Lesson Plans BEGINNING OF A PLAN Subject � Topic � Related NCSCOS objective or Common Core objective � Date Submitted and Date Taught � Daily Lesson Objective � 21 st Century Skills � � Rationale/Purpose Objective: Outcome of the Lesson • What do you want students to do by the end of 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 one digit multiplication, the students will write the answers to five two digit times one digit multiplication problems with 90% accuracy.” 1
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. � As you model for your students, make sure you A d l f t d t k 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 . 2
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 opportunity the practice the objective. � Often this is where you will be able to do Oft thi i h ill b bl t d 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 21 st century skills in your lesson? How will you measure the lesson objective? 3
Closure � The purpose of closure is for the student to reflect on what s/he learned. � Closure should be quick but effective in helping them think about the objective. h l i th thi k b t th bj ti � 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. Student(s) and Modifications / Accommodations: • 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 • John will work with me during independent ill k ith d i i d d t 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. 4
Materials/Time • List all materials and technology used for the lesson. • A ti i • Anticipate how long you plan to spend t h l l t d on each part of the lesson. Although you should vary how long you spend on each section by student needs, planning how long each part should take will keep you focused on the objective. 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? 5
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? 6
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