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Lesson Plan Basics

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This PowerPoint was complete for a class on lesson planning for new teachers at Wheeling Jesuit University. It defines the parts of a lesson plan and shows an example.

This PowerPoint was complete for a class on lesson planning for new teachers at Wheeling Jesuit University. It defines the parts of a lesson plan and shows an example.

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  • 1. Lesson Plan Basics Understanding lesson plan components and their applications By Terri Engnoth
  • 2. Pre-planning: Have a Vision  While not part of the lesson plan, the planning requires some thinking about how the teacher wants the lesson to play out. A vision statement helps clarify these goals.  The vision also serves as a summary of the class for the mentor teacher. This sample vision describes the lesson that this PowerPoint will analyze. The goal of the class was to have students call on their previous knowledge and to make the students see that this text is relevant to their lives.  I will be teaching a young adult novel, Where Things Come Back, in a 9th grade English class. My vision for the first day of this unit includes group brainstorming/research and having the students rely on their previous knowledge and observations. My ideal class would include starting with some music playing (Sufjan Stevens inspired the author) to let the students know this is a new unit and something good is going to happen. The class would unfold as follows: I would have them pick up the book and a handout upon entering the class, so they can have the book in their hands immediately. I would play two YouTube videos made by teens about the book to introduce the unit, instead of me trying to sell it. Then I want the students to rely on their knowledge of the topics presented on the videos to create a list, so they can see from the start that novels relate to real human happenings; they aren't just boring things that do not have anything to do with them.
  • 3. Lesson Plan Components  A lesson plan has different parts which need to be designed (and redesigned) so that the class is successful in meeting the teacher’s goal for the class.  Think of the plan as a puzzle. All the parts have to fit together or the puzzle just doesn’t work.  And yes, lesson planning is part of the work of a every teacher. It’s not very glamorous, but it’s very important.
  • 4. Lesson Plan Components  Teacher’s name, Subject, Grade  Content Standards and Objectives (CSOs)  Specific Lesson Objectives  Technology Integration  Materials Needed for class  Interest Builder  Procedure  Closure  Evaluation of Students’ Learning  Assignments  Modifications  Reflection  These components are needed for the WJU ACT program. Make sure to follow the lesson plan conventions of your employer or school. Requirements could differ slightly.
  • 5.  Now that the parts are listed, let’s go through a lesson plan to see how the different parts work together.  The lesson plan under analysis introduces the first day of a literature unit in 9th grade English/Language Arts class. The Unit is titled Finding Hope in Fiction: Second Chances in Literary Realism. The class is going to read, analyze and write about Where Things Come Back by John Corey Whaley.
  • 6. Putting the pieces together General information on lesson plan  This section includes general information about the teacher, grade, and unit.  While it is a little dull to start off with, this information helps the teacher quickly see what this lesson is, which helps keep track of where it fits into the bigger plan. Example Lesson  Name: Terri Engnoth  Date: June 4, 2013  Subject: Finding Hope in Fiction: Second Chances in Literary Realism— Introduction to book  Grade Level/Subject: Ninth Grade English
  • 7.  CSOs are state mandated objectives that students must learn in order to be competent at their grade level.  Teachers are required to teach these standards and provide assessments to makes sure the students are learning what they need to be learning. Get familiar with the standards for your grade level and subject!  Here is a link to the West Virginia Teach 21 website. Make sure to read the grade below and the grade above what you are teaching. This will help you understand what the students should know and what your end of the year goals are. Content Standards and Objectives (CSOs)
  • 8. More on the CSOs  Make sure the CSOs align with what the students are expected to learn in the class period.  In the example lesson, the students are being introduced to a book, but what they are learning/doing in class and being assessed on is researching information, speaking in standard, formal English, and presenting their findings in a logical manner.  In the sample, it would seem like the CSOs should be about literature and reading, but the students haven’t started the book. So the CSOs reflect what they are truly learning that day. Take a look……..
  • 9. West Virginia Content Standards and Objective(s): ELA.9.W.C11.1 conduct short, as well as more sustained, research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (CCSS W.9-10.7) ELA.9.L.C15.1 demonstrate command of the conventions of standard English grammar and usage when writing or speaking.  use parallel structure.  use various types of phrases (noun, verb, adjectival, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. ELA.9.SL.C14.1 present information, findings and supporting evidence clearly, concisely and logically such that listeners can follow the line of reasoning and the organization, development, substance and style are appropriate to purpose, audience and task. (CCSS SL.9-10.4) Here are the CSOs in the sample lesson. These are Next Generation CSOs for 9th grade English/Language Arts.
  • 10. On to Objectives  The objectives are the students’ learning goals for the day.  It helps to think of them as “Students will be able to….” Or SWBAT as it was taught at Kansas State University. In this example, the objectives are based on what the students will be learning and doing: researching, speaking, and working collaboratively. Keeping students active is a productive use of class instruction. Students will have introductory understanding of subject matter in Where Things Come Back by John Corey Whaley. Students will be able to call on prior knowledge of subjects in the novel. Students will be able to work collaboratively to research and compile information based on personal experience and observation. Students will be able to orally present their research using conventions of standard English. Here are the sample lesson plan objectives
  • 11. Technology Integration and Materials  Tech Integration is just that. A section on the plan where the teacher lists what tech will be included in the plan, if any.  Materials are the supplies needed in order to teach the class.  In the sample, the tech is needed for the interest builder and supplies are listed. The bag of topics adds an element of surprise to the class. In the sample plan  Technology Integration: laptop and class screen  Materials needed: 1. Where Things Come Back 2. Pen/pencil/paper 3. Chalk 4. Links to review and trailer on YouTube 5. Bag with subjects of novel written on slips of paper: Woodpecker, Hope, Small town life, Angels, Brothers, Friendship, Extinction.
  • 12. Interest Builder  This section details how the teacher will create interest, even excitement, in class.  How will you sell the class to the students?  It’s always a good idea to tie the topic to something in real life and/or something they care about.  A bellringer question, one that gets them thinking, can also work. Interest Builder in sample lesson: Students will watch a YouTube video made by teenagers. One is a book trailer and one is a book review. This should create interest because another teen is giving their opinion on the book, rather than being told to be interested by a teacher.
  • 13. Procedures  These are the step-by-step directions of the lesson.  Clear directions without too many details seem to work best.  After you have written this section, you could ask someone else to read it to see if the directions are clear.  The sample procedure aims to be easy to follow. Take a look!
  • 14. Sample procedure with CSOs 1. Have class watch these videos  https://www.youtube.com/watch?v=6cakm2R7fgc  https://www.youtube.com/watch?v=6cakm2R7fgc 2.Ask students what subjects/topics they think will be covered in novel based on the information found in the review and the trailer 3.Write these topics on the board, discuss why they think these topics will be included 4. Pass out paper already divided into thirds with K-W-L marked atop each section 5. Explain the concept of Know, Want to Know, and Learned that the students will be using in this unit 6 Explain to students that they will research in groups of three one topic that they will pick from a bag I have that includes topics from the text. Some of these will be ones that they have cited after listening to the review and book trailer 7.Put students in groups of three and have them brainstorm and list information on the topic that they pick from bag. 8. Assist groups with listing information in topic, only if they are having trouble; give positive reinforcement for students who are doing well. ( ELA.9.W.C11.1) 9. Have students give findings of topic orally while I write them on the board under the letter “K”. Students are also encouraged to write this information under the K column on their papers. (ELA.9.L.C15.1) (ELA.9.SL.C14.1) 10. Once information is on the board, have students predict how the narrative might begin. Will we find comparisons to anything they have experienced in their life? Remind students to be looking for comparisons and differences in their own lives and that of the main character’s, Cullen Witter. This will build an introduction of literary realism in next class. The CSOs are in bold. Please refer back to slide 8 to compare the lesson with the CSOs. The teacher should be able to point to specific sections of her plan as the places where the CSOs are being taught in the class.
  • 15. Closure  This sections shows how the teacher will close the class.  It should bring the lesson to a close in a thoughtful way.  The example relies on reminding students of their abilities as readers and observers of everyday life. The book group helps to create community in the classroom. Sample closure  I will end class by telling the students that they are not blank slates, that they bring to each novel their life experiences and previous knowledge. Students do know things and it will be interesting to compare what they know to how the topics in the novel are presented.  Announce that a reading group may be formed if we have enough interest. Tell the class to think about whether they would be interested in committing to a book group.
  • 16. Evaluation of Students’ Learning  This section tells the teacher how he will evaluate whether the students have learned what he set out to teach them during the class period.  This lesson is assessing the students’ spoken English and their ability to explain their research. This assessment also aligns with the CSOs and the class objectives. Sample Evaluation:  Evaluate students’ spoken English and model correct English if necessary after students are finished speaking. Note any recurring problems with students’ grammar and pronunciation for mini-lesson during unit.  See if students are filling out the KWL sheet and if not, remind them that writing something down helps them to retain information.
  • 17. Assignments  This section is the work the student will take home. It can be a review of that day’s class or preparation for the next class.  In the sample, the homework is the student’s first reading of the book. It fits well after the introduction in class. Sample assignment  Read first three chapters (36 pages) for next class.  Be ready for a quiz on what happens in the text. This will be very basic information to see if students have read.
  • 18. Modifications  Modifications are customizations made to the lesson plan that assist students with IEPs. These students have many specialized needs. Make sure to review the IEPs of your students and to provide modifications.  The example modifications take into account struggling readers and gifted readers. Sample Modifications  Announce that the book is available in audio version and can be listened to in my class.  Give copies of lesson plans and summary of the novel to reading tutors.  Assist groups who are having trouble listing information about a topic.  Challenge gifted learners to add more to discussion by asking them to predict events that may happen in the novel.
  • 19. Reflection  This section allows the teacher to reflect on her lesson. What worked and what could be improved.  The sample lesson hasn’t been taught yet, so the reflection is left blank. Questions to consider when reflecting Were the students engaged? Did they learn what I set out to teach them? Did the lesson work in the time allotted? Were the students confused by the activity? Was it an enjoyable activity? If not, what seemed to be the problem for the students? How can I improve this lesson to make it better? What seemed to not fit with the plan?
  • 20. Lesson Plan Basics Complete!  This presentation discusses the basics of lesson planning.  I hope it shows new teachers how to put the pieces of lesson planning together.  Best of luck in your teaching adventures. “A goal without a plan is just a wish.”― Antoine de Saint-Exupéry