Lesson plan template 2.doc - markups

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Lesson plan template 2.doc - markups

  1. 1. Unit:Lesson # : Lesson Length : # of Students : Grade Level : Equipment & Instructional Teaching Styles SDAIE Strategies Standards Addressed Materials Needed   See Legend  See Legend  Student Learning Objectives:WHAT are you going to teach (skills/concepts), HOW will the students perform it (cues and refinements), and HOW WELL will they perform it (expectations). Psychomotor Domain: 1. SWBAT (Student will be able to) 2. Example: SWBAT throw a ball to a target BY stepping with opposite foot SO THAT 75% of the attempts are done properly. Cognitive Domain: 1. SWBAT Affective Domain: 1. SWBAT Health Related Fitness Domain: 1. SWBAT
  2. 2. Classroom Assessment Time Learning Activities Variations and Challenges Organization Used Set Induction/Introduction Draw or See Legend - Describe Activity Name: Easier - (Description) Harder Challenge Activity 2 Easier - Harder Challenge Activity 3 Easier - Harder Challenge Closing - (List main points) **Delete and Add Rows as Needed** Skill: Skill: Skill: Skill: Skill: Skill:- Cue 1 - Cue 1 - Cue 1 - Cue 1 - Cue 1 - Cue 1- Cue 2 - Cue 2 - Cue 2 - Cue 2 - Cue 2 - Cue 2- Cue 3 - Cue 3 - Cue 3 - Cue 3 - Cue 3 - Cue 3- Cue 4 - Cue 4 - Cue 4 - Cue 4 - Cue 4 - Cue 4- Cue 5 - Cue 5 - Cue 5 - Cue 5 - Cue 5 - Cue 5
  3. 3. Lesson Plan Checklist1. Introduction  Lesson objectives  Overview of the lesson and how the students will be held accountable (ie. Assessment)  Set Induction (student “buy in”)2. Stop/Start Signal (attention getter)  Clap method  Music  Ice/Freeze  “If you can hear me, clap twice”  Hands up  Other: ______________________________  Whistle (Outdoors)3. Transitions  Does each task easily flow to each other?4. Grouping  Fold the line  Popsicle Sticks  Corner Up  Nametags with colors, stickers, etc  Cards  Have each student pick a partner, then teacher  Stickers combines pairs to form groups  Pre-formed  Mingle Mingle  Quickly grouping and separating  Other: ______________________________5. Closure  Assessment  Review of what was learned  Other: ______________________________
  4. 4. Teaching Styles Direct Teaching The teacher leads the class through a task and instructs them what to do, when to do it, and how to do it. Teacher Feedback The teacher plans the tasks and gives feedback as students practice on their own. Partner Feedback The teacher plans the tasks with specific criteria and then has partners alternate turns and evaluating each other. Self Feedback The teacher plans the tasks with specific criteria and then has the students practice an evaluate themselves. Convergent Discovery Students are given a problem to solve that only has one solution. They can perform the task in groups, pairs, or by themselve s. Divergent Discovery Students are given a problem to solve that has multiple solutions. They can perform the task in groups, pairs, or by themselves. Students are placed into jigsaw groups. Each jigsaw group member is assigned a number and a corresponding skill learning Jigsaw Learning group. After learning a particular skill, they return to their jigsaw group where they teach their group members their skill and learn their other group members’ skills. SDAIE Strategies: Specially Designed Academic Instruction in English Modeling Speaking slowly and clearly, modeling the language you want students to use, and providing samples of student work. Bridging Building on previous knowledge and establishing a link between the students and the material. Contextualization Familiarizes unknown concepts through direct experience. Schema-Building Helping students see the relationships between various concepts.Metacognitive Development Providing students with skills and vocabulary to talk about their learning. Text Representation Inviting students to extend their understandings of text and apply them in a new way. Lesson Assessment Examples Exit Slip Entrance Slip Pair/Group/Class Share Student Journal Teacher Observation Peer Observation Self Assessment Homework Student Presentation/Demonstration Videotape or Photos Student Drawings Skill Checklist
  5. 5. Class Organization KeyInstead of drawing where you want students to be in your lesson plan, just write the type of organization you want. You can also teach these terms to your studentsto quickly get them to where you want them to be. Use these examples or create your own! = TeacherClass Circle: You and the students form a circle. School Circle: Students form a semi-circle sitting Student Circle: Students form a complete circle, with around the teacher. personal space between each student.Shoulder to Shoulder: Students form two or more Group Space: Groups are equally spaced Self Space: Students get into self space in alines next to each other (side by side) with a throughout area. designated area.specified distance between them. x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x xCorner Up: Get into an L shape at a designated Horizontal Lines: Groups form lines facing a Vertical Lines: Groups form lines facing a particulararea. particular direction. direction.

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