Designing Lesson Plans Three Tiers

1
Designing Lesson PlansThree Tiers

• Presenters
• Melissa Keller, English Teacher, NBCT (Mourning
  Senior High)
• Carlos Montero, Science Teacher, NBCT (Krop
  Senior High)

2
Joseph Renzulli Enrichment Triad Model

• Original Creation
• Developed in 1977 as a model for identifying
  gifted students, providing enrichment to them
  (creative products)
• The Schoolwide Enrichment Model (Renzulli and
  Reis, 1985) is a systematic set of strategies for
  increasing student effort, enjoyment, and
  creative productivity. It has been used
  successfully, nationally and internationally
  as a guide for designing and implementing
  programs for gifted and talented students.

• Application to any level of student Purcell, J.
  Renzulli, J. S. (1995).
• In recent years the model has been expanded so
  that the successful practices
• associated with high-level learning can be
  applied to all students and to all
• schools in an effort to realize the lasting
  and real changes that are the goals
• of current school reform efforts.

3
Renzulli Enrichment Triad(Renzulli,
1977)http//www.tki.org.nz/r/gifted/handbook/stag
e2/prog_triad_e.php
4
Joseph Renzulli Enrichment Triad Model
Level 3 Activities
Level 2 Activities

• Level 1 Activities

5
Lesson Planning- Tier One

• Level 1 Activities
• Activate Prior Knowledge
• Build Background Knowledge
• Create a starting point

6
Sample Level 1 Activities

• K-W-L
• Survey
• Questionnaire
• Vocabulary list
• Think/Pair/Share
• Poem/Song
• Current Event

• Film clip
• Instructional Video
• Article
• Brainstorming
• Discussion
• Field Trip
• Guest Speaker

7
Lesson Planning- Tier 2

• Level 2 Activities
• Are content rich
• Include skill acquisition
• Give student practice
• Allows teacher to gauge progress

8
Examples of Level 2 Activities

• Problem set
• Reading activities
• Writing activities
• Steps in a lab
• Study Guide

9
Lesson Planning- Tier 3

• Level 3 Activities
• Allow student to demonstrate aptitude
• Allow student to showcase abilities
• Allows teacher to assess
• (see examples on Project Handout)

10
Scenario- Language Arts Level 1-

• Novel- A Lesson Before Dying, Ernest Gaines

• Via internet, students bring in articles about
  the history of the death penalty, share cropping,
  Plessy v. Ferguson, New Orleans Bayou (homework
  or library day). Students present their articles
  to class.

Accommodation- Teacher presents articles (read
and discuss- have students summarize)

• Students watch movie- Dead Man Walking and take
  notes on pro/con death penalty issue (divide
  paper into pro/con)

Accommodation- teacher prepares activity for
students to follow and take notes during movie
11
Level 2- Novel
1. Teacher introduces novel (audio book) 2.
Students complete activities during reading-
See teacher/student guides- internet sites
http//members.accessus.net/bradley/page10.html
http//urbandreams.ousd.k12.ca.us/language_arts/ex
tended/09/gaines 3. Skill acquisition- literary
analysis

Questions- plot, setting, conflicts, imagery,
characterization, themes, use of dialect
12
Level 3- Novel
(After a traditional assessment- M/C test, essay)

• Level 3 Product- (see products handout)
• Students make a scrapbook, PowerPoint, mandala,
  sound track, scene adaptation/skit

13
Mini Writing Lesson- tiered

• Following day(s) Product- Level 3- Students write
  their own paragraph using adjectives, vivid
  verbs, concrete nouns, figurative language that
  will be showcased in their presentation
  portfolio. Student highlights in different colors
  each type of description and provides a key

• Day 2 Skill acquisition- Students create
  sentences with rich description (using skills.
  Students trade papers and find each others
  adjectives, vivid verbs, concrete nouns,
  figurative language

• Day 1 Introduce skill- Teacher lead- read an
  essay. Discuss skills- i.e. descriptive writing
  or detail. Add activity for the skill. ie
  Students pick out adjectives, vivid verbs,
  concrete nouns, figurative language

14
Science

• Level 3 Activities
• Level 2 Activities
• Level 1 Activities

15
Science- Nuclear Chemistry Example

• Level One Activities-

• Pair and Share

• Teacher lecture/class
• discussion

16
Science- Nuclear Chemistry

• Level Two Activities

1. Problem Set
2. Research of possible Nuclear Chemistry
applications Carbon-14 dating Nuclear Power
Generation Historical Nuclear Accidents Nuclear
Weapons Radiotherapy Nuclear medicine
(drugs) Food irradiation
17
Science- Nuclear Chemistry

• Level Three Application

• PowerPoint presentation
• Poster
• Live skit
• Business proposal
• Science Fair Project
• Research Project

18
History/Language Arts

• Transcendentalism- see handouts
• for lesson examples of
• Level 1, 2, 3
• activities

19
References

• Johnson, G. M. (2000). Schoolwide enrichment
  Improving the education of students (at
• risk) at promise. Teacher Education Quarterly.
  Retreived from FindArticles, ProquestInformation
  http//findarticles.com/p/articles/mi_qa3960/is_20
  0010/ai_n891 0427/ pg_1
• Purcell, J. Renzulli, J. S. (1995).
  Restructuring From student strengths to total
  school
• improvement. National Association of Secondary
  School Principals. NASSP Bulletin. 79, 574, p.
  46
• Renzulli, J.S. Reis, S.M. (1985). The
  Schoolwide Enrichment Model A comprehensive
  plan for educational excellence. Mansfield
  Center, CT Creative Learning Press.
• Renzulli, J.S. Reis, S.M. (1985). The Secondary
  Triad Model A Practical Plan for Implementing
  Gifted Programs at the Junior and Senior High
  School Levels. Creative Learning Press, Inc.

20
Lesson Planning Advice from Veteran Teachers

• Never stop experimenting with lesson ideas and
  teaching approaches. Be continuously reflective
  about your teaching. If something does not work,
  be very honest with yourself about the possible
  causes. Restructure your lesson and try again.
  Always be flexible and willing to
  change.Patrick AllenCanton Intermediate
  SchoolCanton, CTGrade Levels 6-8
• I wish I had known that when I was enjoying the
  lesson, the kids were having fun, too. how to
  recognize the signs that I needed to alter the
  pace of a lesson (glazed expressions, fooling
  around, fidgeting, etc.). That quantity of work
  and assignments did not equate to quality.Sue
  RitchieNathaniel Morton Elementary
  SchoolPlymouth, MAGrade Levels 3-5
• I wish I had known As you complete a lesson,
  take notes on what worked, what you can change
  and on what didn't work. Next time, you'll have a
  good idea on what needs to be done to improve the
  lesson.
• Shannon Cegielski