Welcome to Lawrence!Welcome to Lawrence!Lesson Plans the LTPS Way

Why do we plan?Why do we plan?• State requirements• To maximize instructional

time• To document instructional

techniques and student modifications

Parts of a Lesson PlanParts of a Lesson Plan• Topic/Unit• Objective• Common Core State Standards

or NJCCC Standards (2009)• Materials• Instructional Techniques• Modifications: Special Education and Bright/Gifted

Students

• Assessment: Pre and Post• Follow up

StandardsStandards• Common Core State Standards

• New Jersey Core Curriculum Content Standards

NJCCCSNJCCCS 1.0 Visual and Performing Arts 2.0 Comprehensive and Physical Education

3.0 Language Arts Literacy – Common Core Standards

4.0 Mathematics – Common Core Standards 5.0 Science

6.0 Social Studies7.0 World Languages

8.0 Technology9.0 21st Century Life and Careers

http://www.njcccs.org/search.aspx

Identify the Better Identify the Better ObjectiveObjective

Objective 1: Newton’s Laws

Objective 2: Students will be able to distinguish between

Newton’s three laws, and apply them to various situations such as how a seatbelt

keeps us safe.

Instructional StrategiesInstructional Strategies

ProceduresProcedures• Anticipatory Set: Do Now, Bell Activity w/ brief

description include examples in plan book• Discussion: Key concepts and ideas• Power Point w Notes (guided notes) • Group and/or independent work• Centers/stations• Compare and contrast, debate• Closure: Can be used to link various parts of the lesson

and to transition into new lesson segments AND used determine if the students grasped the day’s learning objective(s)o Exit Ticketso White Boardso Additional Practice Example

ModificationsModificationsELL, ASI and Special Needs Students:

guided notes or copy of teacher’s notes small group discussions/follow upadjusting homework leveled reader

Bright/Gifted Students:adjust homeworkself guided discovery learning long term projects, research and

investigations

AssessmentAssessmentPre: Determine students’ prior knowledge• Formative: Do Now, Bell Starter

• Formal: Standard pre assessment test or other written mode done to inform instruction at the start of a unit.

Post: After the learning experience• Formal: A test or written evaluation or performance

based (lab practicum, language fluency)

• Formative: at the end of the lesson or transition between lesson segments

White boards - Exit cards - Stand Deliver - Wallwisher

Bloom’s TaxonomyBloom’s TaxonomyBloom’s Taxonomy

• Categorizes the level of abstraction of questions in an educational setting

• Can you name the 5 Levels?

Bloom’s & Lesson Bloom’s & Lesson PlanningPlanning

Which is HOTSWhich is HOTSActivity/Procedure:

Present integer rules - stu take notes

Whole group practice- model solutions on the board

Exit Card – give a few examples/call for answers

Post HW

Activity/Procedure:

Station activity for each rule – review group rules, roles expectations

Heterogeneously Grp Stu: provide examples for them to analyze

Groups Create a rule based on their analysis – 2 stations today/1 tomorrow

Exit Activity: Create an example for a rule discovered and solve

Blooms and LearningBlooms and LearningWhen you have a free minute, ponder how the Learning Pyramid and Blooms and be used together when planning lessons to promote student achievement.

Exit TicketExit Ticket

• Please use the Wall Wisher link sent to you on your LTPS.Org account to post something about lesson plans today. Please complete the task by 9PM.

• Thanks and enjoy your day!