Why do we plan?• State requirements• To maximize instructional time• To document instructional techniques and student modifications
Parts of a Lesson Plan• Topic/Unit• Objective• Common Core State Standards or NJCCC Standards (2009)• Materials• Instructional Techniques• Modifications: Special Education and Bright/Gifted Students• Assessment: Pre and Post• Follow up
Standards• Common Core State Standards• New Jersey Core Curriculum Content Standards
NJCCCS Arts 1.0 Visual and Performing 2.0 Comprehensive and Physical Education3.0 Language Arts Literacy – Common Core Standards4.0 Mathematics – Common Core Standards 5.0 Science 6.0 Social Studies 7.0 World Languages 8.0 Technology 9.0 21st Century Life and Careers http://www.njcccs.org/search.aspx
Identify the Better ObjectiveObjective 1: Newton’s LawsObjective 2: Students will be able to distinguish between Newton’s three laws, and apply them to various situations such as how a seatbelt keeps us safe.
Instructional Strategies Procedures• Anticipatory Set: Do Now, Bell Activity w/ brief description include examples in plan book• Discussion: Key concepts and ideas• Power Point w Notes (guided notes)• Group and/or independent work• Centers/stations• Compare and contrast, debate• Closure: Can be used to link various parts of the lesson and to transition into new lesson segments AND used determine if the students grasped the day’s learning objective(s) o Exit Tickets o White Boards o Additional Practice Example
Modifications ELL, ASI and Special Needs Students: guided notes or copy of teacher’s notes small group discussions/follow up adjusting homework leveled reader Bright/Gifted Students: adjust homework self guided discovery learning long term projects, research and investigations
AssessmentPre: Determine students’ prior knowledge• Formative: Do Now, Bell Starter• Formal: Standard pre assessment test or other written mode done to inform instruction at the start of a unit.Post: After the learning experience• Formal: A test or written evaluation or performance based (lab practicum, language fluency)• Formative: at the end of the lesson or transition between lesson segments White boards - Exit cards - Stand Deliver - Wallwisher
Bloom’s Taxonomy Bloom’s Taxonomy• Categorizes the level of abstraction of questions in an educational setting • Can you name the 5 Levels?
Which is HOTS Activity/Procedure: Activity/Procedure:Present integer rules - stu take notes Station activity for each rule – review group rules, roles expectationsWhole group practice- modelsolutions on the board Heterogeneously Grp Stu: provide examples for them to analyzeExit Card – give a few examples/callfor answers Groups Create a rule based on their analysis – 2 stations today/1Post HW tomorrow Exit Activity: Create an example for a rule discovered and solve
Blooms and LearningWhen you have a free minute, ponder how theLearning Pyramid and Blooms and be used togetherwhen planning lessons to promote studentachievement.
Exit Ticket• Please use the Wall Wisher link sent to you on your LTPS.Org account to post something about lesson plans today. Please complete the task by 9PM.• Thanks and enjoy your day!