Lesson Plan and Reflection (MATH)

EDUC 301

Lesson Plan Guide

Outline for Direct Instruction

Lesson Preparation

Topic/Subject/Grade

Primary SOL (Standard of Learning)

Other Related SOLs

Note: SOLs are available online at the following website: http://www.pen.k12.va.us/testing/sol/standards_docs/mathematics/index.shtml . Look under “Most Requested Information.”

Objective: Must be a specific behavioral objective which provides a basis for evaluating whether or not the objective was accomplished by each individual student (measured by the summative assessment). The following components must be stated:

1. Condition of the task: For example, “Given 10 vocabulary words...” rather than “After a vocabulary lesson...”

1. Observable task: Must be a verb that can be observed. Do not use “know,” “understand,” or a synonym.

1. Measurable criterion: Usually a number. For example, “state 3 reasons,” “draw 1 picture,” or “answer 18 of 20 questions correctly.” “Successfully” is not a measurable criterion. Avoid percentages as well, and use numbers instead.

Sample objective: Given 10 vocabulary words, each student will write a correct definition for at least 9 of the words.

Materials/Equipment: List the materials and equipment needed for the lesson. Don’t forget to include a tool/manipulative that will be used to help the students learn the mathematical concept. Be creative!

Lesson Procedures

Set: Introductory activity to get students’ attention and focus that attention on the lesson topic.

Lesson: The following steps are designed to prepare students to be successful on the summative evaluation at the end of the lesson.

1. Teacher Instruction/Modeling: Include a brief explanation of the concept to be taught and 1 or more examples to be modeled by the teacher.

1. Guided Student Practice/Formative Assessment: Students practice additional examples with the teacher’s guidance. Group activities are appropriate. Teacher observes student performance (Formative Assessment).

1. Independent Practice/Formative Assessment: Once the teacher is satisfied that the students understand the examples completed as a group with teacher guidance, additional examples are assigned to be completed independently. The teacher circulates through the room to observe whether students are having difficulty and help them as needed (Formative Assessment).

Closure: Review the concept taught. (Restate the objective and/or ask students.)

Evaluation/Summative Assessment: Must measure the objective stated in the lesson plan. (How will you grade or check to see if the objective was achieved?) Example: Student quiz, student writing, or checklist (marked by the teacher, student, or peer) to assess each student’s performance.

Teach It, Practice It, Test It!

Lesson Plan Format

Instructional Sequence: Plan It, Teach It, Practice It, Test It, and Reflect on It!

Before the lesson:

· Topic/Subject/Grade

· Primary SOL (Virginia Standard of Learning or standard from your state)

· Other Related SOLs (include National Standards appropriate to subject area)

· Objective: State a specific behavioral objective which provides a basis for evaluating whether or not the objective was accomplished by each individual student (measured by the summative assessment). The following components must be included:

· Condition of the task: For example, “Given 10 vocabulary words...” rather than “After a vocabulary lesson...”

· Observable task: Must be a verb that can be observed. Do not use “know,” “understand,” or a synonym.

· Measurable criterion: Usually a number. For example, “state 3 reasons,” “draw 1 picture,” or “answer 18 of 20 questions correctly.” “Successfully” is not a measurable criterion. Avoid percentages as well, and use numbers instead.

Sample Objective: Given 10 vocabulary words, each student will write a correct definition for at least 9 of the words.

· Classroom diversity: Describe diverse backgrounds (race, SES, gender, ethnicity, language) and special needs (ED, LD, MR, gifted, other) and state accommodations to meet individual needs.

· Materials/Equipment: List the materials and equipment needed for the lesson. Be creative!

· Technology Integration: Describe the technology which you and/or your students use.

During the lesson:

· Set: Employ an introductory activity to get students’ attention and focus on the lesson topic.

· Lesson: Describe the following steps that are designed to prepare students for success on the summative evaluation at the end of the lesson:

· Instruction/Modeling: Include a brief explanation of the concept to be taught and 1 or more examples to be modeled by you in the lesson.

· Guided Student Practice/Formative Assessment: Describe additional examples for the students to practice with your guidance. Group activities are appropriate. You will observe the students’ performance (Formative Assessment).

· Independent Practice/Formative Assessment: Describe additional examples to be completed independently when the students understand the examples that were completed as a group. You will circulate through the room to observe whether students are having difficulty and help them as needed (Formative Assessment).

· Closure: Review the concept taught. (Restate the objective and/or ask students.)

· Evaluation/Summative assessment: Describe the task that measures the objective stated at the beginning of the lesson plan. (Was the objective achieved?) Example: written quiz or a checklist to assess each student's performance.

After the lesson:

· Lesson Plan Reflection (use the Lesson Plan Reflection Form): Describe the outcome of the lesson. Summarize the students’ performance on the assessment. Did students achieve the objective? What could you have done differently in the lesson? What are your plans for the next lesson?

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