The Lesson Plan Elements of Madeline Hunters Lesson Plan
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…”
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”
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.
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
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”
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
Input Presenting the information needed for students to gain the knowledge or skill Teaching methods and strategies are explained
The Core of the Lesson Plan Modeling “I do” Guided Practice “We do” Independent Practice “You do”
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.
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.
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.
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
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
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.
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
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
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
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
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
The Next Lesson Tomorrow we learn how to use…