The document discusses the importance and value of lesson planning for teachers. It provides perspectives from several teachers about their experiences with lesson planning. Some key points: - Lesson planning takes work but teachers find satisfaction in creating interactive lessons. It helps some teachers feel relaxed. - Detailed lesson planning is a valuable skill that new teachers learn. Effective plans include standards, objectives, procedures for teacher and student activities, and assessment. - Lesson plans must consider student engagement. They work best when incorporating models like "I do, we do, you do" to guide practice. Great plans combine strong design with excellent teaching delivery.

1. A Love of Lesson Planning
When I first discovered I would be a teacher, I
knew that it would take a lot of work and effort.
I was right. But I find it amazing to always
look forward to planning my next lesson.
Sometimes I wish there were more hours in
the day so that I can have enough time to
create a great interactive lesson and to do my
worksheets, or graphic organizers. When I get
to lesson plan, I feel secure, and safe, it’s a
weird feeling to describe, I guess it relaxes
me. Cynthia, Biology Teacher, HP

2. Power Lesson Planning
 Throughout this powerpoint, I need you to take
Cornell notes.
 Divide your paper into one third-two thirds.
 On the left take, each of my headings and
make them into question.
 Then answer the questions from the
information on each slide

3. Think of cooking…
 Think of cooking a dish for the first time.
 If you’re me, I turn to recipes. I follow the dish
and then make modifications based on my
audience.
 I have also developed my own recipes.
 What do recipes include that help us?…
 Type of dish
 List of ingredients
 Amounts
 Steps to follow
 Final ideas—what to serve with, garnishes, etc.

4. Before we start to plan…
We look at Content Standards and
Frameworks.
They guide the bigger picture of what we
need to teach our students to do…

5. My Content Standards-California
Standards for the Teaching Profession
 Content Standard 4: The student will develop and demonstrate a
knowledge base in secondary teaching which includes a
knowledge of the processes of lesson design and implementation.
Content elements include knowledge of:
 a. models of lesson design including standards-based models;
 b. student backgrounds and interests in developing learning goals,
objectives, learning experiences and student work;
 c. student backgrounds, interests, and prior knowledge in the
selection of instructional strategies and resources, and the sequence of
activities for learning;
 d. strategies for the organization and presentation of information;
 e. strategies for modeling learning, questioning, and checking for
understanding;
 f. strategies for monitoring student learning during instruction; and
 g. Research-based strategies linked to achievement, including, note-
taking, summarizing, and advance organizers.

6. More Content Standards
 Content Standard 5: The student will develop and demonstrate a
knowledge base in secondary teaching which includes a
knowledge of instructional strategies that encourage active
learning. Content elements include knowledge of.
 a. instructional strategies such as collaborative learning, cooperative
learning, and problem-based learning that engage students in problem
solving and critical thinking;
 b. technologies such as computer-assisted learning that make subject
matter meaningful;
 c. strategies that encourage reflective learning; and
 d. research-based strategies linked to achievement, including,
nonlinguistic representations, and identifying similarities and differences.

7. Power Lesson Planning Goals
 To understand why detailed lesson planning is key
 To learn the key components of effective lessons
 To analyze the steps of a model lesson format
 To understand the need to modify plans for different
kinds of learners
 To experience an active lesson
 To design an active lesson in class
 To prepare to create one little, tiny lesson of your own
To teach this lesson plan to a small
group

8. Power Lesson Planning
Lesson planning is essential.
It takes
• time
• commitment
• knowledge of effective student learning and content.
But a great lesson plan on paper is not worth anything
unless it is combined with outstanding delivery,
pacing, clarity, and management. Here are some key
mantras of great planning.

9. The Value of Lesson Planning
More importantly than these concepts, I
learned to write a lesson plan, which was
something I never knew how to do
before. Of all the things I’ve learned in
this entire program, this is the most
valuable skill I have learned.
Alen, English Teacher, finished first year at
Mass Stern. Now AP.

10. Lesson Plans=Student Engagement
So when planning instruction, students’
engagement must be considered.
Students must be kept moving most of
the time in order to prevent them from
getting bored.
Berenice, Spanish, finished first year MASS
Stern. Now entering sixth year.

11. The Big Picture of Lesson Planning
 1. Always start with what you want the student to know
or be able to do by the end of the class.
 2. Always view your plan and delivery through two
lenses: teacher and student.
 3. Always remember these two mantras
 INTO THROUGH BEYOND
 I DO WE DO YOU DO

12. Into Through and Beyond
 1. Into Through and Beyond
 Each and every lesson and activity within a
lesson should have a beginning, middle, and
end.
 Into--All the ways to connect student and material.
 You can do this by
 tapping student prior knowledge
 providing other more relevant and common examples.
 Through--All the ways you teach the actual content
and concepts and abilities you need the student to
learn
 Beyond-Where does this knowledge/skill take us?

13. I DO WE DO YOU-Apprenticeship
Model
I Do—Model
We Do-Guided Practice--teacher and
students, groups, partners
You-Individual practice--individual
students, partners, groups

14. Learning to Drive
Into
Through
Beyond
I Do
We DO
You Do

15. Components of An Effective Lesson
Plan
 Components of an Effective Lesson Plan: Look at my lesson plan for the
reflections.
 Context information
 Content Standards
 Description
 Materials Required
 Objectives-multi-level
 Varying objectives for learning challenges and English learners
 Procedures—
 Includes components
 Includes what teacher does at each step
 Includes what students do at each step
 Includes required materials
 Includes different activities
 Includes Into Through and Beyond
 Include I Do We DO You Do
 Provides measures for assessing and for individual practice
 Students are always factored in for each part of lesson.

16. Seeing the Light…
 There is also an evolution to my lesson plans. My
lesson plans, when I started my student-teaching
assignment, were simple and very basic. I had a basic
outline on what I wanted to do on a daily basis. That
was not enough. I am not at that level where I can
create a loose outline and believe I can fill in all the
holes. I am simply not there as a teacher. My lesson
plans have to be very detailed. They have to guide my
every activity, not only with what I as the teacher
needs to do, but the plan must also show what my
students are doing as well.
 Saul Rivera, SS, recently hired Johnny Cochran Middle
School, LAUSD, open contract offered. Now in his fifth
year.

17. For Friday…
Now…
For Friday, you need to design a five to
seven minute active lesson plan that
includes every component presented
today.
The activity will be for four to five
students in your group.
It must be an active lesson with
outcomes.

18. Let’s do a simple guided practice
Develop a lesson plan for tying your own
shoes and for tying someone else’s
shoes
Make up your objectives that go through
Application levels.
Make up your content standards.