1. Welcome to Lawrence!
Lesson Plans the LTPS Way

2. Why do we plan?
• State requirements
• To maximize instructional time
• To document instructional
techniques and student
modifications

3. 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

4. Standards
• Common Core State Standards
• New Jersey Core Curriculum Content Standards

5. NJCCCS Arts
1.0 Visual and Performing
2.0 Comprehensive and Physical Education
3.0 Language Arts Literacy – Common Core
Standards
4.0 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

6. Identify the Better
Objective
Objective 1:
Newton’s Laws
Objective 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.

7. 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

8. 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


9. Assessment
Pre: 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

10. Bloom’s Taxonomy
Bloom’s Taxonomy
• Categorizes the level of abstraction of questions in
an educational setting
• Can you name the 5 Levels?

11. Bloom’s & Lesson
Planning

12. Which is HOTS
Activity/Procedure: Activity/Procedure:
Present integer rules - stu take notes Station activity for each rule – review
group rules, roles expectations
Whole group practice- model
solutions on the board Heterogeneously Grp Stu: provide
examples for them to analyze
Exit Card – give a few examples/call
for answers Groups Create a rule based on their
analysis – 2 stations today/1
Post HW tomorrow
Exit Activity: Create an example for a
rule discovered and solve

13. Blooms and Learning
When you have a free minute, ponder how the
Learning Pyramid and Blooms and be used together
when planning lessons to promote student
achievement.

14. 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!