Lesson Planning

1. Lesson Planning Reminders and Strategies Designed for Summit Academy by Laura Gray

2. Parts of a Lesson Plan • Objectives (TSWBAT) • Procedures/Techniques • Materials/Resources • Student Action (TSWBET) • Assessment (How and when objectives will be evaluated)

3. Purpose of an Objective • An objective expresses the goal of your lesson in terms of what students will be able to do by the end of class. • Helpful to remember “The Students will be able to…” (TSWBAT)

4. Writing Good Objectives • Use ACTION VERBS (Bloom’s Taxonomy*) to describe student actions • Think of Objectives as measurable goals that are tied to your assessments.

5. Bloom’s Taxonomy Wheel

6. Sample Objectives • Good Objective (TSWBAT) develop a hypothesis based on the scientific method • Poor Objective (TSWBAT) know how to make a hypothesis

7. Objectives: Warning • While you want to be aware of the actions a student is taking to reach the objective, that process is described under PROCEDURES. • For example, “read chapter 1-2,” “take notes,” “complete the quiz” etc. should be in your procedures, not your objectives.

8. Procedures/Techniques • Describe the actions students will take during your lessons. • If objectives are the goals, the procedures are the map to reach the goals.

9. Writing Good Procedures/Techniques • Actions taken in class should align with your objectives. • All lessons should follow the basic format: 1. Anticipatory Set – Describe how your lesson is connected to previous lessons/concepts, or how you will focus student attention

10. Writing Good Procedures/Techniques 2. Instructional Strategies – The “meat” of the lesson; note-taking, discussion, reading, solving world problems, etc. 3. Closure – a review of concepts/preview of tomorrow’s lesson.

11. Materials/Resources • Include everything that will be needed to complete the day’s lesson, including • Writing utensils • Chalk/Chalkboard/Dry Erase Board/Marker • Technology • Titles of books and page numbers to be used • Titles of any handouts or worksheets • Lined paper • Art Supplies • Lab Supplies

12. Materials/Resources:A Note about Technology • Technology is a supplement for good instruction, not a replacement for it. • Discuss the technology you will need with your floor supervisor to check for availability and approval, if needed. • Movies/television shows/documentaries must tied to your objectives/curriculum and be approved before being shown

13. Technological Resources Available @ Summit Academy • Flat screen televisions/DVD players • Laptops with SMARTboard software • Projectors • SMARTboards • Document Projectors • Transparency Projectors • Research Lab (Learning Center)

14. Student Action • Again, with action verbs in mind, this is where you describe the ideal of what students should be doing. • This is NOT a place to put behavioral expectations unless they are pertinent to the lesson. (“Students will stay in straight rows” is not appropriate. “Students will use respectful language during the debate” is appropriate.)

15. Assessment/Evaluation • Your lesson should be designed with evaluation in mind. There are two types of assessment: Formative and Summative • Formative: on-going/informal • Summative: cumulative/formal

16. Examples of Formative Assessments • Participation Points • Daily assignments (worksheets, math exercises, observation logs, journal entries, lab reports, notes)

17. Examples of Summative Assessments • Research papers • Persuasive Essays • Tests/Exams/Quizzes

18. Discovery Learning • It is required to include at least one discovery learning lesson every week in your lesson plans. • Discovery Learning is hands on, active rather than passive, and authentic (real-life) in nature.

19. What Discovery Learning Looks Like in… • Science • Experiments • Classify specimens into families • Draft a hypothesis based on independent research using the scientific method

20. What Discovery Learning Looks Like in… • Math • Use geometry to design and build a miniature bridge • Use data collection techniques to gather information: then create graphs to demonstrate said information, or use statistics to analyze the information.

21. What Discovery Learning Looks Like in… • Language Arts • Persuasive research essay addressing a local/school problem • Perform or storyboard a scene from a play • Create a propaganda poster for 1984 (George Orwell) or Brave New World (Aldous Huxley). • Psychological profile of a character from a play or novel. • Investigate the linguistic/historic origins of idioms

22. What Discovery Learning Looks Like in… • Physical Education • Shoot a basket from the 3 point line • Throw a football properly • Health • Develop a personalized diet plan • Design promotional health posters to be displayed in the school • Examine healthy versus smokers’ lungs

23. What Discovery Learning Looks Like in… • Life Skills • Mock job interviews • Students balance a checkbook, pay “bills,” etc. • Students fill out a tax form using mock W-2 • Social Studies • Use primary documents to determine historical bias • Debate the ethics of dropping atomic bombs on Nagasaki and Hiroshima • Compare the speech styles of Martin Luther King Jr. and Malcolm X.

24. Resources Cook, C. (1995) Critical issue: providing hands-on, minds-on, and authentic learning experiences in mathematics. Retrieved from http://www.ncrel.org/sdrs/areas/issues/content/cntareas/math/ma300.htm Newmann, F.M. & Wehlage, G.G. “Five standards of authentic instruction.” Educational Leadership. Association for Supervision and Curriculum Development. St. Edwards University (2004) “Task-oriented question construction wheel: Based on Bloom’s taxonomy.” St. Edwards University Center for Teaching Excellence.