ESSENTIAL ELEMENTS OF AN EFFECTIVE LESSON PLAN BP 378

1. ESSENTIAL ELEMENTS OF AN EFFECTIVE LESSON PLANBP 378

2. Lesson Plan Components • Board Policy 378 • Teaching to the Objective A. Educational Objectives/Curriculum Alignment (PTEP Standard I) B. Task Analysis (Standard I) C. Active Participation ( Standard IX and X) D. Checking for Understanding (Standard VIII) E. Anticipatory Set (Standard III) F. Teaching to the Objective (II, IV, VI) F. Closure (Standard VIII)

3. Objectives All of us need to know where we are going and how well we must perform to get there. Students are no different. Objectives that are clear in behavior expectations will stimulate students to do better knowing how well they must perform.

4. Instructional Objective Definition – A statement describing what is to be learned, the thought process involved, what the learner will do to demonstrate that he/she had acquired the learning, and an attainable standard of performance.

5. Instructional Objective Components: • Audience- who is the lesson aimed at? • Behavior – an activity the students do to show an understanding of the learning • Condition – prescribes the circumstances under which the learner must perform (materials, time) • Performance Level – the realistic expectation standard of achievement for students (criterion)

6. Examples of Objectives The learner will recall and list the three branches of government with 100% accuracy. The learner will comprehend the types of poems by identifying and writing the definitions for each type of poem with 95% accuracy. The learner will recall the definition of a noun by orally defining a noun with 95% accuracy. The learner will understand percentages by writing numbers in fractions and decimals correctly.

7. Anticipatory Set Definition – An opportunity for the students to focus on the learning. Components: All Students are involved. Past learning or experience is used to relate to the new objective

8. Anticipatory Set Characteristics: • Link past experience or learning • Involve all students to think and respond • Relevant to the new objective Teacher Actions To Involve Students Using Phrases • Visualize 3. Imagine • Picture in your mind 4. Reflect Questions used to rate the Anticipatory Set? • Are all students involved? • What past experience or previous learning did you tap into? • Is the past experience/learning connected (congruent) and relevant to the new experience? • Did you provide enough wait time for the students to process the question/scenario posed

9. Anticipatory Set Typhoon Preparations How many of you have experienced a Typhoon/hurricane or storm? How many of you remember Typhoon Pong Songwa on Guam? (sample) A lot of residents experience water and power outages for a long period of time. Think about the things your family and yourself did to prepare for the storm/typhoon? (Wait time) Share it with a partner sitting next to you and be prepared to share it with the class. Today, we are going to discuss ways to prepare for a storm/typhoon (objective)

10. Checking for Understanding Definition: A way to acquire immediate feedback from students. Attributes: • It can be used throughout the lesson. • Informal Effects on Learning • It provides immediate feedback by students. • All students are involved. • It provides accountability for the teacher that the information is processed and understood.

11. Checking for Understanding Ways to Check for Understanding • Choral 1. Students respond verbally. 2. Pose a question, provide wait time, all students will respond. • Sampling – Random selection of students. • Signal – Usage of appropriate symbols / kinesthetic relevant to the content.

12. Checking for Understanding Social Studies – Branches of Government (E) Executive – enforces out the laws (L) Legislative – makes the laws (J) Judicial – interprets the laws Pre- Algebra – Fractions using colored Candies (M&M’s, Skittles, Jellybeans) Red – 1 Yellow – ¼ Green – 1/3 Orange – ½ Blue – 1/6

13. Closure Definition: An activity placed anywhere in the lesson in which the students have an opportunity to consolidate or organize what has been learned. Closure is done by the students, not the Teacher. The students summarize the learning for themselves what they have just learned.

14. Closure Before we end our lesson today, take 30 seconds and think about 2 things you learned about the plates of the earth. Before we go on, think about how you would describe or define the alarm stage of stress. Now, write your own definition of this stage of stress. Reflect on the Elements of Instruction reviewed today, Identify 2 elements of instruction Identify the teacher actions when teaching to the objective

15. Prioritizing SAT10 Skills 1. Using the SAT 10 School Report, Rank five of the Standards with the highest number of students who scored below average. 2. List the Content Clusters and Process Clusters. 3. Using the SAT 10 Task Analysis, rank the skills with the highest number of students who scored below average. 4. For each academic quarter, identify the SAT 10 skills, teaching strategies, and types of assessments used to improve student achievement. 5. Specify the SAT10 skills and teaching objectives in the daily lesson plan.