Writing Lesson PlansWriting Lesson Plans

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General InformationGeneral Information

NameNameSchool/Mentor TeacherSchool/Mentor TeacherGrade LevelGrade LevelSubject Area(s)Subject Area(s)Date TaughtDate TaughtTotal Duration of LessonTotal Duration of LessonSignature of MentorSignature of MentorDate of Mentor ApprovalDate of Mentor Approval

Total DurationTotal Duration

Make sure the total length of the lesson is Make sure the total length of the lesson is appropriate for the age and developmental appropriate for the age and developmental level of the children.level of the children.

State the duration in hours and minutes State the duration in hours and minutes rather than periods.rather than periods.

Title of lesson Title of lesson

Primary Learning OutcomesPrimary Learning Outcomes

Primary learning outcomes (PLO) are Primary learning outcomes (PLO) are statements of what a student is expected statements of what a student is expected to be able to DO as a result of a learning to be able to DO as a result of a learning activity.activity.

Write each primary learning outcome Write each primary learning outcome (PLO) as a statement. (PLO) as a statement. Do notDo not include additional learning include additional learning outcomes.outcomes.

Primary Learning OutcomesPrimary Learning Outcomes

Primary learning outcomes:Primary learning outcomes:

Focus on specific behavior that is to be Focus on specific behavior that is to be changed.changed.

Serve as guidelines for content, Serve as guidelines for content, instruction, and assessment.instruction, and assessment.

Convey to learners exactly what is to be Convey to learners exactly what is to be accomplished. accomplished.

Three Characteristics of Good Three Characteristics of Good Learning OutcomesLearning Outcomes

The specified action by the learners must The specified action by the learners must be observable.be observable.

The specified action by the learners must The specified action by the learners must be measurable.be measurable.

The specified action must be done by the The specified action must be done by the learners. learners.

How do you determine if an How do you determine if an outcome is unclear?outcome is unclear?

Ask a simple question:Ask a simple question:

Can it be measured?Can it be measured?

Which of the following outcomes are Which of the following outcomes are written clearly?written clearly?

1. Students will understand nine reasons 1. Students will understand nine reasons for conducting a needs assessment.for conducting a needs assessment.

2. Students will list nine reasons for 2. Students will list nine reasons for conducting a needs assessment.conducting a needs assessment.

Choosing the Correct Verbs for Choosing the Correct Verbs for Learning OutcomesLearning Outcomes

Primary learning outcomes should include Primary learning outcomes should include action verbs which result in overt behavior action verbs which result in overt behavior that can be observed and measured. that can be observed and measured.

Certain verbs are unclear and subject to Certain verbs are unclear and subject to different interpretations in terms of what different interpretations in terms of what action they are specifying. Such verbs call action they are specifying. Such verbs call for covert behavior which cannot be for covert behavior which cannot be observed or measured. observed or measured.

Choosing the Correct Verbs for Choosing the Correct Verbs for Learning OutcomesLearning Outcomes

Examples of good action verbs:Examples of good action verbs:compile, create, plan, revise, analyze, design, compile, create, plan, revise, analyze, design,

select, arrange, recognize, list, name, label, select, arrange, recognize, list, name, label, classify, describe, discuss, identify, classify, describe, discuss, identify, contrast,demonstrate, construct, write, predict, contrast,demonstrate, construct, write, predict, compare, assemble, choosecompare, assemble, choose

Examples of verbs to avoid:Examples of verbs to avoid:know, become aware of, appreciate, learn, know, become aware of, appreciate, learn,

understand, become familiar with understand, become familiar with

Assessed QCCs/GPSAssessed QCCs/GPS

Assessed GPS / QCCs must be aligned to the Assessed GPS / QCCs must be aligned to the primary learning outcome(s). primary learning outcome(s). Identify Identify one or twoone or two GPS or QCC standard(s) GPS or QCC standard(s) closely aligned to each primary learning closely aligned to each primary learning outcome. outcome. Include the strand, number, topic and standard Include the strand, number, topic and standard as stated in the GPS / QCC. as stated in the GPS / QCC. Do notDo not include every GPS / QCC that is aligned include every GPS / QCC that is aligned to the PLO.to the PLO.

AssessmentAssessment

The assessment is actually planned when The assessment is actually planned when the lesson outcome is written. the lesson outcome is written.

As learning outcomes and assessments As learning outcomes and assessments are planned, teachers should remember are planned, teachers should remember that assessment is not necessarily a paper that assessment is not necessarily a paper and pencil test. It can take many forms.and pencil test. It can take many forms.

Make sure the assessment is directly Make sure the assessment is directly related to the learning outcome. related to the learning outcome.

AssessmentAssessment

The assessment is a clear description of the The assessment is a clear description of the method that will be used to accurately determine method that will be used to accurately determine whether or not the students have mastered the whether or not the students have mastered the learning outcome.learning outcome.The purpose of the assessment is to inform the The purpose of the assessment is to inform the teacher and the students of how well the teacher and the students of how well the students are progressing. students are progressing. It also helps the teacher determine whether it is It also helps the teacher determine whether it is appropriate to build on the current lesson or appropriate to build on the current lesson or whether he/she needs to reteach or change the whether he/she needs to reteach or change the lesson model, methods, or materials.lesson model, methods, or materials.

AssessmentAssessment

Assessment needs to be of each individual Assessment needs to be of each individual student’s independent performance. Do student’s independent performance. Do not confuse assessment and teaching.not confuse assessment and teaching.

Monitor the students during the body of Monitor the students during the body of the lesson and during guided practice to the lesson and during guided practice to give you an idea of when to formally give you an idea of when to formally assess.assess.

AssessmentAssessment

What are some different ways outcomes What are some different ways outcomes can be assessed?can be assessed?

If the assessment will take place at a time If the assessment will take place at a time other than during the lesson, specify when other than during the lesson, specify when the assessment will occur.the assessment will occur.

AssessmentAssessmentUse letters for each assessment that correspond Use letters for each assessment that correspond to the letters used to identify PLO(s).to the letters used to identify PLO(s).Describe the evidence the student will provide to Describe the evidence the student will provide to document achievement of each PLO. document achievement of each PLO. Explain how you will assess and record this Explain how you will assess and record this evidence for each PLO for each student. evidence for each PLO for each student. Identify the step(s) in the procedures in which Identify the step(s) in the procedures in which the assessment will be done. the assessment will be done. Note:Note:Attach a copy of any written assessment Attach a copy of any written assessment technique(s) used by the teacher or students technique(s) used by the teacher or students (e.g. graphic organizer, data chart, test, quiz, or (e.g. graphic organizer, data chart, test, quiz, or other print resource).other print resource).

ExampleExample

Outcome:Outcome:Students will identify and name at least 2 types of Students will identify and name at least 2 types of

transportation.transportation.Assessment:Assessment:

During centers, students will be called up During centers, students will be called up individually to place their hands in a Feelie Box, individually to place their hands in a Feelie Box, pull out miniature models of transportation, and pull out miniature models of transportation, and name the type of transportation. Students will name the type of transportation. Students will receive satisfactory for identifying at least 2 receive satisfactory for identifying at least 2 types of transportation correctly.types of transportation correctly.

ExampleExample

Outcome:Outcome:1. In a given role play, students will correctly think 1. In a given role play, students will correctly think

aloud and demonstrate each step in standing up aloud and demonstrate each step in standing up for someone.for someone.Assessment:Assessment:

1. The following day, the teacher will pull a small 1. The following day, the teacher will pull a small group of students at a time. Using a new group of students at a time. Using a new scenario provided by the teacher, each group scenario provided by the teacher, each group will think aloud and demonstrate each step in will think aloud and demonstrate each step in standing up for someone.standing up for someone.

ExampleExample

Outcome:Outcome:A. When shown a blank diagram of a A. When shown a blank diagram of a volcano, students will label all five parts volcano, students will label all five parts correctly. correctly. Assessment:Assessment:A. During independent practice, an A. During independent practice, an unlabeled diagram of a volcano will be unlabeled diagram of a volcano will be passed out, and students will label the five passed out, and students will label the five parts. parts.

AssessmentAssessment

The assessment must match the The assessment must match the primary primary learning outcomeslearning outcomes. Write the letter of each . Write the letter of each primary learning outcome and how each primary learning outcome and how each will be assessed.will be assessed.

All outcomes must be assessed.All outcomes must be assessed.

Do notDo not align assessments with GPS / QCC align assessments with GPS / QCC standards.standards.

Materials and EquipmentMaterials and Equipment

Provide a list of all materials and Provide a list of all materials and equipment that you will need as you teach, equipment that you will need as you teach, practice, and assess each PLO. practice, and assess each PLO.

Write all references using the correct APA Write all references using the correct APA format.format.

Materials and EquipmentMaterials and Equipment

If modifying a lesson from the Internet or If modifying a lesson from the Internet or another source, provide a copy of the another source, provide a copy of the original lesson. original lesson.

Include copies of anything you give to Include copies of anything you give to students, sketches of materials you students, sketches of materials you prepare, examples/models you show to prepare, examples/models you show to students, and copies of transparencies students, and copies of transparencies used. used.

Technology ConnectionTechnology Connection

Note: Note: Optional unless required by the Optional unless required by the course instructor.course instructor.Include a component for technology Include a component for technology enhancement by describing an appropriate enhancement by describing an appropriate computer-based activity or including the computer-based activity or including the use of an Internet resource(s). use of an Internet resource(s). Describe the computer-based activity. Describe the computer-based activity. Provide the information below for the Provide the information below for the Internet resource(s): Internet resource(s): Title: (List the title of the web site.)Title: (List the title of the web site.)URL: (Copy and paste the URL here.)URL: (Copy and paste the URL here.)

Procedures OverviewProcedures Overview

Step One: IntroductionStep One: Introduction

Step Two: Teaching the PLO’sStep Two: Teaching the PLO’s

-Develop content relevant to the PLO’s-Develop content relevant to the PLO’s

-Check for understanding-Check for understanding

-Provide practice and feedback related to -Provide practice and feedback related to the PLO’s.the PLO’s.

Step Three: ClosureStep Three: Closure

IntroductionIntroduction An introduction prepares students' minds for An introduction prepares students' minds for

learning. A good introduction contains four learning. A good introduction contains four elements:elements:

Getting the students’ attention and getting Getting the students’ attention and getting them excited about the lesson. them excited about the lesson.

Sharing the lesson's outcome(s), in general Sharing the lesson's outcome(s), in general terms. terms.

Relating the new learning to the students’ Relating the new learning to the students’ past knowledge and experience. past knowledge and experience.

Telling students why the knowledge or skill Telling students why the knowledge or skill they are learning is important to them.they are learning is important to them.

Example of a Good IntroductionExample of a Good Introduction

Holding up a very large tomato (Holding up a very large tomato (getting attentiongetting attention), the ), the teacher says, "Class,think for a second about what teacher says, "Class,think for a second about what we learned in our last science unit. What conditions we learned in our last science unit. What conditions are needed to grow healthy plants, like this tomato? are needed to grow healthy plants, like this tomato? ((relating to past experience/knowledgerelating to past experience/knowledge)." The teacher )." The teacher then lists student's responses on the board. "This then lists student's responses on the board. "This week, each of you will each be acting like a scientist week, each of you will each be acting like a scientist to design and then conduct your own experiments to to design and then conduct your own experiments to produce big and healthy vegetables (produce big and healthy vegetables (sharing outcome sharing outcome in general termsin general terms). Not only will this be a lot of fun, but ). Not only will this be a lot of fun, but what you learn this week will help you design a what you learn this week will help you design a science fair project, which we'll be doing later this science fair project, which we'll be doing later this year (year (creating a need to knowcreating a need to know).).

Introduction Strategies to Introduction Strategies to Motivate or Focus StudentsMotivate or Focus Students

Tell or show students the lesson outcome.Tell or show students the lesson outcome.

Use an anticipatory set that relates directly to the lesson Use an anticipatory set that relates directly to the lesson to capture student interest.to capture student interest.

Tell the purpose, rationale, importance, or application of Tell the purpose, rationale, importance, or application of the lesson outcome.the lesson outcome.

Provide a key idea or ask a thought-provoking question Provide a key idea or ask a thought-provoking question as an advance organizer.as an advance organizer.

Preview lesson content through a graphic organizer.Preview lesson content through a graphic organizer.

Provide initial examples that are humorous or Provide initial examples that are humorous or personalized. personalized.

Introduction Strategies to Help Introduction Strategies to Help Students Make ConnectionsStudents Make Connections

Connect the learning to personal experience and Connect the learning to personal experience and prior knowledge.prior knowledge.

Review earlier lessons or activities.Review earlier lessons or activities.

Preview upcoming lessons or activities.Preview upcoming lessons or activities.

Show students an outline of the whole unit.Show students an outline of the whole unit.

State the relationship of the outcome to a more State the relationship of the outcome to a more long-term goal. long-term goal.

Connect to other subject areas.Connect to other subject areas.

TeachingTeaching

Presentation of InformationPresentation of Information

The teacher presents the information The teacher presents the information students need to know to meet the lesson students need to know to meet the lesson outcome(s). outcome(s).

TeachingTeachingDemonstrationDemonstration

Before, during, or after the presentation Before, during, or after the presentation of information, teachers need to of information, teachers need to demonstrate-show or model-the new demonstrate-show or model-the new knowledge or skill.knowledge or skill.

Examples of demonstrations:Examples of demonstrations:Show a productShow a product

Model a processModel a process

Use visual supportsUse visual supports

Perform a skit or role playPerform a skit or role play

TeachingTeaching

During the presentation of information During the presentation of information portion of the lesson, teachers will portion of the lesson, teachers will probably show examples or demonstrate probably show examples or demonstrate specific steps, but it is essential that they specific steps, but it is essential that they model the whole product or process as model the whole product or process as well. well.

The presentation of information and The presentation of information and demonstration must match the learning demonstration must match the learning outcome(s). outcome(s).

Guided PracticeGuided Practice

Guided practice provides opportunities for Guided practice provides opportunities for students to practice under the guidance or students to practice under the guidance or supervision of the teacher.supervision of the teacher.

It is very important that the teacher controls and It is very important that the teacher controls and monitors this practice, so students are not monitors this practice, so students are not practicing errors. practicing errors.

Guided practice activities must match what was Guided practice activities must match what was taught during the teaching portion of the lesson.taught during the teaching portion of the lesson.

All parts of the lesson must match the learning All parts of the lesson must match the learning outcome(s). outcome(s).

Independent PracticeIndependent Practice

Independent practice is often provided through Independent practice is often provided through activities, seatwork, and homework that help activities, seatwork, and homework that help students master, transfer, and retain the students master, transfer, and retain the information or skill. information or skill.

Independent practice must match what was taught Independent practice must match what was taught during the teaching portion of the lesson and the during the teaching portion of the lesson and the learning outcome(s).learning outcome(s).

Monitoring this practice will provide students with Monitoring this practice will provide students with important performance feedback and help you important performance feedback and help you determine when students need more instruction.determine when students need more instruction.

ClosureClosure

The lesson closure helps students tie the The lesson closure helps students tie the material together. material together.

It may follow the guided practice or It may follow the guided practice or independent practice.independent practice.

Lesson closure may be elaborate or Lesson closure may be elaborate or simple, but there always needs to be one. simple, but there always needs to be one.

ClosureClosure

The lesson closure may include one or more of The lesson closure may include one or more of the following:the following:

review of key of the lessonreview of key of the lesson

opportunities for students to draw conclusionsopportunities for students to draw conclusions

preview of future learningpreview of future learning

description of where or when students should description of where or when students should use their new skills or knowledgeuse their new skills or knowledge

a time for students to show their worka time for students to show their work

a reference to the lesson openinga reference to the lesson opening

Plan for Early FinishersPlan for Early Finishers

Provide a meaningful activity for students Provide a meaningful activity for students who finish earlywho finish earlyThe activity should be related to the The activity should be related to the PLO(s)PLO(s)Plan an activity even if the design of the Plan an activity even if the design of the lesson is that all students will finish at the lesson is that all students will finish at the same timesame timeThis is not an extension or remediation This is not an extension or remediation activityactivity

AccommodationAccommodation

Accommodations are required for Lesson Accommodations are required for Lesson Plan # 2 and #3 in Professional Semester Plan # 2 and #3 in Professional Semester 11– Plan for how the lesson can be taught Plan for how the lesson can be taught

differently for diverse students and/or differently for diverse students and/or students with exceptional needs. students with exceptional needs.

– The same PLO(s) will be used. The same PLO(s) will be used.

Extension and Remediation are not Extension and Remediation are not required for Professional Semester 1 required for Professional Semester 1 lesson planslesson plans