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The lesson plan 1 rev 3.19.10

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Lesson Plan I

Lesson Plan I

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  • 1. The Lesson Plan Elements of Madeline Hunters Lesson Plan
  • 2. Goals and Objectives Before the lesson is prepared, the teacher should have a clear idea of what the teaching objectives and goals are. Objectives are what the students expected to do and learn Goals are the desired outcomes “By the end of this class you will…”
  • 3. Standards Content Standards What the student should know, be able to do, and care about. Performance Standards Answers the questions: “Does the performance indicate a knowledge of the content?” “How good is good enough”
  • 4. Standards-based Instructional Design Insures coherence in the school improvement process by connecting, purpose, programs, policies, and practices In our standards-based system, all tools developed to support the Hawaii Content and Performance Standards III will be built around the Benchmark Maps.
  • 5. Hawaii Content & PerformanceStandards III (HCPS III) Database. This database allows you to search for the information you need to plan for standards- based instruction. http://standardstoolkit.k12.hi.us/index.html Chose a content area and grade level to begin the preparation for your lesson
  • 6. The Seven Elements of a Great Lesson Anticipatory Set……………… “the hook” Input…………………………… “presenting” Modeling……………………… “I do” Guided Practice……………… “We do” Independent Practice……….. “You do” Checking for Understanding.. “the thread” Closure……………………….. “making sense”
  • 7. Anticipatory SetThe “Hook”Grabs student attention by:Relating the experiences of the students to the objectives of the lesson by using a metaphorical activityExtending the understanding and the application of abstract ideas through the use of a similar example or global analogyMotivating the student to learn more
  • 8. Input Presenting the information needed for students to gain the knowledge or skill Teaching methods and strategies are explained
  • 9. The Core of the Lesson Plan Modeling “I do” Guided Practice “We do” Independent Practice “You do”
  • 10. Modeling “I do” The teacher models the lesson I do it while you watch Students are given a visual representation of what is expected with the verbal input of labeling. Critical aspects are explained through showing, labeling, categorizing, comparing.
  • 11. Guided Practice “We do” We do it together… An opportunity for all students to demonstrate grasp of new learning together with support Participating in an activity or exercise in groups of two or three With the teachers supervision and assistance.
  • 12. Independent Practice “You do” Reinforcement practice… “getting it right” Once students have learned the content or skill well enough to work independently Teacher walks around to give individual attention to each student.
  • 13. Four step instructional process Watch how I do it [modeling] You help me do it (or we do it together) Ill watch you do it or praise and prompt [guided practice] You do it alone [independent practice] – with some help from the teacher
  • 14. Checking for Understanding The thread that runs through the lesson Helps determine whether students have "got it" before proceeding. The teacher must know that students understand before proceeding to practice It is essential that the teacher knows the students are doing it right in practice
  • 15. Closure Making sense of it all You told them what you were going to tell them with the anticipatory set You tell them with presentation You demonstrate what you want them to do with modeling You guide their practice together and alone You see if they understand what youve told them with checking for understanding...often You tell them what youve told them by tying it all together with closure.
  • 16. The Chopstick Lesson Objectives – Picking up three items: a ball of paper, popcorn, a malted milk ball Goal – Using chopsticks to eat real food Standards – Hand Eye and Tactile coordination – Multi-cultural understanding and awareness
  • 17. Anticipatory Set Today, class, we are going to eat with wood! Show the chopsticks History of eating with chopsticks You Tube Videos of chopstick eating (child) – http://www.youtube.com/watch?v=vEEqYVQJUqs Movie scenes with people using chopsticks Mr. Miyagi catching a fly (Karate Kid) – http://www.youtube.com/watch?v=J1gAHil89Z4
  • 18. The Chopstick Lesson :Teaching Input and Modeling – Explain how to use and model each step Guided Practice – Students A and B – A mimics teacher while B assists A by watching and helping… then switch roles while T repeats Independent Practice – Practice at desk with three items – Teacher assists
  • 19. AssessmentPicking up 1. Small crumpled paper ball 2. Popcorn 3. Malted Milk Ball – This might be done as a pre-test/post test to see how many in the class actually learned how to use chopsticks
  • 20. Closure Review how few students could use the chopsticks at the start of class Then point to how many did so well Time to eat! Have a feast with a buffet of real food
  • 21. The Next Lesson Tomorrow we learn how to use…
  • 22. The Fork !
  • 23. Reference Some Basic Lesson Presentation Elements retrieved from: http://www.humboldt.edu/~tha1/hunter-eei.html#ee DOE Substitute Teacher Text

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