Assignment: COMMON LESSON PLAN
Assignment: COMMON LESSON PLAN
COMMON LESSON PLAN Purpose:
Why do teachers write lesson plans? The truth is that not all experienced teachers still do, at least not with the extensive detail you will be required to provide as you complete this lesson plan. Expert teachers definitely still plan the learning experiences for their learners, but as they progress along the continuum from “novice” to “expert”, the years of practicing their craft, of learning what worked well and what needed improvement, their teacher-thinking skills and instructional-decision making abilities become more natural and internal.
An analogy for this seemingly invisible expertise would be learning to drive. At first, you studied the Driver’s Manual, learned the signs and the terms, passed the written test, and got your permit. Then, you hit the road. As with any new experience, it may have felt awkward, unnatural. And your brain was in high gear-noticing, even narrating, every action. “There’s a stop sign ahead, I need to start braking… don’t press too hard…ease up…it’s a 4-way…who got here first?…do I go?…does he go?…and so on. When you compare those first hesitant drives with driving today, there’s a noticeable difference. You pull into your driveway, and unless something novel happened on the way, you didn’t consciously think about your driving at all. That’s because you have had the practice and experience to develop your “Driver Thinking Skills”.
Writing lesson plans are an important way of practicing and developing your “Teacher Thinking Skills.” The final lesson plan is a product, but more importantly, it is evidence of where you are now in the development of your Teacher Thinking Skills. By creating it, you will gather an enormous amount of information about where your instructional-decision making skills are on the continuum from novice to expert. Lesson planning may feel awkward at first. Just like driving, there are many things to consider at the same time. But also, like driving, you had “an experienced driver over the age of 18” sitting in the passenger seat giving you feedback and input. The goal of good planning is to get your learners to the desired destination. By writing out your thinking in this formal way, we can see where you are now, and help you along the way.
UNT COMMON LESSON PLAN INSTRUCTIONS
| Teacher Candidate:
Grade Level and or Subject: Date: Unit Topic (if applicable): |
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| Part I. Define the goals/s for the lesson | ||
| What is the focus of this lesson? | In your own words, explain in general terms the topic, skills, or process this lesson is about. | |
| National / State Learning Standard/s:
. **Your instructor will tell you which standards to use in addition to TEKS and ELPS.
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Identify the relevant grade-level and/or subject-specific standard(s) that will be addressed in this lesson. Write them here, including the strand, cluster, and standard(s) by number and its text.
Find the TEKS, ELPS, and CCRS standards at this link: http://www.teksresourcesystem.net/module/standards/Tools/Search
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| Goal/s of the lesson | In your own words, write the answer to the question: What do want my students to know, understand, and/or be able to do at the end of this lesson? | |
| PART II: WRITE THE OBJECTIVE/S FOR THE LESSON | ||
| Specific learning target(s) / objectives:
*** Objectives have a formal structure and differ in that way from the Goals you stated above.
For example: “After viewing the video Bill Nye: Doin’ Science with the whole class, the learner will independently list in writing the 6 steps of the Scientific Inquiry Method accurately and in the correct order” |
Using the format prescribed by your instructor, write the objectives for this lesson.
Ø Your objective/s must include 4 elements; use the ABCD acronym to ensure you have addressed them: A = Audience Who is to exhibit the learning? “The learner will…” B = Behavior What observable outcomes is the learner to exhibit if the lesson succeeds? Choosing your verbs thoughtfully helps you establish clearly what the actual outcomes of the lesson should be. “… independently list in writing the 6 steps of the Scientific Inquiry Method… C = Conditions/Context: What conditions/context are provided for the learner’s success? “…After viewing the video Bill Nye: Doin’ Science with the whole class…” D = Degree: What is an acceptable indicator of success for the learner? “…accurately and in the correct order”
Ø As an added check, ensure your objectives are also “SMART”? As an added check, are your objectives also “SMART”? Specific .Is the verb precise? Does it reflect what you have in mind for the learning outcome? Measurable. Can the performance of the objective/s be measured? Achievable. In light of the content and the learners you actually have, is the objective achievable? Relevant. Is the objective relevant to the curriculum, to your learners? Is it important and worthwhile? Time-sensitive. Does the scope of the objective match reasonably well the time you can commit to achieving it? |
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COMMON LESSON PLAN – PART III TEACHING THE LESSONThis is the body of the lesson plan. Here you explain the instructional and learning activities/actions that will best ensure all learners will successfully achieve the objective/s? |
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| ****For this section only, you may use the format prescribed by your course instructor, cooperating teacher, or what is required in your field placement. (e.g.: 5E, Madeline Hunter, Inquiry Cycle, etc.)
Regardless of format selected, you MUST address components A-F: |
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| A. Opening/Introduction
(also referred to as a “motivator” or “hook”) |
Prior knowledge Explain how you will assess, activate, and/or add to the Prior Knowledge necessary for learners to be successful in the lesson.
Anticipatory Set Identify how you will gain the students’ attention and engage them with the lesson content. How this lesson is meaningful to the students and connects to their lives.
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| B. Procedures
** Include enough detail so that someone else could replicate your lesson. Unless your instructor directs you otherwise, this section should read almost like a script.
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1.List, in order, the steps of the lesson.
2. Include any modeling, guided practice, or independent practice necessary to scaffold students’ progress toward the objective/s. Ø What will the teacher do and say? Ø What will the students do? Ø If a step includes a specific resource, name it “Students will annotate their copy of “The Giver” (not just “a book”) |
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| C. Formative assessment methods/tools: | Tell specifically how you will measure the learners’ progress toward achieving the lesson objective/s. What tools and/or techniques will you use at critical points in the lesson to determine whether or not students are ready to continue with the lesson? | |
| D. Grouping structure/s: | Tell how the students will be organized throughout the lesson: independent work, pairs, small groups, who class. Use purposeful grouping based on the demands of this lesson for the learners. | |
| E. Accommodations/
Modifications
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Describe any accommodations or modifications you will make for students with 504 plans, students with disabilities and IEP’s
Accommodations for change HOW the content is taught; not the content itself, the standard/s, or the objective/s Modifications change HOW, but also WHAT a learner is expected to master. A smaller amount of the content; a select standard instead of all of them, one objective vs. two, etc.and/or BIP’s, ELL’s, gifted, or other exceptional learners.
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| F. Instructional Materials, Equipment and Technology: | List ALL materials, equipment and technology the teacher and students will use during the lesson. Add or attach copies of ALL printed and online materials at the end of this template. | |
| IV. Summative ASSESSMENT
Think: How will I ensure the learners have met the objective/s for the lesson? |
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| Summative Assessment: | Include details of any summative assessment as applicable and attach a copy of what you use. Include an answer key, if applicable. Explain how the summative assessment measures the learning target(s)/objectives. If you do not include a summative assessment, identify how you will measure students’ mastery of the learning target(s)/objectives. |
| Assessment Accommodations &
Modifications |
Describe how you will provide accommodations or modifications for
students with 504 plans, students with disabilities and IEP’s and/or BIP’s, ELL’s, and students with exceptionalities. |
| V. REFLECTION ON THE EXPERIENCE | |
| Reflection
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Write a brief reflection on what worked in the lesson and what you could improve upon for the next lesson. (If you did not actually get to teach it, reflect on your planning experience. What challenged you? What do you still need to know? How could you find out?)
(Client’s note: I will write this part myself once the paper is completed). |
TEKS: Texas Essential Knowledge and Skills
ELPS: English Language Proficiency Standards
CCRS: College Career and Readiness Standards
IEP: Individualized Education Plan
BIP: Behavior Intervention Plan
ELL: English Language Learner
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