The Fontbonne Lesson Plan Model Department of Education/Special Education

2 The Fontbonne Department of Education/Special Education uses the lesson planning model that meets the requirements of the Missouri Pre-service Teacher Assessment (MoPTA). It is learner centered and promotes the design of learning environments that incorporate as many different learning styles as possible. Key elements are differentiation of instruction, assessment, and reflection.

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4 Step 2: Goals Broad, generalized statements about what is to be learned. They are the framework within which content, skills, processes and attitudes are taught. Include Grade Level Expectations (GLE) – CCSS for E/LA and Math. Example: To introduce students to the meaning of history and its importance. (SS1A, SS3I,SS4F,SS6K,SS7C, SS7F)

5 Step 3: Learning Objectives Specify what a student is expected to know/understand/be able to do as a result of the lesson. Four-part outcome:  Who will be performing.  What the learner is expected to be able to do.  Conditions under which the performance will occur.  Criteria: measurable performance criterion that describes how well the student must perform in order to be considered acceptable.

Include two or more learning objectives. Include level of Bloom’s Taxonomy for each outcome.Bloom’s Taxonomy Example: Working in small groups, the students will list three reasons, each with an appropriate example, why the study of history is essential in understanding ourselves and the world. (understanding) Help for writing learning objectives.writing learning objectives

7 Step 4: Assessment Measure what the students learned after the lesson has been taught. Before, during, and after lesson. Align assessments with outcomes and procedures and include Depth of Knowledge (DOK). Utilize a variety of assessment tools to collect your assessment data. Include differentiated assessments to meet different learning needs. List the assessment tools/artifacts used to collect data for each learner outcome. (Include copies of all assessment tools after each lesson plan.

8 Step 5: Lesson Structure & Procedures List what YOU, the teacher, will do to teach and ensure student learning. Align procedures with outcomes and assessments. Include differentiated teaching and learning strategies to meet diverse learning profiles. Differentiated Instruction One size does not fit all! Students come in different shapes and sizes with different interests, learning profiles and readiness levels.

9 The teacher adjusts content, process and product in response to student readiness, interests and learning profiles. All students are exposed to key concepts, themes and common elements, but at differing levels of complexity and depth. All students are engaged in challenging tasks. Need help with differentiation strategies? Go to Dare to Differentiate and look under Strategies in the left column.Dare to Differentiate

10 Use Gardner’s Multiple Intelligences for each activity.Multiple Intelligences Use Bloom’s Taxonomy in all questioning. Procedures Outline 1.Introduction/anticipatory set a)Identify the “hook” to build interest b)Tie new learning to previous learning c)Explain what they will know and be able to do at the end of the lesson and why it is important in their lives.

11 2.Identify the first teaching/learning strategy a) Details in outline form b) Identify differentiated teaching and learning strategies c) Identify how you will check for understanding among all students d) Identify any flexible grouping 3.Repeat #2 with each additional teaching/learning strategy 4.Closure Identify how the teacher reinforces key concepts and how students recap what they have learned in this lesson

12 Step 6: Resources & materials List materials used in planning and instruction of lesson. Step 7: Technology Instructional/assistive technology incorporated into lesson. Step 8: Differentiation/Accommodations/ Modifications/Increase in rigor Strategies/activities to meet learning needs of all learners

13 Step 9: Classroom management Strategies to help keep students on task and actively engaged. Step 10: Extensions Activities for early finishers designed to extend understanding of and thinking about learning objectives by applying new knowledge in a different way.

14 Step 11: Reflection on lesson (Not to be completed until after lesson has been taught) Write in narrative form. Be specific – include concrete examples, especially on how you differentiated instruction to meet different needs. Also include the insights you gained as a reflective practitioner.

15 Use at least one paragraph per discussion point listed below: 1.Summarize your feelings about the lesson. Briefly describe: a) Tell why you chose the strategies and activities b) what went differently than planned. c) what you would do differently. d) how you addressed learning profiles, readiness and interests in your assessments. e) how your management of the classroom and student behavior affected learning.

16 2. Analyze the data in narrative form and draw conclusions. a) What did the data from your grade book indicate about students’ mastery of the learner outcomes? Use numbers here. b)What did the data tell you about your effectiveness in teaching the lesson? c)How didthe data influence your planning for the next lesson?