How to create lesson plans usIng the

teachIng schema of CANAC
Dne PrIncIpal at a TIme
Jane E. Pollock ASC0 2009
PPresentatIon by JIll CullIs
PDU WÌLL UN0EFSTAN0 AN0 8E A8LE TD
ÌNCDFPDFATE THE TEACHÌNC SCHE|A DF
CANAC.
PWhat do you thInk of when you hear the
words 088435,38 What comes to mInd and
what does It mean to you
PShare wIth a partner when you fInIsh.
Pou ask the questIon, why, and how Is CANAC
dIfferent than any other lesson plan format
S When each lesson Incorporates the CANAC
format It Insures every lesson hIts each one of
THE 8ÌC FDUF.
P. Use a well·artIculated currIculum
P2. Plan for delIvery
PJ. 7ary assessment
P4. CIve crIterIon·based feedback
P CANAC· When Implemented It enables a teacher
to Incorporate the 9 dIfferent research based
teachIng strategIes. Classroom ÌnstructIon That Works, |arzano, PIckerIng,
Pollock. 200
P What wIll you be teachIng What Is It that
you want students to know, or be able to do
P0o's and don'ts
S our goal should be In "kId language".
S 0o not be too general
S 0o be specIfIc
S |ake the goal attaInable for all students
PWrItIng your goal on the board and poIntIng
to It Is not a strategy. That Is lIke tryIng to
naIl jello to a wall, It just does not stIck.
PThere are fIve IdentIfIed strategIes. Choose
one.
S Ìn chorus, have the students read the strategy
from your board,
Have students document In theIr notebook, or on
theIr "DbjectIve Score Sheet" the objectIve for
the day. Have students rewrIte In theIr own
words or draw a non·lInguIstIc representatIon.
CIve students an opportunIty to score themselves
on what they thInk they already know. ou can
use a thumbs up, thumbs down, or show me one,
two, three or four fIngers.
Ask students to conjecture what they thInk they
wIll learn about durIng that day.
Ask students how mIght ImprovIng theIr effort
Impact theIr learnIng
Name__________________________PerIod_____________
Dverall personal goal for thIs chapter:___________________
Plan for achIevIng thIs goal:__________________________
0ate Text
sectIon
DbjectIvelgoaI for the day
CIass
effort 1-4
AssIgnment
effort
UnderstandIng
1-4
S Ìt helps students know they wIll be held
accountable for the materIal taught.
S Ìt holds the teacher accountable to a well
structured lesson.
S Ìt Is a gauge for the teacher to determIne how
effectIvely they taught the lesson.
PWhat do students already know about the
content
PAPK· Can take J0 seconds, or 20 mInutes,
dependIng upon the actIvIty.
PAccessIng prIor knowledge gIves students
Intellectual tractIon on whIch to buIld a
better foundatIon.
PThe Importance of APK cannot be
overlooked. WIthout It the teacher Is
buIldIng content wIth a weak foundatIon.
PStory tellIng
PShow a vIdeo clIp
P8raInstormIng
PThere are fIve IdentIfIed strategIes. Choose
one.
PPIcture or object strategIes. Use a non·
lInguIstIc pIcture or object to generate
dIscussIon.
PStory tellIng or analogy· tell a story about
yourself, read a book, or newspaper artIcle.
PSummary or revIew· ThIs Is what Ì would
determIne to be the "easIest." FevIew the
prevIous lessons.
PK·W·L chart
K W L
WHAT 0D DU
KNDW
WHAT 0D DU WANT
TD KNDW
WHAT HA7E DU
LEAFNE0
P"uestIon or hypothesIs· Present ÌF/THEN
statements.
PWhat If questIons:
S What If your IntoxIcated neIghbor backs Into your
garage damagIng It
S What If you are babysIttIng and you forget to
turn off the Iron, (they saId they would pay you
extra for thIs servIce) and you walk upstaIrs to
answer the door. WhIle you are havIng a
personal conversatIon at the door the cat jumps
on the IronIng board and knocks It over. The
house catches on fIre.
S What If the state of FlorIda refuses to recognIze
the gay marrIage of |aIne
When studyIng communItIes:
What If fIremen dIdn't exIst
What If the hospItal Is full of patIents
and you need help
What If there were not schools where
you lIve
PSCÌENCE·
What would happen If we dIdn't
have trees
What would happen If we dIdn't
have water
PPartner based strategIes· Any of the prevIous
strategIes can be used In small groups.
Students are more lIkely to generate Ideas
when they work In groups. Two heads are
better than one.
P8e creatIve and create your own. Allow It to
keep you up at nIghts as you challenge
yourself to fInd addItIonal ways of accessIng
prIor knowledge.
PThIs Is the presentatIon of the new content,
eIther 574.0/:7,47/0.,7,9;0
knowledge.
PThIs Is the materIal IdentIfIed In your goal
and objectIve.
PNew InformatIon can be In the format of any
of the followIng:
S 7Ideo
S Lecture and note takIng
S Fead
S 7Iew
S ExperIence
S LIsten
PThIs Is the "assIgnment" part of the lesson
plan.
S Students need tIme to "manIpulate" the content.
They need to see It, hear It, experIence It In
some way..
S They need opportunItIes to allow the new
InformatIon to become authentIc to them.
S The actIvIty must be meanIngful, applIcable to
the content taught. Apply a thInkIng skIll, or
procedure strategIcally In a new sItuatIon.
S The assIgnment must be tIed back to the goal
and objectIve for the day.
PAsk the questIon, "What would students do"
S Dn many occasIons Ì would hand out materIals,
have the students followIng along as Ì read It
aloud and expect them to "get It."
S Ìt Is essentIal to Implement new, creatIve, actIve
methods of engagIng students.
S 0IfferentIate InstructIon for varIous types of
learnIng styles.
O UsIng graphIc organIzers Is a great tool In thIs stage
O Non·verbal lInguIstIcs
PÌf durIng the applIcatIon stage students are
askIng the same questIons or the level of
frustratIon grows, then the teacher needs to
take a step back and do a bIt of re·teachIng
or clarIfIcatIon.
PThIs Is formerly known as closure, but better.
PÌs the easIest to overlook as often we run out
of tIme.
PÌs the most crItIcal aspect to solIdIfy the
content taught. Ìt Is the IcIng on the cake.
PÌs the most crItIcal stage to answer the
questIon, dId the students get It
PThere are fIve IdentIfIed strategIes. Choose
one or two.
PPaper and pencIl·
S Self scorIng·
O DbjectIve Score Sheet
S Ìndex card progressIon
S J·2··
S ExIt slIps
S "uestIons·
PComputer·AssIsted
S EmaIl wrap·up
S 8loggIng the lesson
S Create a spreadsheet chartIng progress
S |essage board
PPartner strategIes·
S Summary exchange
S WalkIng summarIes
S CollectIve summarIes
PPhysIcal representatIons
S TraffIc lIght
S Hand sIgnalIng
PAnecdotal·
S Create a slogan· "Thesaurus· to explaIn a
'dInosaurs,' use a thesaurus
S A8C revIew
P8e creatIve and create your own. Allow It to
keep you up at nIghts as you challenge
yourself to fInd addItIonal ways of keepIng
students motIvated and energIzed and wIll
Incorporate generalIzatIons.
PThIs Is the tIme to determIne how well students
understood the daIly objectIve.
PWIthout thIs stage Ì was often asked, "JIll, your
students looked engaged, (butts In the aIr, heads
In the mIddle) but how do you know they
understood the content How do you know they
got It
P0Id you meet your goal
P0o's and do not's
S 0o not do It for the student, you do not bear the
weIght of learnIng.
S Ìt should be actIve
PDbjectIve score
sheet. 0Id they
make the
connectIon 0Id
they naIl It Dr
not
PShare J thIngs you
can change In your
lesson plannIng
ImmedIately.
PShare 2 questIons
you stIll have.
PShare the most
Important Item
you learned.

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