This document discusses lesson planning and effective teaching strategies. It defines what a lesson plan is and outlines the typical components of a lesson plan, including the opening, introduction of new material, guided and independent practice, and closing. It also addresses how to write measurable objectives, ensure rigor and relevance, engage students, differentiate instruction, and select teaching strategies based on a rigor/relevance framework. The document emphasizes the importance of planning, preparing, setting clear objectives, and serving as a positive role model for students.

1. Lesson Planning
Antwuan Stinson, Ed. D.
Assistant Professor
Department of Curriculum & Instruction
1

2. What is a lesson plan
Lesson plans map instructional strategies that
ensure student mastery of objectives focused
on student achievement, are measurable, and
are rigorous
2

3. Lesson Plan 101
Youtube video
3

4. 4

5. Common Questions
 How can I engage with learning standards to
inform my vision of students’ success?
 How can I design meaningful assessments
that will show students have deeply
internalized the skills and knowledge I want
to teach?
 How can I set a challenging but realistic
pace of learning in the classroom to reach set
goals
5

6. Common Questions (cont.)
 How can I differentiate strategies to
maximize each individual students’
learning?
 What activities should I use to reach student
structure and learning effectiveness?
6

7. Purpose of Teaching
Pedagogy
Preparation Practice
7

8. Components of a Generic
Lesson Plan
Lesson opening: hook, preview, objective,
Beginning
connection to prior knowledge
Introduction of new material (“I do”)
Middle (main
component of the Guided practice (“We do”)
lesson)
Independent practice (“You do”)
Lesson Closing: review key ideas, check for
End
understanding, bridge to next concepts
Adopted from Teaching as Leadership, Steven Farr (2010) 8

9. Organization of a lesson
 Opening
 Introduction of new material
 Guided practice
 Independent practice
 Lesson closing
9

10. Preparation
Planning
 Do research before teaching
 Structure and sequence material
 Take into account the culture of the
students
 Meet the learners’ needs and expectations
 Know the learners’ prior knowledge
 Make sure material is relevant
English example [here]
Digital Storytelling [here] 10

12. Best-Practices
Key Insight Examples to Aim For Examples to Avoid
The best way to ensure •The student will be •The teacher will
an objective is student- able to order fractions present a lesson on
oriented is to start with with different ordering fractions with
the phrase “The denominators different denominators
students will be able •The student will be •Reviewing rhythm and
to..” [SWBAT] able to identify and rhyme structure of
describe the rhythm and limericks
rhyme structure for a •Read about historical
limerick figures
•The student will be
able to assess and
compare strengths of
two leaders of the 20th
century America
Adopted from Teaching as Leadership, Steven Farr (2010) 12

13. Best-Practices (cont.)
Key Insight Examples to Aim For Examples to Avoid
The verb of an objective •The students will be •The student will be
is a good indicator of able to list three ways able to understand that
whether it is that bones help the bones help the body
measurable body •The student will learn
•The student will be conditions in Europe
able to describe the that led to World War II
conditions in Europe
that led to World War II
Adopted from Teaching as Leadership, Steven Farr (2010) 13

14. Best-Practices (cont.)
Key Insight Examples to Aim For Examples to Avoid
The objective’s verb An objective that An objective that states
affects the rigor or requires students to that students will be
cognitive level of the analyze primary able to “name key
objective, which should historical data to draw historical figures” from
align with the learning insights about each of two cultures is
goal from which the differences between two not rigorous enough
objective is derived cultures, when that is
what is required by the
learning standard
Adopted from Teaching as Leadership, Steven Farr (2010) 14

15. Effective teachers devise and search for
solutions and learning opportunities that
align curriculum with student learning
needs
15

16. How do teachers keep students
engaged
Material has to be relevant and interesting
in order for students to be actively
engaged
16

17. The Rigor/Relevance
Framework
Rigor C losing The Achievem ent Gap
Relevance
Relationship
17

18. Closing the Achievement Gap
Academic
Achievement
Measurable Relevance
Rigorous
Goals
Lesson Plan
Relationship
18

19. Rigor
It’s more than…
 Memorizing
 Reciting Students must
 Restating become adept at…
 Deep understanding
 Applying knowledge
 Solving problems
 Analyzing

20. Relevance
 Relates to student
interests and
needs
 Real-world
situations and
contexts
 Linked to a global
economy and
democratic life

21. Relationships
 Ensuring each student feels connected,
each student succeeds
 Caring, student-
focused environment
 Supports for
struggling students

22. Rigor/Relevance Framework
Knowledge Application
1. Awareness 1. Knowledge of one discipline
2. Comprehension 2. Application within discipline
3. Application 3. Application across disciplines
4. Analysis 4. Application to real world
5. Synthesis predictable situations
6. Evaluation 5. Application to real world
unpredictable situations

23. Rigor/Relevance Framework
K
N
O
W
C D
L
E
D
G
E A B
APPLICATION

24. Rigor/Relevance Framework
K
N
Student Student
O
Think Think & Work
W
L
E
D
G Teacher Student
E Work Work
APPLICATION

25. Selecting Strategies on
Rigor/Relevance
Best Strategies for Quadrant A - Acquisition
 Guided Practice
 Lecture
 Memorization

26. Selecting Strategies on
Rigor/Relevance
Best Strategies for Quadrant B - Application
 Cooperative Learning
 Demonstration
 Instructional Technology
 Problem-based Learning
 Project Design
 Simulation/Role Playing
 Work-based Learning

27. Selecting Strategies on
Rigor/Relevance
Best Strategies for Quadrant C - Assimilation
 Brainstorming
 Inquiry
 Instructional Technology
 Research
 Seminar
 Teacher Questions

28. Selecting Strategies on
Rigor/Relevance
Best Strategies for Quadrant D - Adaptation
 Brainstorming  Project Design
 Cooperative Learning  Research
 Inquiry  Simulation/Role-
 Instructional playing
Technology  Lecture
 Presentations/  Teacher Questions
Exhibitions  Work-based
 Problem-based Learning
Learning

29. Rigor/Relevance Framework
• Analyze the graphs of the • Obtain historical data about local
6 perimeters and areas of squares weather to predict the chance of
D
snow, rain, or sun during year.
C
having different-length sides.
• Determine the largest rectangular • Test consumer products and illustrate
the data graphically.
5 •
area for a fixed perimeter.
Identify coordinates for ordered • Plan a large school event and
pairs that satisfy an algebraic calculate resources (food,
relation or function. decorations, etc.) you need to
4 • Determine and justify the
similarity or congruence for two •
organize and hold this event.
Make a scale drawing of the
geometric shapes. classroom on grid paper, each group
using a different scale.
3
• Express probabilities as fractions, • Calculate percentages of advertising in
percents, or decimals. a newspaper.
2
B
• Tour the school building and identify
A
• Classify triangles according to
angle size and/or length of sides. examples of parallel and perpendicular
• Calculate volume of simple three- lines, planes, and angles.
dimensional shapes. • Determine the median and mode of real
1 • Given the coordinates of a
quadrilateral, plot the quadrilateral
data displayed in a histogram
• Organize and display collected data,
on a grid. using appropriate tables, charts, or
graphs.
1 2 3 4 5

30. The teaching acts that constitute the
core functions of urban teaching are
 Giving Information  Reviewing Homework
 Asking Questions  Giving Tests
 Giving Directions  Reviewing Tests
 Making Assignments  Marking Papers
 Monitoring Seatwork  Giving Grades
 Reviewing  Settling Disputes
Assignments  Punishing Noncompliance
 Assigning Homework
30

31. Knowledge Taxonomy
6. Evaluation
5. Synthesis
4. Analysis
3. Application
2. Comprehension
1. Awareness

32. Bloom’s Taxonomy
Evaluate 6
Synthesize 5 Knowledge
Analyze 4
Apply 3
Understand 2
Aware 1 Application

33. Highly effective teachers also realize that
they themselves are the most important
role model in the room.
33

34. Questions