Lesson Plan Help

What is a lesson plan?

Lesson plans have various parts each serving a specific educational purpose.  For example the motivation or interest approach serves to stimulate the students interest in the lesson or lesson topic. Lesson plans have three general sections:

Part of a Lesson Plan:

Advanced Parts:

Design

How much time do you a lot for each part? Here is a guideline for a 50 minute period:

Writing a Lesson Plan

The order in which you write the lesson is different than the order in which the parts of delivered. Order of writing:

Guiding principles of writing lesson plans:

Parts that prepare students to learn

Parts that prepare serve to teach students content - input

Teaching strategies:

 In a single lesson, a teacher may use a variety of teaching strategies. 

Parts that reinforce the learning:

Application

Review

Closure

Standards Met:

If the lesson is addressing standards then list them here for reference (ex.  B1.1, 10.0).  Standards List

Macro-Contextual Set:

Contextual sets:

Description: Things teachers do to put the topic in a context.

This is a very challenging component to understand. We will come back to it in the end. ???????????????????????????????????????????????????????

Link or Connection:

Things to think about

Description: a link connects the lesson topic to something that the students have previous knowledge or experience about It may be an activity that you open the lesson with so that you know as a teacher that the students have all had the same experience.

Link or connection Educational value: We now from research that our brains attach new knowledge to existing knowledge so we use that in lesson design.  So if someone has learned how to add single digit numbers, we can build on that to teach them how to add multiple digit numbers. Or if all of your students have enjoyed ice cream, we can link to that experience at the beginning of a lesson on the dairy industry.  

Examples are 

Motivation

Description: Something is a lesson that arouses or stimulates the interest in the students. Something that motivates them to want to learn or participate in the lesson activities. The question “WIIFM?” is answered.

Motivation Educational value: When we want to learn we are receptive. This step is essential. Without it, anything else you do is a waste of time as the students are not receptive to your teaching.

Examples of motivators

Examples:

Things to think about:

Preview:

Preview or overview Description: An overview is a statement by the teacher telling the students what they are going to learn, do today.

Educational value: Some thinkers want to know what to expect. They will be the kind of students that frequently ask ”What are we doing today?” in class.

Preview or overview Examples:

Something to keep in mind about overviews You don’t have to spell it all out for them. Sometimes, being a bit vague can arouse their curiosity even more. Sometimes you preview activities in the lesson as opposed to what they will actually learn – especially if you can not find a way to make it sound exciting. “Today we are going to learn how to fill out a job application.” “Today, you will be empowered with the skills necessary to get the job that you want!”

Objectives

Micro-Context Set:

See Macro-Contextual Set:

TEACHING TECHNIQUES Description:

A technique or strategy used by the teacher to help students comprehend and retain new knowledge or skills TEACHING TECHNIQUES Educational Value: The acquisition of new knowledge is what teaching is all about. Some are more affective than others.

We learn:

Dr. Vernon A Magnesen, 1983

Examples

Examples for our lesson Peer teaching – students in pairs read about a FFA activity available to them as freshmen and create a promotional poster that would encourage their peers to participate in the activity

Things to think about.  We learn best by doing!  We learn when the teacher designs a purposeful focused lesson. Learning is work!!! If we can build in 7 experiences for students to manipulate the information, learning happens!

For example the students:

Or:

Materials Needed:

List all of the materials you will need for the lesson.  This may include handouts, references, and equipment. Making a complete list will help you prepare for the lesson.

Vocabulary and Terms:

List all words and terms that will be introduced during the lesson.  These may the the technical terms associated with the lesson, or names of special tools and equipment.  

Content Outline:

Outline what you intend to cover and in the order you intend to cover it.  This helps keep you focused on the lesson.

Applications/Guided Practice Description:

An activity where the students use the information or practice the skill. Educational value: increases comprehension and retention. “Active bodies equal active brains”

Examples:

More examples:

Things to think about:

Review Techniques Description:

Students “visit” the key points of the content again.

Educational value: Increased retention this is one of the seven manipulations of the content.

Examples:

Things to think about:

Closure Description:

A closing statement or two that “wraps up” the lesson – puts a bow around it and causes the students to leave the period feeling good about what they have just learned. Educational value – we tend to remember the first and last thing that we do or hear. Make the last thing memorable.

Closure Examples:

Evaluation:

List or describe ways that you will assess or measure student success in achieving the outcomes that you planned to reach. This can include a variety of ways to evaluate student performance.

Teacher Reflection:

This section is to be completed after lesson. It represents what you think worked, or what did not work, and why. It is meant to give you some insight into practice and will hopefully help you to make adjustments and modifications where necessary.