Sample Lesson Planning Guide for Representing

Objectives: (What will students learn and be able to do as a result of this activity?)






Assessment and Evaluation: (What do students already know and do as representers? What do they not know or do as representers? What criteria and guidelines will help students know what is expected in the representation? What mini-lessons(s) might be needed for students to succeed?)






Prompt: (What is the task? What is the purpose? What is the prompt? Is it clearly stated?)







Focusing and Planning: (What activities will help the students generate ideas for their representations? What activities will help students to focus on the task and formulate a plan? What key ideas, words, images, and sounds will be used? What consideration should students give to their purpose, audience, and form? What media will work best?)







Creating: (What strategies can students use to prepare their representations? What specific activities or guidelines will help students in their creative problem solving? How can students reshape their work to achieve their purpose? What special effects or techniques (e.g., colour, light, camera techniques, movement, music, sound effects, voice, etc.) will be used?)







Response and Self-assessment: (What specific activities or guidelines will help students to consider their impact on the audience? How will students consider feedback and assess themselves? What and how can students improve?)

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Sample Teacher Checklist to Supporting Representing

1. Do I model effective representing skills to extend and complement students' speaking and writing skills and strategies?
__ support students in communicating and responding through a variety of formats
__ share examples of various forms of representation and discuss potential impact
__ model and discuss different forms of representation (oral, print, visual, dramatic, and multimedia)





2. Do I use mini-lessons to instruct students in using appropriate non-verbal aids and visual images to enhance their written and spoken communication?
__ analyze what individuals and groups of students need to know, and build on what they already know
__ provide direct instruction and model a range of representing strategies
__ provide instruction and scaffolds to help students use new forms of representation





3. Do I provide opportunities for students to use representing in a variety of situations and for a variety of purposes?
__ encourage students to include print (e.g., charts, graphs, tables)
__ encourage students to include visuals (e.g., diagrams, photos, paintings)
__ encourage students to use drama (e.g., tableaux, improvisations, role playing)
__ encourage students to use multimedia (e.g., CD-ROMs, videos, computer-generated graphics)
__ encourage students to create models (e.g., sculptures, dioramas, mobiles)
__ encourage and accept a variety of representations





4. Do I provide students with, and help them to use, a variety of materials and tools to assist them with their representing?
__ encourage students to experiment with new media
__ design activities for students to use new and varied media
__ provide a variety of materials and tools for students to access





5. Do I involve students in assessing their representing skills and strategies?
__ identify students' strengths and needs in their representations
__ consider peer, teacher, and self-assessments
__ use checklists, rubrics, and anecdotal notes
__ involve students in determining criteria for assessing representations