Welcome to GANAG!

Engaging and Effective Lesson Planning for High School Teachers

Dr. Laura Raeder

Mr. Jeff Noll

Pam Oberembt

Overarching Goal for Today

• Participants will understand the process of engaging and effective lesson planning.

Your First Task

• You need to toss your marshmallow at the target!

It’s Important to Have a Goal!

• State the GOALS (or standards intended for the lesson)

What’s Your Background Knowledge?

• What do you know about lesson planning at this point?

GANAG(From Improving Student Learning One Teacher at a Time by Jane E.

Pollock)•G = State the GOALS (or standards intended for the lesson•A = ACCESS prior knowledge that relates to the lesson•N = Introduce NEW information or concepts•A = ANALYZE/APPLY the new information or concepts •G = Summarize or restate the GOALS learned in the lesson

Did you know?GANAG/Prime Time/Hunter

GANAG IS Prime Time IS Madeline Hunter!

Apply the New KnowledgeApplying GANAG

• Laura’s Lesson

Review the GoalWinding up the Lesson

• What are the following lessons missing and how will that impact them?

Lesson

• Goal: Explain how Le Chatelier’s principle applies to equilibrium systems.

• Lesson:– What is a teeter-totter? How do they work? What

happens if the bigger kid jumps off?– Define Le Chatelier’s principle.– Do sample problems for students involving

concentration changes, volume/pressure changes, and temperature changes.

– In their own words, students explain how Le Chatelier’s principle is used to predict how equilibrium systems will shift in response to stress.

Lesson• Your task:

– In your reading, “find” embedded a poem by rearranging the words, phrases, and images that were meaningful to you and to understanding the reading. You may do this by underlining words, phrases, and images or taking notes as you read, writing them down in a notebook.

• After you’ve found those words, phrases, and images that are meaningful: – Play around with them, arranging them in different ways until they say

exactly what you want them to say in an order that is meaningful to you.• Type:

– the new poem you’ve created and give it a title• Finally:

– Create a visual to accompany your poem.• Your poem will be graded on:

– Understanding of the reading through your poem– Self expression/creativity– Connection of visual to poem– Neatness

• Journals: What did you learn from today’s lesson? Pair Share.

Lesson• Hitler’s Lightning War• Goal:Evaluate the cause and effect of the events that lead to the US entering WWII.• Accessing Background Knowledge• Political Cartoon• What message is the author conveying?• http://triptronix.net/ishbadiddle/images/brevity2073243050503.jpeg.• Pictures of the aftermath of Blitzkrieg• http://www.tntech.edu/library/archives/collection/bombDamageFrankfurt.jpg• New Knowledge• Students will read a section of the text. They will complete the chain reaction form.

They will meet with other students who read the same section. They will discuss a cause and or effect for each link in the chain. The groups will then divide and share with an even smaller group.

• I will hand out paper to make a chin link from the events and the causes/effects. As the students report to the large group we will assemble the chain.

• Chain Reaction Activity• As a class we will list the important events that lead to the US entering WWII.

Students will then put these events in order and explain why one event was caused by another event.

• Make a chain with each step and its cause/effect.

Lesson

• Goal: Describe the connection between enzymes and activation energy.

• Lesson:– Did anyone’s mother ever put hydrogen peroxide on a cut?

What was the experience like? Why would parents do this to their children?

– Perform lab experiment using beef liver and hydrogen peroxide (mix the two in various ways to show the effect of heat and concentration on enzyme activity).

– Students answer questions on laboratory worksheet (ex., What happened when the liver came into contact with the peroxide, what were the bubbles made of, why did the reaction stop?).

– On the back of the lab, students will draw and label a graph of the enzyme catalyzed lab that was just performed.

Lesson• Having just finished reading Act I of Romeo and Juliet, in groups

you will act out the scenes.– Each group will have 4-5 people.– Each person must have a speaking role.– You will have to choose which lines to include. You can use your own

language.– You will have today to practice. Tomorrow you will present in front of the

class. Your• Presentation of the scene should be 2-4 minutes in length. You

should have some props.• Now, that I have numbered you off and you are in groups, you may

begin putting together your presentations.• I will be available to help you if you need it.• Review: Create a time line of Act I with your group.

Lesson• How do Taxes Influence the Economy?• Goals- Explain the economic impact of taxes.

Understand the two primary principles of taxation• Describe the three criteria for effective taxes.• Accessing Background Knowledge-• Students will raise their hands if they pay taxes. I will ask students whose had is not

raised it he or she buys clothing, concert tickets, gas, or food. Almost all states tax these articles. Then I will have students make a list of goods or services they may have purchased in the last weeks on which they paid a tax.

• New Knowledge-• Economic impact of taxes-Resource allocation, Behavior Adjustment (Sin Tax)

Productivity and Growth, Incidence of a tax• Criteria for effective taxes—Equity, Simplicity, Efficiency• Two principles of Taxation--Benefit principle, ability-to-pay principle• Types of taxes—proportional, progressive, regressive• Exit ticket—Based on class discussion, what is the most effective tax policy? Explain

why with 3 reasons/examples.

What Did You Learn?

• On the My Thoughts page, record…

- What GANAG is

- How it would make learning better for students

- How you will use GANAG in your classroom next year OR how you will improve your use of GANAG lesson planning