEQs for the Kite Runner unit.
  • Direct students then to try to take the tasks that they have set out to teach and turn them into topical inquiries, and to generate an overarching questions correspondent with the theme of the novel that anchors their unit.
  • When there is 20 minutes left, encourage students to share with a partner and then share out with the group.
  • Engage the rest of the class in providing constructive criticism for their colleagues.

Lesson Closure

Remind students of the definitions and differences between Topical and Overarching EQs and take any remaining/new questions on the topic.

Adaptations for special learners Visuals and one-on-one support during independent work time will be provided.

Supplemental Activities:N/A

Assessment/Evaluation: I will collect homework from students (in which they turn all tasks from task analysis into topical and overarching EQs and EUs to make sure that they are on point).

Learner Products: For homework (and begun in class), tudents will produce a list of topical and overarching EQs and EUs for their uint, through which they will demonstrate their understanding of course concepts.