1 CONTENT & STRATEGIES Focus/Review Use focus to activate - - PDF document

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Lesson Plans BEGINNING OF A PLAN

• Subject
• Topic
• Related NCSCOS objective or Common Core objective
• Date Submitted and Date Taught
• Daily Lesson Objective
• 21st Century Skills
• Rationale/Purpose

Objective: Outcome of the Lesson

• What do you want students to do by the end
• f this lesson?
• MUST be a BEHAVIORAL OBJECTIVE
• relevant conditions
• specific & observable behavior
• criterion for mastery set at a functional level
• Example “Given instruction in two digit times
• ne digit multiplication, the students will write

the answers to five two digit times one digit multiplication problems with 90% accuracy.”

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CONTENT & STRATEGIES

Focus/Review

• Use focus to activate background knowledge and

anticipate lesson content

• Use review to make sure students are firm on
• Use review to make sure students are firm on

prerequisites needed to be successful with the lesson

Statement of Objective for Students

• State your objective in student friendly terms

Teacher Input

This is where you model and show students what they are going to do. This section is essential to the success of your This section is essential to the success of your

• lesson. Think through what questions you

need to ask. Modeling can be in a variety of forms. Think kinesthetic and visual modeling. Few of us are primarily auditory learners.

Thinking through Teacher Input

Plan what questions you want to ask to assure

understanding of the objective. A d l f t d t k

As you model for your students, make sure you

are constantly assessing their understanding.

Make appropriate adjustments if you feel the

students are not clear on the objective before you allow students to work independently.

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Guided Practice

This is when students work through a

skill/strategy with you.

• Can they perform the skill with teacher assistance?
• If you need to extend your lesson because your students aren’t

“getting it”, guided practice is the place to extend.

• When you feel confident that your students have grasped the

concept, they can move on to independent practice.

• It is likely that some students may be ready for independent

practice while others need additional modeling and scaffolding.

Independent Practice

During independent practice, students have the

• pportunity the practice the objective.

Oft thi i h ill b bl t d

Often this is where you will be able to do

formative assessments to assure individual understanding of the objective.

Not all students may be required to do the same

• practice. Varied assignments may be necessary.

Assessment Methods:

This MUST directly measure the lesson objective

so you can determine if students mastered your lesson objective.

May be able to combine independent practice May be able to combine independent practice

and evaluation. How will you measure 21st century skills in your lesson? How will you measure the lesson objective?

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Closure

The purpose of closure is for the student to

reflect on what s/he learned.

Closure should be quick but effective in

h l i th thi k b t th bj ti helping them think about the objective.

Research shows that closure helps students

put this information into long term memory.

Closure is not about the teacher stating what

was learned, but rather the students reflecting on their own learning.

Assessment Results:

Assessment results should always drive instruction. Grades should not be taken until adequate opportunities for

practice have been given.

If you discover a student needs additional instruction If you discover a student needs additional instruction,

practice, or challenge with the objective, make a plan for when you can do this.

Plan your next lesson based upon the performance of

students on this lesson.

• Modifications based on the needs of the students

in the group.

• Include students names on your lesson plans, i.e.,
• Mary will do half of the math worksheet.
• J h

ill k ith d i i d d t

Student(s) and Modifications / Accommodations:

• John will work with me during independent

practice.

• Every lesson plan should have plans for teaching

specific students that need differentiation.

• The individual differences should vary from lesson

to lesson. Do not cut and paste the differentiation strategies.

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Materials/Time

• List all materials and technology used

for the lesson.

• A ti i

t h l l t d

• Anticipate how long you plan to spend
• n each part of the lesson. Although

you should vary how long you spend

• n each section by student needs,

planning how long each part should take will keep you focused on the

• bjective.

Reminders:

Lesson Plans MUST be typed. Lesson Plans MUST be submitted at

least 2 days in advance y

Lesson Plans MUST be signed and

dated by CT

Any changes to the Student Teaching

Lesson Plan Template MUST be approved by your US.

Reflection/Critique

Alw ays remember to think about your students learning and your effectiveness as a classroom manager.

• Did the students understand the objective?
• Was the lesson motivating?
• What follow up lessons should I use?
• What did I do right?

What did I do right?

• What did I do wrong?
• What will I do next time?

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Module Questions

• 1. Look at the OFE format and your

school’s lesson plan format. Compare and contrast the elements of each.

• 2. What aspects of the lesson plan most

concern you and why?