Writing Lesson Plans

Writing Lesson Plans ECED 3400

General Information • Name • School/Mentor Teacher • Grade Level • Subject Area(s) • Date Taught • Total Duration of Lesson • Signature of Mentor • Date of Mentor Approval

Total Duration • Make sure the total length of the lesson is appropriate for the age and developmental level of the children. • State the duration in hours and minutes rather than periods.

Title of lesson

Primary Learning Outcomes • Primary learning outcomes (PLO) are statements of what a student is expected to be able to DO as a result of a learning activity. • Write each primary learning outcome (PLO) as a statement. • Do not include additional learning outcomes.

Primary Learning Outcomes Primary learning outcomes: • Focus on specific behavior that is to be changed. • Serve as guidelines for content, instruction, and assessment. • Convey to learners exactly what is to be accomplished.

Three Characteristics of Good Learning Outcomes • The specified action by the learners must be observable. • The specified action by the learners must be measurable. • The specified action must be done by the learners.

How do you determine if an outcome is unclear? • Ask a simple question: Can it be measured? • Which of the following outcomes are written clearly? 1. Students will understand nine reasons for conducting a needs assessment. 2. Students will list nine reasons for conducting a needs assessment.

Choosing the Correct Verbs for Learning Outcomes • Primary learning outcomes should include action verbs which result in overt behavior that can be observed and measured. • Certain verbs are unclear and subject to different interpretations in terms of what action they are specifying. Such verbs call for covert behavior which cannot be observed or measured.

Choosing the Correct Verbs for Learning Outcomes • Examples of good action verbs: compile, create, plan, revise, analyze, design, select, arrange, recognize, list, name, label, classify, describe, discuss, identify, contrast,demonstrate, construct, write, predict, compare, assemble, choose • Examples of verbs to avoid: know, become aware of, appreciate, learn, understand, become familiar with

Assessed QCCs/GPS • Assessed GPS / QCCs must be aligned to the primary learning outcome(s). • Identify one or two GPS or QCC standard(s) closely aligned to each primary learning outcome. • Include the strand, number, topic and standard as stated in the GPS / QCC. • Do not include every GPS / QCC that is aligned to the PLO.

Assessment • The assessment is actually planned when the lesson outcome is written. • As learning outcomes and assessments are planned, teachers should remember that assessment is not necessarily a paper and pencil test. It can take many forms. • Make sure the assessment is directly related to the learning outcome.

Assessment • The assessment is a clear description of the method that will be used to accurately determine whether or not the students have mastered the learning outcome. • The purpose of the assessment is to inform the teacher and the students of how well the students are progressing. • It also helps the teacher determine whether it is appropriate to build on the current lesson or whether he/she needs to reteach or change the lesson model, methods, or materials.

Assessment • Assessment needs to be of each individual student’s independent performance. Do not confuse assessment and teaching. • Monitor the students during the body of the lesson and during guided practice to give you an idea of when to formally assess.

Assessment • What are some different ways outcomes can be assessed? • If the assessment will take place at a time other than during the lesson, specify when the assessment will occur.

Assessment • Use letters for each assessment that correspond to the letters used to identify PLO(s). • Describe the evidence the student will provide to document achievement of each PLO. • Explain how you will assess and record this evidence for each PLO for each student. • Identify the step(s) in the procedures in which the assessment will be done. • Note: Attach a copy of any written assessment technique(s) used by the teacher or students (e.g. graphic organizer, data chart, test, quiz, or other print resource).

Example • Outcome: Students will identify and name at least 2 types of transportation. • Assessment: During centers, students will be called up individually to place their hands in a Feelie Box, pull out miniature models of transportation, and name the type of transportation. Students will receive satisfactory for identifying at least 2 types of transportation correctly.

Example • Outcome: 1. In a given role play, students will correctly think aloud and demonstrate each step in standing up for someone. • Assessment: 1. The following day, the teacher will pull a small group of students at a time. Using a new scenario provided by the teacher, each group will think aloud and demonstrate each step in standing up for someone.

Example • Outcome: A. When shown a blank diagram of a volcano, students will label all five parts correctly. • Assessment: A. During independent practice, an unlabeled diagram of a volcano will be passed out, and students will label the five parts.

Assessment • The assessment must match the primary learning outcomes. Write the letter of each primary learning outcome and how each will be assessed. • All outcomes must be assessed. • Do not align assessments with GPS / QCC standards.

Materials and Equipment • Provide a list of all materials and equipment that you will need as you teach, practice, and assess each PLO. • Write all references using the correct APA format.

Materials and Equipment • If modifying a lesson from the Internet or another source, provide a copy of the original lesson. • Include copies of anything you give to students, sketches of materials you prepare, examples/models you show to students, and copies of transparencies used.

Technology Connection • Note: Optional unless required by the course instructor. • Include a component for technology enhancement by describing an appropriate computer-based activity or including the use of an Internet resource(s). • Describe the computer-based activity. • Provide the information below for the Internet resource(s): Title: (List the title of the web site.)URL: (Copy and paste the URL here.)

Procedures Overview • Step One: Introduction • Step Two: Teaching the PLO’s -Develop content relevant to the PLO’s -Check for understanding -Provide practice and feedback related to the PLO’s. • Step Three: Closure

Introduction An introduction prepares students' minds for learning. A good introduction contains four elements: • Getting the students’ attention and getting them excited about the lesson. • Sharing the lesson's outcome(s), in general terms. • Relating the new learning to the students’ past knowledge and experience. • Telling students why the knowledge or skill they are learning is important to them.

Example of a Good Introduction • Holding up a very large tomato (getting attention), the teacher says, "Class,think for a second about what we learned in our last science unit. What conditions are needed to grow healthy plants, like this tomato? (relating to past experience/knowledge)." The teacher then lists student's responses on the board. "This week, each of you will each be acting like a scientist to design and then conduct your own experiments to produce big and healthy vegetables (sharing outcome in general terms). Not only will this be a lot of fun, but what you learn this week will help you design a science fair project, which we'll be doing later this year (creating a need to know).

Introduction Strategies to Motivate or Focus Students • Tell or show students the lesson outcome. • Use an anticipatory set that relates directly to the lesson to capture student interest. • Tell the purpose, rationale, importance, or application of the lesson outcome. • Provide a key idea or ask a thought-provoking question as an advance organizer. • Preview lesson content through a graphic organizer. • Provide initial examples that are humorous or personalized.

Introduction Strategies to Help Students Make Connections • Connect the learning to personal experience and prior knowledge. • Review earlier lessons or activities. • Preview upcoming lessons or activities. • Show students an outline of the whole unit. • State the relationship of the outcome to a more long-term goal. • Connect to other subject areas.

Teaching • Presentation of Information The teacher presents the information students need to know to meet the lesson outcome(s).

Teaching • Demonstration Before, during, or after the presentation of information, teachers need to demonstrate-show or model-the new knowledge or skill. • Examples of demonstrations: • Show a product • Model a process • Use visual supports • Perform a skit or role play

Teaching • During the presentation of information portion of the lesson, teachers will probably show examples or demonstrate specific steps, but it is essential that they model the whole product or process as well. • The presentation of information and demonstration must match the learning outcome(s).

Guided Practice • Guided practice provides opportunities for students to practice under the guidance or supervision of the teacher. • It is very important that the teacher controls and monitors this practice, so students are not practicing errors. • Guided practice activities must match what was taught during the teaching portion of the lesson. • All parts of the lesson must match the learning outcome(s).

Independent Practice • Independent practice is often provided through activities, seatwork, and homework that help students master, transfer, and retain the information or skill. • Independent practice must match what was taught during the teaching portion of the lesson and the learning outcome(s). • Monitoring this practice will provide students with important performance feedback and help you determine when students need more instruction.

Closure • The lesson closure helps students tie the material together. • It may follow the guided practice or independent practice. • Lesson closure may be elaborate or simple, but there always needs to be one.

Closure The lesson closure may include one or more of the following: • review of key of the lesson • opportunities for students to draw conclusions • preview of future learning • description of where or when students should use their new skills or knowledge • a time for students to show their work • a reference to the lesson opening

Plan for Early Finishers • Provide a meaningful activity for students who finish early • The activity should be related to the PLO(s) • Plan an activity even if the design of the lesson is that all students will finish at the same time • This is not an extension or remediation activity

Accommodation • Accommodations are required for Lesson Plan # 2 and #3 in Professional Semester 1 • Plan for how the lesson can be taught differently for diverse students and/or students with exceptional needs. • The same PLO(s) will be used. • Extension and Remediation are not required for Professional Semester 1 lesson plans

Writing Lesson Plans