Lesson Planning - Each Part Matters by 5w73VgGG

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									     COED Common Work Sample - Instructional Lesson Plan Guide

Lesson plans are not written for teachers to read to the class. They are used to structure the lesson;
to help with the flow of the class; and to make sure that student learning needs are addressed.

NOTE: This guide is intended for single non-repetitive lesson. Lessons in which the instructional
methodology is consistent from day to day (such as Direct Instruction) might benefit from the development
of a Master Instructional Lesson Plan with Daily Content Plans after the initial lesson has been planned
using this type format.

Effective lesson planning plans for:
        •Critical thinking                      •Use of technology
        •Differentiation and student needs      •Pacing
        •Problem solving                        •Language you are going to use as a teacher
        •Transitions                            •How you are going to engage the students

Every Lesson Plan Starts with Thinking
        •Determine the curriculum; what will the children learn and be able to do upon completing work of
        the lesson. (Objective)
        •Determine what the students already know, before beginning the lesson, which can lead into the
        new curriculum of the day. (Review – Sometimes you need to pretest to determine this)
        •Determine how you will assist the students in learning the new curriculum. (Core Lesson)
        •Determine how and when to evaluate the learning outcomes of the students. (Segmenting the
        lesson)



I. Initial Planning (Please include brief statements that address the following):

   Brief description of classroom context and characteristics of the students including IEP and 504
    accommodations. If this lesson is not being planned for a real group of students, please include a
    description of the context and the characteristics of the sample class you had in mind as you planned
    this lesson.
   Identification of specific learning objective(s) (outcomes) and standards addressed.
   Identification of what the students must know prior to this lesson (prerequisites) that you will build
    upon. What do YOU need to know about what They know before you begin?
   Identification of resources needed to teach this objective including appropriate technology to use to
    increase learning.

NOTE: If using inquiry or constructivist approaches this lesson plan format may not be the most
appropriate format. Please use the Engagement, Exploration, Explanation/Concept Invention/Expansion
of Idea and Evaluation lesson format and sequence.


II. Lesson Introduction (Each section must be addressed):
Focus/Review
 If this is completely new learning, this is a brief task or questioning format you use to get students’
   attention focused or to help them connect with the lesson.
 If this lesson builds on or uses skills or concepts the students enter the lesson already knowing
   (prerequisites), review any prerequisite knowledge that will lead easily into the new curriculum.
Statement of Objective in Student Terms (purpose)
What the students will be able to do as a result of the lesson. The purpose of today's lesson, why the
students need to learn it, what they will be able to "do", and how they will show learning as a result are
made clear by the teacher. How does it relate to students’ lives?


III. Lesson Development – What the teacher does to teach the lesson – Teacher
Input (Each section must be addressed although sub-headings are not always necessary):
The teacher most often breaks down his or her instruction into lesson segments which have 3 recurring
parts. This process ensures that students are not lost during a lesson. Deciding when to pause and
check for student understanding is equally as important as the examples you choose to model and the
questions you choose to ask. This is called task analysis and requires the teacher to put himself in the
place of the learner while asking, "What exactly are the steps necessary to complete this skill or
understand this concept?” Approaching task analysis from the learner's perspective - say a confused
student - will help you analyze the subtle steps that may seem obvious to someone who already
understands, but if skipped will spell disaster for the confused student. The task is to illustrate each step,
helping to clarify for the student, "Oh, this is what this step looks like". These steps help develop and
expand student thinking. Some teachers will teach a skill from start to finish while the students watch and
listen. Modeling a "finished product or activity" is an element of lesson design that is commonplace in
formal instruction, but this does not mean it is “good” teaching. If the finished product is the only model for
reference, some students may become very confused during independent work and the teacher must re-
teach the lesson individually during guided or independent practice.

Just as segmenting the lesson is very important; the teacher must also plan for higher order thinking.
This includes asking a wide range of questions from the North Carolina Thinking Skills Continuum. What
higher order thinking skills can you address through questioning?

        Input – The content (vocabulary, skills, and concepts) the teacher will impart to the students - the
        "stuff" the lesson is about. What methods, strategies and examples that will be used to present
        the concept, content or skill (say, do, model, show, etc?) How will the lesson be structured and
        sequenced? How will the lesson provide differentiation to address the diverse needs of the
        class?

        Modeling (show) – The teacher shows in graphic form or demonstrates what the finished product
        looks like - a picture worth a thousand words. How will it be demonstrated to the students what
        they will do?

        Checking For Understanding (CFU) – The teacher uses a variety of strategies to determine
        "Got it yet?" and to pace the lesson - move forward?/back up? Clear up any misunderstandings of
        objective. Try another method. Checking for understanding (CFU) is one of the most critical
        elements of any directed lesson. If the goal of a lesson is to ensure students can perform a skill or
        understand a concept once taught, then CFU (checking for understanding) should be based on
        performance or "doing".

                   NOTE: The above three parts recur with each “segment” of the lesson.

        Plans for Individual Differences (Should be noted in throughout lesson development section
        and can be noted with the abbreviation PID)
             Differentiation can be difficult to plan for if the teacher does not know the individual
                students well enough to plan for their learning needs. (Think about pre-teaching a skill to
                build in success for a student rather than re-teaching after the student fails.)
             Rates of completion will vary - always plan for those students who finish independent
                practice early, and be certain to tell them at the end of the guided practice prior to
                releasing them to independent work.
             Address modalities. Be sure to plan for the visual, auditory, and kinesthetic (tactile)
                learners need throughout the lesson.
             How will you address multiple intelligences, IEPs, 504 plans?
IV. Lesson Implementation – What the students do to practice the new learning
(Each section must be addressed although sub-headings are not always necessary):

       Guided Practice (follow me) – The teacher leads the students through the steps necessary to
       perform the skill using the tri-modal approach - hear/see/do. What will the students do
       individually, as groups, pairs or as a whole class with teacher assistance? What activity will give
       students an opportunity to practice, with teacher assistance, application of the concept, content or
       skill? Is practice is scaffolded with the gradual removal of support? (e.g. teacher prompting;
       materials adaptation; graphic organizers)

       Independent Practice – The teacher releases students to practice on their own based on input
       and checking for understanding. What activity will give the students an opportunity to apply the
       concept, content or skill on their own (or in a group)? What will students do “on their own” while
       the teacher circulates and monitors.

       Closure
        A review or wrap-up of the lesson - "Tell me/show me what you have learned today." The
          NEW curriculum that the students exit the lesson knowing (objective of the lesson).
        Review and stress again all of the most important points of the core lesson.
              –How will the lesson end so that students receive a verbal summary of the objective and
              content of the lesson?
              –How will students share their efforts, insights, progress or products.
              –How will the “summarizing” part of the lesson be handled?



V. Lesson Evaluation:

       Evaluation (When to do this part depends on the way the lesson is segmented. Some objectives
       require more than one lesson before the teacher is ready to assess mastery.) – How do you plan
       for students demonstrate mastery of the objective(s)? What measures (written, oral, observed,
       etc.) do you plan to implement to tell you, the teacher, if each student learned/understood the
       content that was taught? What key components do you plan to look for in student work? Do you
       plan to use a rubric? How will you know if the lesson was successful?


VI. Lesson Reflection (To be completed only when a lesson is actually implemented with a group
of students.):

       Reflection – Taking time to think about your lesson and its successes and needs for
       improvement. Would you use it again? What changes would you make? Were students
       successful? Were they engaged? Were the provisions for differentiation on target? How
       effective were your questions? Did they hit all levels of thinking?



VII. Student Writing and Conventions:
       Mechanics – Teachers are expected to model correct use of mechanics in all writing that is
       turned in for a grade. This includes spelling, capitalization and punctuation.

       Grammar/Usage – Grammar and usage must also be correct which means that syntactic
       structure and language system follow usual and customary standards.

								
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