Comparing Model Lesson, Lesson Plan and Rubric

1. Purpose: Provide Florida’s teachers with model lesson using research based strategies addressing Next Generation Sunshine State Standards. This is why we are creating lesson plans which are duplicable and why they are submitted to a data base. Ultimately, all the lessons created through Project INVEST will be on the state’s searchable database for all Florida’s teachers to use. Comparing Model Lesson, Lesson Plan and Rubric Feb 19

2. Overview Introduction/ Overview: Explains the strategy being used and how the strategy will demonstrate the objective to students as well as a brief synopsis of the lesson.

3. Objectives Objective: • Should be student centered and state what students should be able to do and know at the end of the lesson • Breaks down the task and focuses on a specific cognitive process • Uses action verbs • Needs to be measurable

4. Materials Materials Needed: • List all materials teachers will need for this lesson. • Provide URL’s to primary sources • Include graphic organizers that are attached to the lesson

5. Preview (Set Purpose) Part 1 / Preview (Launch/Hook) (Teacher Directed) A short, engaging assignment at the start of each lesson helps you preview key concepts and tap students’ prior knowledge and personal experience. A variety of methods can be used to build interest, make connections and begin to set the purpose for learning. Often it is better to explicitly state the purpose after the launch is conducted. However, you can state the purpose prior to or during the launch experience. Use any of the following types of methods to launch a lesson:

6. Step 2: Setting Purpose Part 2 / Develop Purpose (Teacher Directed) During this part of the lesson the purpose is explicitly stated. The purpose also known as the teaching point should be selected from the grade level expectations and Sunshine State Standard. This is also the time to reflect on the launch activity. Students need to know where the learning is headed and how it connects to what occurred previously.

8. Part 3- Gathering Information Part 3 / Gather Information /Reading Notes (Teacher Directed and/or Shared Experience) Gathering information is a form of research and is done in a variety of ways. Often it will be done through reading however, other activities are important to include. Carefully structured reading materials enable students at all levels to understand what they read. Recognize that a successful reading of expository text involves four stages: previewing the content, reading, taking notes, and processing the content or reviewing and applying what has been learned.

11. Step 4- Production/Process Part 4 / Production / Process (Guided or Independent) During production students apply what they have learned. It is a time to synthesize, analyze and evaluate information they gathered to create a product. Both cooperative learning projects and individual work is appropriate. An end-of-lesson Processing assignment, involving multiple intelligences and higher-order thinking skills, challenges students to apply what they learned. Helps students synthesize and apply the information they have learned in a variety of creative ways.

12. Step 4- More

14. Step 5- Closure • Part 5 / Closure (Teacher Facilitated) • Closure occurs in a variety of ways but is the time to reflect on the learning, and a time to restate the purpose. This is the time when the teacher debriefs with students. Other ways to accomplish this include… • Discussing or write about what students have learned. • Asking students to reflect about what changes the learning has made in them. • Asking students to ponder the new questions they now have. • Re-examining the launch to see what new thoughts or ideas students have. • Examining the connections students can make with this new knowledge. • Reflecting on their feelings related to the information learned.