Copyright Lesson Plans and Formats for Teachers

Copyright © Allyn & Bacon 2008
Prepared by Michelle I. McKeogh
Lesson Plans
This multimedia product and its contents are protected under copyright law. The following are
prohibited by law:
• Any public performance or display, including transmission of any image over a network;
• Preparation of any derivative work, including the extraction, in whole or in part, of any images;
• Any rental, lease, or lending of the program
Using Technology in the ClassroomUsing Technology in the Classroom
Gary G. Bitter & Jane M. LegacyGary G. Bitter & Jane M. Legacy
Chapter 7Chapter 7

Copyright © Allyn & B
Essential Elements
1. Objectives
• What students will be able to do as a result of the
lesson
2. Procedures
• What the teacher will do to get the students there
3. Evaluation
• What the teacher can do to see if the lesson was
taught effectively

Madeline Hunter
Lesson Plan Format
1. Anticipatory Set
2. Statement of Objectives
3. Instructional Input
4. Modeling
5. Check for Understanding
6. Guided Practice
7. Independent Practice

Anticipatory Set
• Setting the Stage Pearl Harbor
• Show some pictures of
Pearl Harbor
• Show a movie
http://www.huntington.edu/education/lessonplanning/Plans.html

Statement of Objectives
• Tell students what
they’ll be able to do as
a result of the lesson.
1. The student will
summarize reasons
for U.S. entrance into
WWII
2. The student will
evaluate the pros and
cons of these reasons

Instructional Input
• May be lecture,
demonstration,
explanation,
instructions, etc.
1. Discuss
– Background from
homework reading
2. Construct
– Timeline of WWII
3. Show
– Anti-Japan and anti-
German posters and
news clips

Modeling
• Demonstrate
– Show them what you
just told them.
1. Discuss
– Background from
homework reading
2. Construct
3. Show
– Anti-Japan and anti-
German posters and
news clips

Check for Understanding
• Ask questions
• Watch faces
Perform during each
activity.

Guided Practice
• Help students start
practicing new skills,
applying new
knowledge
1. Construct
events
2. Groups
– Pose legitimate
reasons for a country
to go to war
– Refer to textbook and
previous class notes

Independent Practice
• Turn them loose to
work on their own
1. Journal
– What role did
emotions play in U.S.
entrance into WWII?
– Defend or critique the
reasons for going to
war.

Discovery Lesson Plan
• Equipment
• Set the stage
• Don’t state objectives
yet
• Give instructions
• Check for
understanding
• Guided practice (lab)
• Discussion,
regrouping
• Statement of
objectives
• Independent practice
(lab journal)
• Assessment

Group Work
• Equipment
• Set the stage
• State objectives
• Give instructions
• Check for
understanding
• Group work
• Guided practice
• Discussion
• Regrouping
• Summary
• Assessment

Instructional Plan
for a Single Lesson
• Briefly describe the students in the class,
including those with special needs.
• Briefly provide an overview of the
concept(s) being taught.
• What are your goals for the lesson? What
do you want them to learn?
MBE610 S.N.H.U.

Instructional Plan (Cont.)
• What are your specific behavior objectives
for this lesson?
• How do these goals relate to broader
curriculum goals in the discipline as a
whole or in other disciplines?
• Why are those goals suitable for this group
of students?
MBE610 S.N.H.U.

Instructional Plan (Conc.)
• How do you plan to engage students in the
content? Include time estimates.
• What difficulties do you anticipate students
may have and how will you address them?
What instructional materials will you use?
• How do you plan to assess students?
MBE610 S.N.H.U.

Bloom’s Taxonomy

Blooms Taxonomy
Evaluation
Synthesis
Analysis
Application
Understanding
Knowledge

The Assumptions:
• Our abilities can be
measured from plain
and simple
to rather complex
• As teachers we tend to
ask questions in the
"knowledge" category
80% to 90% of the
time.

Knowledge
• observation and recall
of information
• knowledge of dates,
events, places
• knowledge of major
ideas
• Question Cues:
– Who?
– What?
– When?
– Where?
– How?
– Describe?

Comprehension
• Understanding
information
• Ability to translate
knowledge
• Compare and contrast
• Question Cues:
– Summarize
– Contrast
– Predict
– Distinguish

Application
• Use methods,
concepts, theories in
new situations
• Solve problems using
required skills or
knowledge
• Question Cues:
– How is … an example
of …?
– How is … related to …?
– Why is … significant?

Analysis
• See patterns
• Organize parts
• Recognize hidden
meanings
• Identify components
• Question Cues:
– Outline/Diagram …
– What are the parts or
features of …?
– Classify … according
to …

Synthesis
• Use old ideas to create
new ones
• Relate knowledge
from several areas
• Predict, draw
conclusions
• Question Cues:
– How would you
create/design a …?
– Combine
– Rearrange

Evaluation
• Discriminate between
ideas
• Decide based on
reasoned argument
• Recognize subjectivity
• Question Cues:
– Rank
– Discriminate
– Convince

Instructional Scaffolding
• The ultimate academic goal is for students
to become independent lifetime learners, so
that they can continue to learn on their own
or with limited support.

Today’s Learners
• Are challenged to:
(a) know how to learn,
(b) access changing information,
(c) apply what is learned, and
(d) address complex real-world problems in
order to be successful
http://www.vtaide.com/png/ERIC/Scaffolding.htm

What is Scaffold Instruction?
• Scaffolding is a process in which teachers
assist students until they can perform new
tasks independently.
– As students require less support, teachers allow
students to assume more responsibility for their
learning thus removing some of the
“scaffolding”.

Essential Elements
1. Pre-engagement with the student and the
curriculum
2. Establish a shared goal
3. Actively diagnose student needs and
understandings
4. Provide tailored assistance
http://condor.admin.ccny.cuny.edu/~group4/Lawson/Lawson%20Paper.doc

Essential Elements (Cont.)
5. Maintain pursuit of the goal
6. Give feedback
7. Control for frustration and risk
8. Assist internalization, independence, and
generalization to other contexts
http://condor.admin.ccny.cuny.edu/~group4/Lawson/Lawson%20Paper.doc

Guidelines
• Determine student capabilities
• Try to have everyone one the “same page”
• Know when the students have had enough
• Know when to let the student work
independently

Applebee & Langer’s
Features of Scaffolding
1. Ownership
» Wish to learn
2. Appropriateness
» Right level
3. Support
» Structured guidance
4. Collaboration
» Coaching
5. Internalization
» Independent practice

Scaffolding Throughout
the Lesson
1. The teacher does it
» Teacher models
2. The class does it
» Teacher and students work together to
perform the task
3. The group does it
» Students work with a partner
4. The individual does it
» Independent practice stage

Challenges & Cautions
• Use scaffolding only when appropriate
• Practice many different approaches to
obtain the correct response from students
• Be positive, patient, and caring

Copyright Lesson Plans and Formats for Teachers

Recommended

Recommended

More Related Content

What's hot

What's hot (11)

Similar to Copyright Lesson Plans and Formats for Teachers

Similar to Copyright Lesson Plans and Formats for Teachers (20)

More from Sandra Burns, M.Ed

More from Sandra Burns, M.Ed (18)

Recently uploaded

Recently uploaded (20)

Copyright Lesson Plans and Formats for Teachers

Editor's Notes