Lesson Plan Outline

One_Day_Lesson_Plan_Example-1.pdf

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Web-Centric Alternative Certification Program 2005

Lesson Planning Worksheet (Please save this form on your computer to complete, and upload your completed one day lesson plan.)

TEKS (What TEKS will this lesson cover?)

 Texas Essential Knowledge & Skills

 Content-specific & technology

Objectives (What will my students learn, comprehend, and master?)

 Begins with action verbs or might be written in easier to understand language for children to understand

 Written before lesson plan - the specific goals of what is to be taught and accomplished

 Precisely states content-specific target

 What students have to achieve to learn, comprehend, and master

 Tells students what must be accomplished

 Helps teachers view if it was accomplished

Assessment (How will I assess their progress?)

 Beginning with the end in mind

 Must be based on same behavior stated in objective

 Tells how well students actually attained the objectives

 Students show they understand what has been learned

Higher Level Questions (Which higher-level questions will help facilitate student learning?)

 Open-ended and resist a simple or single right answer

 Deliberately thought-provoking

 Draws on content knowledge and personal experience

 Engages students in evolving discussions and debate

 Leads to other questions posed by students

As you read the chart below, think about the level of thinking, achievement levels, what students show, and the teacher’s role in the learning for all to be successful.

Level of Thinking

Achievement Levels Students Show Teacher’s Role

Lower Levels of Bloom’s Taxonomy

Learning Teacher knows learning has taken place when students are…

 Recalling

 Defining

 Identifying

Students show they have learned information or a skill

 Lecture

 Group Discussion

 Giver of Knowledge

 Could be Direct Teaching

 Could be Guide on the Side

Comprehension Teacher knows comprehension has taken place when students are…

 Explaining

 Summarizing

 Interpreting

Students show they understand what has been learned

 Checks for understanding

 Asks good questions

 Could be Direct Teaching

 Could be Guide on the Side

High levels of Bloom’s Taxonomy

Mastery (Assessment for transfer)

Teacher knows they have reached this level when students are using and applying what they comprehend…

 Analyze

 Synthesis

 Evaluation

Students show the ability to apply what has been learned

 Facilitating

 Guide on the Side

Three Characteristics of an effective teacher according to Harry Wong

 Good classroom management skills

 Teaches for mastery (Students show the ability to apply what has been learned!)

 Positive expectations for student success

Comment [NEB1]: Great teachers can bump the level of thought higher in the learning and

comprehension sections, by including higher level

thought provoking questions.

Web-Centric Alternative Certification Program 2005

Classroom Lesson Plan Example (One day lesson plan) (This lesson would fit any subject area for classroom management) Date: 8-23-07 Teacher Name: Mrs. Brackett Grade Level: 7th Subject: Science TEKS: (Beginning of school – classroom management – rules & procedures) Materials Needed: Picture of well-managed classroom, picture of chaos in the classroom, 1 piece notebook and Manila paper for each child

Focus/Warm-Up (3-5 minutes) (While teacher is greeting students as they arrive)

 Short activity or prompt that focuses the students’ attention How is the wild, Wild West like a classroom without rules and procedures? (This would be on the board for my children

to respond to as they sit down and open their warm-up journal.) (I might still be greeting my children at the door of the classroom and supervising the hallway by my classroom. That is why it is important to teach children that this is what they do when they first come into my classroom each day. It focuses them on the lesson plus gives them a goal to complete while I am completing my responsibilities, including taking attendance.

Objective (Purpose) (After the bell and warm-up)

Place on the board: TEKS: (Content lessons would have TEKS listed for all to see located on the board) Objective: Create classroom rules and procedures that make our class a great place to learn Teacher Says:

 Yesterday we focused on our School building rules and procedures. Today we will focus on how to make our classroom favorable for learning. This is important to learn because everyone is entitled to a good working environment. This will help you understand what we can do in our classroom to help us be more successful in our learning. By the end of this class you will have participated in deciding what rules and procedures will make our class a great place to learn this year, which will enable you to be ready for science in eighth grade.

 Give your students a copy or go over on the board, the list of easy to read and understand lesson objectives. (Children must understand what you are going to accomplish (goals) for the day. They should be able to verbalize the objectives back to you in simple terms.)

Learning Activities (Students may be pulled up to a group area, or teacher walks around students in classroom) Teacher Says: You will need a piece of your notebook paper for this activity.

1. Let’s compare and contrast two classrooms. (Hold up two pictures of classrooms, one in which the classroom is

orderly, one picture should show chaos in the classroom) (pictures could be on a computer screen projected or on an overhead projector)

2. Divide your paper in half like this (show folding or drawing a line) Label each with side A or B (Hold up one picture labeled A) Write down all the things you see happening in picture A. (give students 30 seconds) Now write down all the things you see happening in picture B. (give students 30 seconds)

3. Why do we learn? (take responses) When do you learn best? (take responses) How do we create a classroom in which learning can occur? (take responses) What are rules? (take responses) What are procedures? (take responses) Why do we need rules and procedures to create a learning atmosphere in our classroom? (take

responses) 4. What did you write on your list A that might make it difficult to learn? (take a few responses) What did you

write on your list B that might make it an atmosphere for learning? Did you see anything in picture A that would create a learning atmosphere? (take a few responses) (The idea here is to get student talking about and

buying into the rules you will end up making as a group.) (If children believe they have helped create their classroom rules, they usually will have an easier time following those rules.)

5. (Quickly number children as a 1 or 2, as they remember their number) Each 1 & 2 group will work as a Think-Pair- Share partnership. When I say, “Think-Pair-Share” you will turn quickly to your partner to complete the

Comment [NEB2]: This lesson models or thinks aloud my thought processes for this lesson. This is to

help give you experience in what you should be

thinking about as you create your lesson plan.

Comment [NEB3]: Warm-ups focus and help students organize thoughts and behavior for class.

Comment [NEB4]: Higher level questions are essential for reaching the level of thought tested by

the Texas Assessment of Knowledge and Skills

(TAKS) Most school districts are requiring higher

level questions to be stated on lesson plans. Please

refer back to our lessons on Bloom’s Taxonomy for

help on creating questions at different levels.

Comment [NEB5]: Texas Essential Knowledge and Skills (TEKS) would drive this for a normal

content lesson. Most lessons begin with TEKS

alignment in the sequence your district expects them

to be covered.

Comment [NEB6]: Here we are relating today’s lesson to prior learning or prior knowledge.

Comment [NEB7]: Objective for today – setting the purpose of the lesson.

Comment [NEB8]: This statement tells students why we are focusing on the objective(s) of the day.

Comment [NEB9]: This tells us where we will be by the end of class today. Think of it this way, it tells

us how we will know if we reach our destination of

the day’s lesson.

Comment [NEB10]: This part of the statement gives students a reason why this lesson will help

them in the future endeavors.

Comment [NEB11]: Look back at the chart on the first page to review the level of thinking,

achievement level, what students should show, and

the teacher’s role.

Comment [NEB12]: The bold text from this point will tell you what you might say in this lesson.

What I am doing is modeling a lesson for you. Since

you do not have experience in making a lesson plan,

modeling what I would say and do in a lesson helps

you connect and remember faster because I am

helping you build experience and the thought process

needed in making a lesson plan. In other words, my

mental thoughts said aloud, or in this case on paper,

help you through thought processes that should be

occurring as you create a lesson plan. You will

model and think aloud for your students to help them

think through and gain experience needed.

Comment [NEB13]: Keep it short and moving along – remember that they need change to keep

alert and focused.

Comment [NEB14]: If students take part in the process they feel it is just and fair. If you just tell

them that these are our class rules, they are your

rules and it is more difficult to enforce them.

Comment [NEB15]: When I first explain this I may explain that I will always be looking for the best

working group of the day that gets right to the task at

hand.

Web-Centric Alternative Certification Program 2005

activity in the given time, and then be ready to share with the whole group. You will now quickly turn to your partner to discuss the question, and be sure to jot down your ideas to share with the group. You will have two minutes to generate your ideas before sharing with the group. “What are the rules and procedures we need in our classroom to create an atmosphere in which learning can occur?” Go teams Go…

Comprehension Activities

6. (After two minutes) Now, as I call on each group, please share your ideas as I add them to our class rules list. (After quickly going through the groups and adding to the classroom list) Now, turn to your Think-Share-Pair partner, and evaluate our classroom rules list we have created together. Do we have repeated rules? Are the rules good/fair rules that will make our classroom a place you can learn? (Give Think-Pair-Share groups 2-3

minutes to judge the classroom rules list together) 7. Time is up, call on each group to see if new wording, additions or deletions need to be made (You, as the teacher, will

guide/lead the children to the rules that need to be on the classroom list. This can be done with leading questions like: Do you think we need more clarification on this rule? What if…? Suppose that…..)

Mastery Activities (Independent activities with teacher facilitating the learning activities with leading questions)

(Give the students the assignment of 8 & 9) (Give students a piece of Manila paper and have them fold it to include 10 boxes, then open it so they can use each area to complete # 8. Number 9 may be completed in the remaining area or on the back) You will have 12-15 minutes to complete two assignments:

8. Each student creates a scenario or draws a picture that shows a good example of each rule the class created for the chart on the wall.

9. Each student writes/draws a personal learning goal for the first week of school. Their goal should be linked to the classroom list of created rules to explain what rules will help them reach their learning goal.

Now, turn to your Think-Pair-Share partner to share your rule drawings and goal:

10. Students pair with their neighbor next to them the pictures of each class rule and their learning goal for the first week that is linked to the classroom rules.

11. Students will hook their completed assignment for 8 & 9 in their science notebook, and it must be kept there throughout the year for quick reference.

Closure (Here it is good to restate your objectives in a little different way)

 Relate back to the objectives for the day

Today, together we created our class rules that will give each and everyone of us an opportunity to learn as much as we can this school year. All of us should have the best working conditions that make learning possible. You all did a great job of creating a list of rules that will make learning fun and enjoyable. Students write in their journal: Compare and contrast our classroom rules and procedures with our school building rules and procedures

You would not turn in this detailed lesson plan to the administration, unless they request it. The next page (of the same lesson) is more in line with what you would actually turn in for a lesson plan. Remember that this is a day lesson plan to help you understand focus on what one day in your classroom might look like on paper. What is usually turned into the Director of Instruction or Principal usually reflects the same format on the next page, but it would reflect a week not just one day. We will cover a week lesson plan and building a unit of study, later in the modules.

Comment [NEB16]: Look back at the chart on the first page to review the level of thinking,

achievement level, what students should show and

the teacher’s role.

Comment [NEB17]: Look back at the chart on the first page to review the level of thinking,

achievement level, what students should show and

the teacher’s role.

Comment [NEB18]: Though out this lesson, we have kept the pace moving with group/think-pair-

share to keep variety in the instructional part of the

lesson. Now, students are working independently

then together to keep them on target and keep the

lesson active. A good rule of thumb is to remember

that children cannot focus longer than their age

converted to minutes. Keep that in mind when

making lesson plans.

Comment [NEB19]: You will be watching for and giving the directive to move to think-pair-share

as you see most are completing. Sometimes to move

them along you may have to tell them they have 2

more minutes before moving to the next phase. You

are facilitating, moving around the classroom and

helping children think through the assignment by

leading their thinking with good thought provoking

questions. Facilitating your classroom is super

important!!!! Do not sit down or work on other

things… you always need to be using this as a time

for ongoing assessment of your lesson. Are the

students understanding and able to transfer their

learning to the new activity?

Comment [NEB20]: The last 5-6 minutes of each class period can be used for summing up what

they learned and writing a response perhaps in their

class notebook or journal. You could ask this

question to help them respond to parents more

appropriately when asked what they learned at

school today. Children are usually overwhelmed at

the thought of thinking back to all they did, so they

usually say to the parent that they did nothing. If

parents would ask for one thing they did at school,

children would respond better to the question. Here

you can help them by a leading question like “If you

were asked what you did in science today, what

might be your response? Let them respond to you so

they are repeating the objective “Create classroom

rules and procedures that make our class a great

place to learn” in wording that they can relate to

parents appropriately.

Comment [NEB21]: Some teachers have students keep a journal that they write in each day.

This is a great place for a higher level question or

statement, for the journal writing prompt. You could

also have them write the objective of the day in their

own words, and write down any assignment they are

suppose to remember to do that night. Journal

writing is a great way to also bring closure using

efficiently, the last few minutes of class.

Web-Centric Alternative Certification Program 2005

Classroom Lesson Plan Example (One day lesson plan)

Date: 8-23-07 Teacher Name: Mrs. Brackett Grade Level: 7th Subject: Science TEKS: (Beginning of school – classroom management – rules & procedures) Materials Needed: Picture of well-managed classroom, picture of chaos in the classroom, 1 piece notebook and Manila paper for each child

Focus/Warm-Up

On the board: How is the wild, Wild West like a classroom without rules and procedures? Students write a response to the question in their science journal.

Purpose (objectives)

 Objective of the day: Today we will focus on how to make our science classroom favorable for learning by creating the rules and procedures that are needed for a great learning environment.

Learning Activities

1. Students work in group with the teacher to compare and contrast two classroom pictures; one of order, and one of chaos.

2. Students Think-Pair-Share throughout the activity to discuss their thoughts while creating rules and procedures needed in our classroom.

3. Leading questions:

 What is learning? When do you learn best? How do we create a classroom in which learning can occur?

 What are rules? What are procedures? Why do we need rules and procedures to create a learning atmosphere in our classroom?

Comprehension Activities

4. Think-Share-Pair groups create a class list and share with the group what they have generated for rules and procedures needed.

5. Think-Pair-Share groups evaluate the class list for repeats and the judge the value of the rule or procedure in making our classroom safe and effective for learning.

Mastery Activities

6. Each student creates a scenario or draws a picture that shows a good example of each rule the class created for the chart on the wall.

7. Each student writes/draws a personal learning goal for the first week of school which is linked to the classroom list of created rules.

8. Students pair with their neighbor next to them the pictures of each class rule and their learning goal for the first week which is linked to the classroom rules.

9. Students will hook their completed assignment for 8 & 9 in their science notebook, and it must be kept throughout the year for quick reference

Closure

Comment [NEB22]: This example shows what would normally be turned into the administration.

Web-Centric Alternative Certification Program 2005

Now it is your turn! Please use the One Day Lesson Plan on this page to complete the lesson plan activity

 Fill out the form below for your lesson plan (or download the separate file – One Day Lesson Plan Form in Moodle)

 Use the example on classroom management to guide you in your lesson creation

 Write the lesson plan for turning into the administration (Bold questions you would use with children) (In Italics, tell

us in more detail, sharing your thought process for each lesson part

 Make it a plan that matches your certification

 If you need ideas, type the subject in Google (example: water cycle lesson plan)

 Highlight and copy your lesson plan to a new file/save, and then,Upload your completed lesson plan for grading

Classroom Lesson Plan Example (One day lesson plan)

Date: Teacher Name: Grade Level: Subject: TEKS: Materials Needed:

Focus/Warm-Up

 Short activity or prompt that focuses the students’ attention

Objective(s) (Purpose)

 Yesterday we focused on ________________. Today we will focus on _____________. This is important to learn because ________________. This will help you understand ___________________________. By the end of this class you will be able to ________________.

 Give your students a copy or place on the board easy to read and understand lesson objectives.