Guidelines for Guidelines for Developing Developing

Lesson PlansLesson PlansEX 373-747EX 373-747

GuidelinesGuidelines

Due Date Week 7Due Date Week 7 Use the Lesson Plan TemplateUse the Lesson Plan Template Follow the Lesson Plan Format and Follow the Lesson Plan Format and

Guidelines reviewed in this Guidelines reviewed in this PowerPoint PowerPoint

Develop a Lesson Plan for one of the Develop a Lesson Plan for one of the case study studentscase study students

Review the Scoring Guide on the class Review the Scoring Guide on the class contents pagecontents page

Step One: Identify Step One: Identify ObjectivesObjectives

States what the student will be able to do States what the student will be able to do and why it is important.and why it is important. In behavioral termsIn behavioral terms

The vocabulary, skills, and concepts the The vocabulary, skills, and concepts the teacher will impart to the studentsteacher will impart to the students the "stuff" the students need to know in order the "stuff" the students need to know in order

to be successfulto be successful. . An instructional objective is a picture of An instructional objective is a picture of

the learners after instruction.the learners after instruction.

Objectives ExamplesObjectives Examples

Examples:Examples: The purpose of today's lesson, why the The purpose of today's lesson, why the

students need to learn it, what they will students need to learn it, what they will be able to "do", and how they will show be able to "do", and how they will show learning as a result are made clear by the learning as a result are made clear by the teacher.teacher.

Given a decimal fraction, the learner will Given a decimal fraction, the learner will demonstrate understanding of the demonstrate understanding of the decimal fraction by writing an equivalent decimal fraction by writing an equivalent proper fraction.proper fraction.

Objectives Objectives

Will Tell students what they will Will Tell students what they will learnlearn

Will Tell students how they will be Will Tell students how they will be assessedassessed

Should be told to the students at the Should be told to the students at the beginning of the lessonbeginning of the lesson

Step Two: StandardsStep Two: Standards

Lesson Objectives Should be aligned Lesson Objectives Should be aligned with appropriate curriculum standardswith appropriate curriculum standards Grade Level ExpectationsGrade Level Expectations

Grades K-8Grades K-8 Course Level ExpectationsCourse Level Expectations

Grades 9-12Grades 9-12 Missouri Early Learning StandardsMissouri Early Learning Standards

PreKPreK MAP-A StandardsMAP-A Standards

MAP-A StudentsMAP-A Students

Steps in the Act of Steps in the Act of TeachingTeaching

Getting students set to learn Getting students set to learn Step 1: Anticipatory Set Step 1: Anticipatory Set

Instruction Instruction Step 4: Instructional Input and Modeling Step 4: Instructional Input and Modeling

Checking for Understanding Checking for Understanding Step 5: Guided PracticeStep 5: Guided Practice Step 6: Check for Understanding Step 6: Check for Understanding

Independent Practice Independent Practice Step 7: Independent Practice Step 7: Independent Practice Step 8: ClosureStep 8: Closure

Getting students Getting students set to learnset to learn

Anticipatory Set Anticipatory Set

Opportunity for the minds of Opportunity for the minds of learners to bring forward previous learners to bring forward previous learning.learning.

An effective set will focus the An effective set will focus the learners on task, provide meaning learners on task, provide meaning and engage the learners.and engage the learners.

Typically at the beginning of the Typically at the beginning of the lessonlesson

Anticipatory SetAnticipatory Set

A short wake-up activityA short wake-up activity Simple questionSimple question Example problemExample problem

Motivational ActivityMotivational Activity PromptPrompt Visual Stimulation: video clip, audio Visual Stimulation: video clip, audio

clip, etc.clip, etc.

Anticipatory SetAnticipatory Set

Examples:Examples: Review main ideas of yesterday’s lesson which will be Review main ideas of yesterday’s lesson which will be

extended today.extended today. Give synonyms for words, when the objective is Give synonyms for words, when the objective is

improvement of creative writing.improvement of creative writing. A short activity or prompt that focuses the students' A short activity or prompt that focuses the students'

attention before the actual lesson begins.attention before the actual lesson begins. demodemo

Used when students enter the room or in a transition.Used when students enter the room or in a transition. A hand-out given to students at the doorA hand-out given to students at the door review question written on the boardreview question written on the board

"two problems" on the overhead are..."two problems" on the overhead are...

InstructionInstruction

InputInput Summarizing definitionsSummarizing definitions Demonstrating basic skillsDemonstrating basic skills

ModelingModeling Demonstrate the application of Demonstrate the application of

concepts and skills with a “worked-concepts and skills with a “worked-through” examplethrough” example

Teacher demonstrationTeacher demonstration

Instruction Instruction Input/ModelingInput/Modeling

Instructional Instructional Input/ModelingInput/Modeling

What you are going to teach.What you are going to teach. Somehow students need to get some Somehow students need to get some

information.information. Two important questions to ask Two important questions to ask

yourself.yourself. What information is needed?What information is needed? How will the information be delivered?How will the information be delivered?

InputInput

Independent workIndependent work Small group workSmall group work DemonstrationsDemonstrations

ExamplesExamples Teacher TalksTeacher Talks

NotesNotes VideosVideos BooksBooks MagazinesMagazines News PaperNews Paper InternetInternet

ModelingModeling

Using visual techniques.Using visual techniques. Matching visual to the verbal.Matching visual to the verbal.

Students need to see an accurate example Students need to see an accurate example of the product or process being taught.of the product or process being taught.

The teacher shows in graphic form or The teacher shows in graphic form or demonstrates what the finished product demonstrates what the finished product looks like.looks like. Shows students how to do a particular Shows students how to do a particular

techniquetechnique A picture is worth a thousand words A picture is worth a thousand words

ModelingModeling

ExamplesExamples DemonstrationsDemonstrations Examples in everyday lifeExamples in everyday life Pictures or videoPictures or video

Checking For Checking For UnderstandingUnderstanding

Guided PracticeGuided Practice

Time should be provided in class for Time should be provided in class for the student to practice the concept the student to practice the concept or skill while the teacher is present or skill while the teacher is present and can monitor the students.and can monitor the students.

The teacher leads the students The teacher leads the students through the steps necessary to through the steps necessary to perform the skill using the tri-modal perform the skill using the tri-modal approach.approach. hear/see/do. hear/see/do.

Independent PracticeIndependent Practice

Independent PracticeIndependent Practice This is the time outside of class when the This is the time outside of class when the

student will work on the learning without student will work on the learning without teacher assistance.teacher assistance.

Students work on their own.Students work on their own. Sometimes in class or notSometimes in class or not

HomeworkHomework At times Guided Practice and Independent At times Guided Practice and Independent

Practice can be addressed in the same Practice can be addressed in the same activityactivity

MonitoringMonitoring

MonitoringMonitoring Teacher needs to plan for some means to check the Teacher needs to plan for some means to check the

understanding of individual students as well as the understanding of individual students as well as the entire class.entire class. Check for understandingCheck for understanding

The teacher uses a variety of questioning strategies The teacher uses a variety of questioning strategies to determine "Got it yet?" and to pace the lesson - to determine "Got it yet?" and to pace the lesson - move forward?/back up?move forward?/back up? Sampling the class, oral quizzingSampling the class, oral quizzing Signaling private responsesSignaling private responses

Read student cuesRead student cues ““Deer in the headlight eyes”Deer in the headlight eyes”

Direct ObservationDirect Observation

ClosureClosure Reinforce the major points to be learnedReinforce the major points to be learned Helps organize the students’ learningHelps organize the students’ learning Cue students that they have arrived at an Cue students that they have arrived at an

important part of the lessonimportant part of the lesson A review or wrap-up of the lesson.A review or wrap-up of the lesson.

"Tell me/show me what you have learned today". "Tell me/show me what you have learned today". Students summarize the essential learning Students summarize the essential learning

that took place during the class.that took place during the class. Set up the anticipator set for the next day.Set up the anticipator set for the next day.

Future directiveFuture directive

Lesson DesignLesson Design Lesson design is one way a teacher Lesson design is one way a teacher

might plan a lesson.might plan a lesson. Only the teacher can decide whether this Only the teacher can decide whether this

is an appropriate plan for a particular is an appropriate plan for a particular lesson.lesson.

Prerequisites:Prerequisites: Students have been diagnosedStudents have been diagnosed Can be formal, informal, intuitiveCan be formal, informal, intuitive A clear objective is in mindA clear objective is in mind A task analysis has identified critical A task analysis has identified critical

attributes of the learningattributes of the learning

The following may be The following may be situations in which the teacher situations in which the teacher

might choose to use all the might choose to use all the

steps just describedsteps just described.. New learningNew learning Not familiar with students’ abilities, Not familiar with students’ abilities,

background, or experiencebackground, or experience Students who don’t catch on as readily Students who don’t catch on as readily

as most.as most. Learning is of the high thinking levelsLearning is of the high thinking levels Learning is at a high degree of Learning is at a high degree of

difficultydifficulty Remedial teachingRemedial teaching

The following may be situations in The following may be situations in which the teacher might not which the teacher might not

choose to use all the steps just choose to use all the steps just described.described.

Review, maintenance, practiceReview, maintenance, practice Building on previous learning (transfer)Building on previous learning (transfer) Students are operating at an Students are operating at an

independent level.independent level. Students are using the inquiry method.Students are using the inquiry method. Previous student performance indicates Previous student performance indicates

not all steps are needed.not all steps are needed. Lesson is extended over more than one Lesson is extended over more than one

dayday

AdaptationsAdaptations Select and use instructional strategies that recognize Select and use instructional strategies that recognize

differing ways of learning of individuals with exceptional differing ways of learning of individuals with exceptional learning needs including those from culturally diverse learning needs including those from culturally diverse & & ESLESL backgrounds. backgrounds.

Adapt instructional strategies, materials aAdapt instructional strategies, materials and delivery nd delivery modelsmodels according to characteristics of the individual with according to characteristics of the individual with exceptional learning needs.exceptional learning needs.

Use of augmentative, alternative and assistive Use of augmentative, alternative and assistive technologies identified for communication technologies identified for communication enhancement.enhancement.

Examples:Examples: http://www.teachervision.fen.com/special-education/http://www.teachervision.fen.com/special-education/

resource/5347.htmlresource/5347.html See Adaptations Link on Class Contents PageSee Adaptations Link on Class Contents Page

Teaching StrategiesTeaching Strategies Describe Instructional Strategies that Describe Instructional Strategies that

support lesson objective(s)support lesson objective(s)

includes a variety of strategies includes a variety of strategies addressing student addressing student learning styles & communication needslearning styles & communication needs

fosters cognitionfosters cognition promote successful transition for individuals with promote successful transition for individuals with

exceptional learning needsexceptional learning needs

ExamplesExamples http://www.middleweb.com/MWLresources/http://www.middleweb.com/MWLresources/

marzchat1.html marzchat1.html http://literacy.kent.edu/eureka/strategies/strategies.htmlhttp://literacy.kent.edu/eureka/strategies/strategies.html

Learning StrategiesLearning Strategies

Describe Strategies used to appropriately meet the Describe Strategies used to appropriately meet the individual needs of the exceptional learner. individual needs of the exceptional learner.

Strategies address one or more of the following Strategies address one or more of the following categories: categories: Cognitive; Cognitive; Problems solving; Problems solving; Self-assessmentSelf-assessmentExamples:Examples: http://edweb.sdsu.edu/courses/ET650_online/http://edweb.sdsu.edu/courses/ET650_online/

MAPPS/Gloss.htmlMAPPS/Gloss.html http://www.ku-crl.org/sim/strategies.shtmlhttp://www.ku-crl.org/sim/strategies.shtml