Effective Lesson Planning

Effective Lesson Planning From Curriculum to Assessment

Agenda • Analyze Lesson Planning • Model a Lesson • Locate sources for Planning • Initiate Lesson Planning

Lesson Planning • Purpose: to guide your energy and resources toward effective teaching = quality student performance

Lesson Planning • Process: select the TEKS, identify the related test items, choose a teaching strategy, obtain the materials, and follow the lesson cycle

Lesson Planning • Product: document that leads to effectiveness, organization, use of strategies /materials to help students succeed – and can be followed by others

Instruction Quality Student Performance Lesson Planning Curriculum Assessment

Statement of Objective Model District - Wide Curriculum Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 Grade 4 Grade3 Grade 2 Grade 1 Kindergarten Pre-K Focus Check for Comprehension Plan A Lesson Guided Practice Select TEKS Evaluation Independent Practice Closure The Lesson Cycle

Focus • Powerful “activity” to direct and hold students’ attention • Statements or visuals by teacher to connect topic with students’ prior knowledge • Framework to place students in receptive frame of mind

Focus • Multiple Intelligences • Manipulatives • Social Studies: Artifact

Focus • Social Studies Example • “Artifact Fair” • Primary Source Item • Cooperative Learning Activity

Focus • Social Studies Example • Group Assignment • Describe, Explain, Date, Highlight the significance of the item

Focus • Social Studies Example • Presenter • Describe, Explain, Date, Highlight the significance of the item

Statement of Objective • ‘what the students are expected to learn’ • ‘what the students are expected to do’ • ‘how the students will demonstrate their learning’ State Standards (Student Expectations)

Statement of Objective • ‘what the students are expected to learn’ • 10(A) locate places and regions of importance in the United States

Statement of Objective • ‘what the students are expected to do’ • 15(B) summarize the strengths and weaknesses of the Articles of Confederation;

Statement of Objective • ‘how the students will demonstrate their learning’ • 30(D) create written, oral, and visual presentations of social studies information.

Model = Teach • Using resources and media to present the information / skill • Explaining the critical aspects through higher order level of application

Check for Comprehension • Monitoring student knowledge / progress • Using questioning strategies to challenge students’ thinking

Guided Practice • Completing activity or exercise to demonstrate understanding • Supervising student activity to determine level of mastery

Evaluate / Independent Practice • Written or verbal assessment • Activities that require higher levels of student application • Can include homework or enrichment assignment

Closure • Clarify and make sense of what was taught • Form a coherent and continuous picture of content learned • Set the stage for next lesson

Statement of Objective Model District - Wide Curriculum Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 Grade 4 Grade3 Grade 2 Grade 1 Kindergarten Pre-K Focus Check for Comprehension Plan A Lesson Guided Practice Select TEKS Evaluation Independent Practice Closure The Lesson Cycle

Lesson Planning Verbiage • Bloom’s Taxonomy Less 1 Handout 31-32 • Competence Level • Skills Demonstrated • Power Verbs

Sample Lesson: Colonial Rebels From Loyalists to Patriots

Focus:Rebellion! • What is the meaning of the word “government”? • What is the meaning of the word “rebellion”? • How would you carry out a rebellion in this setting?

Statement of Objective • 4(A) analyze causes of the American Revolution, including the Proclamation of 1763, the Intolerable Acts, the Stamp Act, mercantilism, lack of representation in Parliament, and British economic policies following the French and Indian War;

Statement of Objective -a • The learner will describe representation in government • The learner will demonstrate the concept of mercantilism • The learner will list British laws that made many colonists become rebels.

Statement of Objective -b • Label / name the 13 original British colonies • Designate boundary of Proclamation of 1763

Statement of Objective -c • The United States of America exists because of British people who did not want to obey their laws nor keep their allegiance to their king

French and Indian War • French explorers in British areas • Indian attacks on colonists • British army paid by citizens of Great Britain

Causes for Conflict • Sugar Act • Stamp Act • Townshend Acts • Tea Act • Intolerable Acts

Stamp Act • newspapers • playing cards • legal documents *direct tax from Parliament: taxation without representation

Social Studies Skills

Check for Comprehension • Vocabulary Cards • Was the British government fair with its American colonists? • Did the colonial rebels have a right to representation back in England’s Parliament?

Guided Practice • Chapter Vocabulary in their notebooks • Map of Thirteen Colonies/ • Spiraled Content Review - assignments

Guided Practice • Modified TEKS Checklist:32A • Lesson Plan Segment: 32B

Evaluation • Notebook Grade • 1 - Reading Study Guide assgn. • Map Grade using Rubric • Chapter Test • Less 1 Handout 32C-D

Closure • What would our culture and government be like if the rebels had lost the revolutionary war? • Are there any groups of people fighting against their government today?

Lesson Plan Websites • School.discovery.com/lessonplans Less 1 Handout #23-28 • Lessonplanz.com • Lessonplanet.com • Educationworld.com • Edhelper.com • Lessonplansearch.com

Lesson Plan Websites • 8th Grade U. S. History/ BISD: McDougal Littell – Creating America; Beginnings to Reconstruction • www.classzone.com/cz

Lesson Plan Layouts • Grade-Level Specific: Kindergarten • Less 1 Handout 37 • Subject-Area Specific • Less 1 Handout 33 • Special Program Specific • Less 1 Handout 38

Session Assignments • Article: “Plan Effective Lessons” • Article Reflection • Handout Activity • Session Assessment

Effective Lesson Planning