Lesson Planning Pre-Primer

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Lesson Planning Pre-Primer Powered By Docstoc
					            Lesson Planning
           How to write a “drop dead” lesson

2/1/2006                  M. G. Werts
What is a “drop-dead” lesson plan?
    A document that allows a substitute to step
     over your dead body and continue the
     lesson achieving the same excellent results
     you would have achieved

2/1/2006                M. G. Werts
A drop dead plan includes…
    Written documentation of what you are
     going to do up to and including a script of
     the lesson
    Complete thoughts
    Plan B (and C, D, E and F in some cases)

2/1/2006                M. G. Werts
          Lessons should be planned with all
           students in mind from the beginning.
            Lessons should be planned for individuals no
             matter how many are in the group
          Lessons are not in vacuums. You must
           know what the student knows before you
           write a plan.

2/1/2006                       M. G. Werts
    Accommodations and/or modifications may
     be necessary for individual students
    Planned accommodations and/or
     modifications should be written into the
     lesson plans

2/1/2006               M. G. Werts
          Lesson plans should include all the adults
           or other resources that are available
          Use the diversity of students in your
           classroom as strength rather than a

2/1/2006                     M. G. Werts
These should be self evident
    Lessons should be appropriate for the
     students in the group
    Lessons must be age appropriate
    Lessons must be functional
    Lessons must be developmentally

2/1/2006               M. G. Werts
Lessons and activities
    A lesson is an opportunity to present
     instruction on skills or knowledge that have
     been declared as important.
          Objectives on the IEP
          State Standards
          Student interest area
          Other???

2/1/2006                      M. G. Werts
    Activities are part of a lesson and may
     have a variety of purposes: motivation,
     experience, elaboration of information,
     practice in the skill, integration of the skill
     into other domains, or generalization of the
     skill or knowledge.

2/1/2006                  M. G. Werts
Lesson plan format
1. Grade and level of the lesson
2. Standard Course of Study Objective(s)
3. Relevant IEP goals
4. Length of lesson time
5. What went before and what will come after
  this lesson
6. Subjective objective

2/1/2006            M. G. Werts
Lesson plan format (continued)
7. Materials needed
8. Focus/ Review
9. Teacher input
10. Guided practice
11. Independent practice
12. Closure

2/1/2006            M. G. Werts
Lesson plan format (continued)
13. Assessment
14. Analysis
15. Interpretation
16. Citation

2/1/2006             M. G. Werts
1. Grade and level of the lesson
          “This lesson is based on a fifth grade Standard
           Course of study objective, modified for students
           working on a third grade level in an inclusive fifth
           grade language arts class.”

2/1/2006                        M. G. Werts
2. Standard Course of Study
        Pull these from the DPI web site
        Competency goal 1. The learner will apply the five themes of
         geography to North Carolina and its people.
        Objective 1.01 Locate, in absolute and relative terms, major
         landforms, bodies of water and natural resources in North

2/1/2006                           M. G. Werts
3. Relevant IEP goals
          From the individual IEPs
          There is a distinct possibility that these will be
           different for each student.
               Yes. You will write the goal or goals for EACH
                student in each plan.
               Reality check: Are there IEP goals that go with the

2/1/2006                           M. G. Werts
4. Length of lesson time
    How long will you spend with this lesson?
          How much time do you have, and
          How much can you afford to spend on this?
          How much time can you afford to remediate this
           if the student does not master this now?
          What should it reasonably take to teach this

2/1/2006                      M. G. Werts
5. What went before and what will
come after this lesson
          e.g., Yesterday we reviewed the three parts of a
           paragraph (i.e., topic sentence, supporting
           details, and concluding sentence) and created a
           graphic organizer that students will use in today‟s
           lesson as the basis for writing a paragraph.
           Tomorrow students will work with a partner to
           edit their paragraph using five questions.

2/1/2006                        M. G. Werts
6. Objective (more on this later)
    State what you intend for students do/learn as a
     result of this lesson and the criterion for success
    Be specific
    e.g., “(Name) will write a paragraph that includes
     a topic sentence, three supporting details, and a
     summary or concluding sentence, using the
     graphic organizer that they completed yesterday.
     To pass this assignment the student(s) must
     include a topic sentence, at least two supporting
     details and a concluding sentence.”
2/1/2006                    M. G. Werts
7. Materials needed
          A complete list of what the teacher needs to
               Paper
               Chalk
               Etc…
          A list of the back up things the teacher must think
           about providing
          Bulbs for the projectors
          Safety pins
          Etc…
2/1/2006                        M. G. Werts
8. Focus and Review
          List content/skills/concepts you will review.
          If this is an initial lesson, state how you will
               focus their attention on this topic,
               activate their prior knowledge/experience
               motivate them to learn about this topic.

2/1/2006                          M. G. Werts
9. Teacher Input
          Specify what you plan to teach/facilitate that will
           promote student learning.
               What will you say
               What will you show
               What will you do

2/1/2006                         M. G. Werts
10. Guided Practice
          Specify how you plan to help students refine,
           clarify what it is you have just taught.
          What will you do to maximize the chance of
          How much guidance will they need

2/1/2006                       M. G. Werts
11. Independent Practice
          Specify what activities you plan to give students
           opportunities to use the skill/concept/learning
           presented in this lesson.
          Include how much of class time will be spent
           and/or how much out-of-school time.

2/1/2006                       M. G. Werts
12. Closure

          Specify how you plan to end the lesson,
           providing a review/ summary of the key points.
               How will you allow the students to come to some
               How will you gather data on what they do mention
                and do not mention

2/1/2006                          M. G. Werts
13. Assessment
    What assessment procedure will you use to
     evaluate whether students met the lesson
          You might use informal procedures, such as
           error analysis, teacher-made quiz, systematic
    Include the assessment instrument you will

2/1/2006                       M. G. Werts
14. Analysis
    What did you learn about the students‟
     performance based on the assessment
     data you collected?

2/1/2006               M. G. Werts
15. Interpretation
          What will you do next based on your
           analysis of the assessment data (e.g.,
           reteach using X approach, move to the
           next new learning, provided additional
           practice using X)?

2/1/2006                    M. G. Werts
16. Citation
    Include the reference for a research article
     that reports the effectiveness of the
          Article must report data
          Research participants should be similar to the
           student you are teaching

2/1/2006                       M. G. Werts
          More on writing objectives…

2/1/2006                    M. G. Werts
    Objective components:


2/1/2006              M. G. Werts
Conditions                          under which the skill
     will be performed
          Where
          How
          With whom
          With accommodations, modifications
          Anything else

2/1/2006                     M. G. Werts
Name: Who will be learning
          Use a name
          Lessons plans in special education are

2/1/2006                      M. G. Werts
Behavior: What will be learned
     (what skill will be acquired?)
          Observable
          Overt
          Measurable

2/1/2006                 M. G. Werts
Criterion for the student
          How much
          How well
          By when

2/1/2006              M. G. Werts
Extra teacher stuff
          materials you need
          students who may be extra help or enrichment
           logistics,
          strategies to use if the lesson bombs
          where to find the extra light bulbs for the
          what to do if your "friend" teacher has
           borrowed the equipment from the class
          behavioral support plans

2/1/2006                     M. G. Werts
          Lesson plans consist of “tell „ems”

       1.    Tell „em what you are going to do
       2.    Tell „em what you want them to
       3.    Tell‟ em what you did

2/1/2006                     M. G. Werts

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