Learning Showcase for the Week:
Each week over the next few weeks I will focus on a different aspect of our Lesson Planning. This week I found some good information about creating a strong hook. As always these are suggestions and should always be grade level appropriate. Hopefully, this will help you generate your own ideas and strategies for an engaging hook. The most important thing about the hook is that it is not long--it's quick and helps generate interest.
Teachers working smarter
Creating a Strong Hook from Online PD:
The hook is the beginning part of any lesson. Sometimes people also call it an opening.
I think “hook” is a better description of what really needs to happen at the beginning of a lesson.
Great teachers pull their kids in right away and sell them on what they’re about to learn.
Think it’s not that important? Think about the last staff meeting or professional development
you went to. Chances are if the presenter didn’t convince you in the first 5-10 minutes that what you were about to learn was important and relevant to you then you probably didn’t pay much attention.
I am guilty of it myself.
I think “hook” is a better description of what really needs to happen at the beginning of a lesson.
Great teachers pull their kids in right away and sell them on what they’re about to learn.
Think it’s not that important? Think about the last staff meeting or professional development
you went to. Chances are if the presenter didn’t convince you in the first 5-10 minutes that what you were about to learn was important and relevant to you then you probably didn’t pay much attention.
I am guilty of it myself.
The Elements of a Strong Hook:
* Explains what students are about to learn.
* Explains why what they are about to learn is important.
* Connects what they are about to learn to what they already know
* Explains how the learning will take place (the lesson's agenda).
* Captures students interest.
A few example hooks...
QuickWrite
This is just a short writing prompt that can help tap into students’ prior knowledge.
For example, “Has the earth always looked the way it does today? If not, how has it changed?
what changed it?”
For example, “Has the earth always looked the way it does today? If not, how has it changed?
what changed it?”
1) Read an interesting article or blurb
This could be something from a newspaper or a source that your students find relevant. For example, when I was in the classroom scientists were debating if Pluto was really a planet during our
solar system unit. To open up the lesson on the characteristics of a planet my students
read a short article about the ongoing debate.
solar system unit. To open up the lesson on the characteristics of a planet my students
read a short article about the ongoing debate.
2) Real world problem
One of the math teachers I work with includes a real world problem in his structured notes each day. Every day he tells his students “after you meet this objective, you’ll be able to solve this real-life problem.” It’s applicable and engaging at the same time. Here’s an example of one of Mike’s real
world connections: Mike’s “get real” problem
world connections: Mike’s “get real” problem
3) Video or audio clip
A few weeks ago I saw a teacher and he opened his lesson with a video clip from mythbusters
about what happens when you take the safety valve off a hot water heater. He captured every
student in the room’s attention. With the invention of YouTube it has never been easier to find
exciting clips.
about what happens when you take the safety valve off a hot water heater. He captured every
student in the room’s attention. With the invention of YouTube it has never been easier to find
exciting clips.
The rest of the article can be found at:
https://theonlinepd.wordpress.com/p-3-lesson-planning/creating-a-strong-hook/
Week at a Glance:
Professional Development Plan (PDP) Help Sessions
Thursday, 9/24/15 at 3:45 pm
Friday, 9/25/15 at 7:30 am
Coming Soon:
Week of September 28th--Cogat Testing (please make sure you have read the e-mails about testing from Mr. Moore)
9/29/15---Annual Title 1 Meeting and Classroom Visits---look for a more detailed overview of this
by mid next week. Teachers do not need to attend the annual Title 1 meeting portion--you
can work in your rooms to prepare for the parent's visit directly after the annual Title 1 meeting. This is a great time to review expectations (homework, rules and procedures, etc.) and to talk
about what the students will learn throughout the first quarter.
by mid next week. Teachers do not need to attend the annual Title 1 meeting portion--you
can work in your rooms to prepare for the parent's visit directly after the annual Title 1 meeting. This is a great time to review expectations (homework, rules and procedures, etc.) and to talk
about what the students will learn throughout the first quarter.
Title 1 Annual Meeting--6:00-6:45
Classroom Visit Session 1---6:50-7:10
Classroom Visit Session 2---7:15-7:35
We will have 2 identical sessions for parents that have students in more than one grade levels.
Remember......
