Lesson Plans

You must have a lesson plan for all lessons that you teach (see appendix of student teaching handbook online). A rough draft of each plan must be to your mentor at least two days in advance. A final draft must be to your mentor by the morning of that lesson. You should be in charge of planning original learning experiences; not simply following the mentor’s past plans (although you may start off this way). Be innovative and creative. Try out the best practice you have learned. Mentors love new ideas and they love to see student teachers show passion and initiative! All plans are to be compiled in a notebook organized thematically and chronologically. This notebook must be available to your mentor and supervisor each day. Minimally, plans must include learner objectives (cognitive, affective, and psychomotor), teaching learning activities (fairly detailed description), and learning assessment components.

A Strategy for Long Range Planning

A. The district has a well thought-out guide linked to and drawing on "best practices" standards, e.g. the set of standards and performance objectives designed by the National Council of Social Studies.

B. Texts and other commonly used materials are in place, and so is a series of trade books and or budget for same that are in alignment with the district-identified outcomes.

C. The steps:

1. What should students know & be able to do by the end of the school year, to help them be ready for the next school year, and, most importantly to live their life as competent, reflective citizens?

2. Identify topics/themes in alignment with outcomes, materials, and interest--yours & the students'. This set is typically called a unit. Think beyond one content area; attempt to design a learning experience that mimics the way humans learn in life beyond the school.

3. Add to your collection of inputs & stimuli, e.g. tradebooks & materials.

4. Figure out the probable constraints--time to be allowed, transportation, etc. (#3 & #4 should be carried out simultaneously.)

5. Organize the content & activities.

6. Correlate the identified outcomes with unit objectives.

7. Find language that helps you differentiate between different types of objectives. Many teachers still use Benjamin Bloom's model. David Perkins offers a promising model also.

8. Skills acquisition--physical, social, & intellectual

9. Multiple Intelligences or some other research based approach to learning styles.

10. Adjust the selected activities based on identified outcomes.

11. Design a lesson-by-lesson or day-by-day approach to this unit.

12. Identify more specific sets of objectives for each lesson or activity.

13. Refine lessons & activities based on more specific objectives.

14. Devise assessments. (Remember that many assessment devices, especially authentic assessments, have strong instructional value.)

15. Teach, discard, and expand based on your students' achievement & interests.

Generally, it is only the well prepared teachers who are successful in pulling off impromptu variations in lessons; this is true because such teachers have the long view well in mind.

DAILY LESSON PLAN (Option A)

TEACHER: DATE:

SUBJECT: LESSON TOPIC:

GRADE LEVEL:

LESSON RATIONALE:

LEARNER CHARACTERISTICS:

LEARNER OBJECTIVES (specific & behavioral--cognitive, affective, & psychomotor):

MATERIALS AND SUPPORT SERVICES NEEDED:

ADVANCE PREPARATION:

INSTRUCTIONAL RESOURCES USED:

TEACHING/LEARNING ACTIVITIES (lesson body):

EVALUATION OF STUDENT LEARNING:

EVALUATION OF LESSON EFFECTIVENESS:

ANTICIPATION OF PROBLEMS AND SOLUTIONS:

ADAPTATIONS FOR SPECIAL NEEDS: DAILY LESSON PLAN

Daily Planning--the Eight Event Model Lesson Plan (Option B)

This template is particularly useful for teachers seeking to design and conduct a fairly structured lesson. It can be adapted to "Discovery" and "Guided Discovery" lessons, but it is primarily oriented toward student-centered but direct instruction. Either write in what you plan to do in each of the appropriate categories, or, if you choose not to deal with one of these categories, write a brief rationale as to why you're choosing not to include this element in your lesson.

Course ____________ Grade _____ Date ________

Your name _____________________

Topic _______________________________

Relevant materials & page #'s_____________

I. Planning

A. What specific learning outcomes/objectives will be achieved by this lesson? (What will students know and be able to do?)

1 ________________________________

2 ________________________________

3 ________________________________

4 ________________________________

B. Which of these instructional strategies do you plan to use? (Check all that apply.)

lecture _______ questioning _______ testing/quizzing _______

projects ______ guided practice _______ individual instruction _______

review _______ reading _______ media _______

C. What preparation on my part will be required? (Arranging for a V.C.R., Xeroxing learning guides, etc.)

II. The Eight Events of Instruction

1.I will get students' attention by . . . (in a way that leads naturally into the lesson).

2.I will summon up and acknowledge students' prior knowledge of the content by . . . (Plan to refer back to this student input later in lesson, scaffolding & correcting if need be.)

3.I will make the outcomes/objectives clear by . . . (Explain why this is relevant to their lives.)

4.The activities/presentation will consist of . . . ? (Key things to remember: clarity, organization, pursuit of student engagement, varied tactics, soliciting student input, building on student prior knowledge, equity of attention & questioning, pursuit of higher-level thinking, references to objectives.)

5.I will provide guided practice by . . . (Key things to remember: Time is allowed for this besides just discussion. If possible, S's have more than one way to demonstrate understanding. Seat work if directly relevant to the lesson, instructions are presented in both written & oral form.)

6.I will provide feedback about students' new understandings or skills by . . . (Key things to remember: comments & correctives are prompt, precise, & equitable; you make yourself readily available to S's during seatwork & projects.)

7.I will assess the students' level of understanding or skills by . . . (How do you plan to do this? If not done on day of lesson, when?)

8.I will bring the lesson to closure by . . . (How will you wrap things up so there is a sense of completeness about the lesson, e.g. reiterating main points, linking to the larger unit, etc.?)

III. Other Pedagogical Issues (These are to be considered as one plans the lesson, not after.)

A. Academic ability: Describe the range of academic ability that exists in the classes for which this lesson is designed.

B. How did you allow for this range of academic ability, e.g. cooperative learning, individualization, etc.?

C. The larger whole

· What lesson will follow this lesson and why?

· How does this lesson fit into the whole unit?

· What management/discipline issues will you need to keep particularly in mind for this lesson, and why?

· How will you control/modify the physical environment of the room so as to best facilitate this lesson?

IV. Reflection. Obviously, you can't complete this part until after the lesson is over. Thus it will be left blank when you give a copy of this lesson plan to your college supervisor.

After the lesson is over, reflect on what went well and what you could have done differently, etc.

· What parts worked well; what didn't?

· What would you alter if you choose to carry out this lesson again?

Planning, Using a Discovery Approach Lesson Plan (option C)

Teachers wishing to carry out instruction based on models commonly referred to as "Discovery," Guided Discovery," or "Inquiry" may well benefit from using the following planning guide to prepare such activities. The teacher should understand that the idea of Discovery learning is such that the idea of a daily lesson or formal unit may not be particularly applicable to such an approach.

This set of questions should be considered in preparing such an experience. They are arranged in a rough chronological order, but Discovery-based planning is particularly recursive.

What stimulating ideas, objects, problems, etc. might the student wish to explore?

What are the probable outcomes that will come out of the exploration of such "stimuli"? Are they relevant to the district-adopted curriculum?

How is such an exploration do-able? What will I as a teacher have to gather and organize?

What is the likely time frame of such an exploration?

How will I help my students form constructs as they carry out their exploration?

To what degree will I allow this exploration to be student directed?

In what instances might I need to step in?

What groupings of students might I use, and how will these groupings share their conclusions?

How will we bring this exploration to closure?

How can we link the learnings arising from this exploration into other explorations and to the curriculum in general?


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Lesson Plans You must have a lesson plan for all lessons that you teach (see appendix of student teaching handbook online). A rough draft of each plan must be to your mentor at least two days in advance. A final draft must be to your mentor by the morning of that lesson. You should be in charge of planning original learning experiences; not simply following the mentor’s past plans (although you may start off this way). Be innovative and creative. Try out the best practice you have learned. Mentors love new ideas and they love to see student teachers show passion and initiative! All plans are to be compiled in a notebook organized thematically and chronologically. This notebook must be available to your mentor and supervisor each day. Minimally, plans must include learner objectives (cognitive, affective, and psychomotor), teaching learning activities (fairly detailed description), and learning assessment components. A Strategy for Long Range Planning A. The district has a well thought-out guide linked to and drawing on "best practices" standards, e.g. the set of standards and performance objectives designed by the National Council of Social Studies. B. Texts and other commonly used materials are in place, and so is a series of trade books and or budget for same that are in alignment with the district-identified outcomes. C. The steps: 1. What should students know & be able to do by the end of the school year, to help them be ready for the next school year, and, most importantly to live their life as competent, reflective citizens? 2. Identify topics/themes in alignment with outcomes, materials, and interest--yours & the students'. This set is typically called a unit. Think beyond one content area; attempt to design a learning experience that mimics the way humans learn in life beyond the school. 3. Add to your collection of inputs & stimuli, e.g. tradebooks & materials. 4. Figure out the probable constraints--time to be allowed, transportation, etc. (#3 & #4 should be carried out simultaneously.) 5. Organize the content & activities. 6. Correlate the identified outcomes with unit objectives. 7. Find language that helps you differentiate between different types of objectives. Many teachers still use Benjamin Bloom's model. David Perkins offers a promising model also. 8. Skills acquisition--physical, social, & intellectual 9. Multiple Intelligences or some other research based approach to learning styles. 10. Adjust the selected activities based on identified outcomes. 11. Design a lesson-by-lesson or day-by-day approach to this unit. 12. Identify more specific sets of objectives for each lesson or activity. 13. Refine lessons & activities based on more specific objectives. 14. Devise assessments. (Remember that many assessment devices, especially authentic assessments, have strong instructional value.) 15. Teach, discard, and expand based on your students' achievement & interests. Generally, it is only the well prepared teachers who are successful in pulling off impromptu variations in lessons; this is true because such teachers have the long view well in mind. DAILY LESSON PLAN (Option A) TEACHER: DATE: SUBJECT: LESSON TOPIC: GRADE LEVEL: LESSON RATIONALE: LEARNER CHARACTERISTICS: LEARNER OBJECTIVES (specific & behavioral--cognitive, affective, & psychomotor): MATERIALS AND SUPPORT SERVICES NEEDED: ADVANCE PREPARATION: INSTRUCTIONAL RESOURCES USED: TEACHING/LEARNING ACTIVITIES (lesson body): EVALUATION OF STUDENT LEARNING: EVALUATION OF LESSON EFFECTIVENESS: ANTICIPATION OF PROBLEMS AND SOLUTIONS: ADAPTATIONS FOR SPECIAL NEEDS: DAILY LESSON PLAN Daily Planning--the Eight Event Model Lesson Plan (Option B) This template is particularly useful for teachers seeking to design and conduct a fairly structured lesson. It can be adapted to "Discovery" and "Guided Discovery" lessons, but it is primarily oriented toward student-centered but direct instruction. Either write in what you plan to do in each of the appropriate categories, or, if you choose not to deal with one of these categories, write a brief rationale as to why you're choosing not to include this element in your lesson. Course ____________ Grade _____ Date ________ Your name _____________________ Topic _______________________________ Relevant materials & page #'s_____________ I. Planning A. What specific learning outcomes/objectives will be achieved by this lesson? (What will students know and be able to do?) 1 ________________________________ 2 ________________________________ 3 ________________________________ 4 ________________________________ B. Which of these instructional strategies do you plan to use? (Check all that apply.) lecture _______ questioning _______ testing/quizzing _______ projects ______ guided practice _______ individual instruction _______ review _______ reading _______ media _______ C. What preparation on my part will be required? (Arranging for a V.C.R., Xeroxing learning guides, etc.) II. The Eight Events of Instruction 1.I will get students' attention by . . . (in a way that leads naturally into the lesson). 2.I will summon up and acknowledge students' prior knowledge of the content by . . . (Plan to refer back to this student input later in lesson, scaffolding & correcting if need be.) 3.I will make the outcomes/objectives clear by . . . (Explain why this is relevant to their lives.) 4.The activities/presentation will consist of . . . ? (Key things to remember: clarity, organization, pursuit of student engagement, varied tactics, soliciting student input, building on student prior knowledge, equity of attention & questioning, pursuit of higher-level thinking, references to objectives.) 5.I will provide guided practice by . . . (Key things to remember: Time is allowed for this besides just discussion. If possible, S's have more than one way to demonstrate understanding. Seat work if directly relevant to the lesson, instructions are presented in both written & oral form.) 6.I will provide feedback about students' new understandings or skills by . . . (Key things to remember: comments & correctives are prompt, precise, & equitable; you make yourself readily available to S's during seatwork & projects.) 7.I will assess the students' level of understanding or skills by . . . (How do you plan to do this? If not done on day of lesson, when?) 8.I will bring the lesson to closure by . . . (How will you wrap things up so there is a sense of completeness about the lesson, e.g. reiterating main points, linking to the larger unit, etc.?) III. Other Pedagogical Issues (These are to be considered as one plans the lesson, not after.) A. Academic ability: Describe the range of academic ability that exists in the classes for which this lesson is designed. B. How did you allow for this range of academic ability, e.g. cooperative learning, individualization, etc.? C. The larger whole · What lesson will follow this lesson and why? · How does this lesson fit into the whole unit? · What management/discipline issues will you need to keep particularly in mind for this lesson, and why? · How will you control/modify the physical environment of the room so as to best facilitate this lesson? IV. Reflection. Obviously, you can't complete this part until after the lesson is over. Thus it will be left blank when you give a copy of this lesson plan to your college supervisor. After the lesson is over, reflect on what went well and what you could have done differently, etc. · What parts worked well; what didn't? · What would you alter if you choose to carry out this lesson again? Planning, Using a Discovery Approach Lesson Plan (option C) Teachers wishing to carry out instruction based on models commonly referred to as "Discovery," Guided Discovery," or "Inquiry" may well benefit from using the following planning guide to prepare such activities. The teacher should understand that the idea of Discovery learning is such that the idea of a daily lesson or formal unit may not be particularly applicable to such an approach. This set of questions should be considered in preparing such an experience. They are arranged in a rough chronological order, but Discovery-based planning is particularly recursive. What stimulating ideas, objects, problems, etc. might the student wish to explore? What are the probable outcomes that will come out of the exploration of such "stimuli"? Are they relevant to the district-adopted curriculum? How is such an exploration do-able? What will I as a teacher have to gather and organize? What is the likely time frame of such an exploration? How will I help my students form constructs as they carry out their exploration? To what degree will I allow this exploration to be student directed? In what instances might I need to step in? What groupings of students might I use, and how will these groupings share their conclusions? How will we bring this exploration to closure? How can we link the learnings arising from this exploration into other explorations and to the curriculum in general?
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