2. Before we discuss the elements of a lesson plan, we should start with the foundation of the lesson, which is the lesson objective. “students need clear learning goals [which convey] # … what to learn, how deeply to learn it, and exactly how to demonstrate their new learning…. Students must see, recognize, and understand what the learning target is. The objective must be in developmentally appropriate, student-friendly, and culturally respectful language” and should relate to one or more of the MPOs in the course syllabus.
Take a few minutes to write a lesson objective on your Lesson Plan handout. Think about a lesson you teach – what is it that you want students to know or do as a result of the lesson? How will they demonstrate their learning? Please discuss with those at your table and feel free to ask questions as CCIT team members circulate among the tables.
US Digital Literacy, n.d.

3. What does a class look like without a plan?
This can be the activating strategy. As they view: what could this teacher have done differently in terms of planning? 7 minutes
Click here to watch the video

4. Four Elements of Lesson Planning
What are the four elements of Lesson Planning and what is completed in each step?

5. What do you already know about the four parts of lesson planning?
What do you want to know?
With a partner, talk about these two questions for 1 minute and we will compile a list together after 1 minute.
Either write on a board or use cling paper. Three columns with KWL. You will fill in the L as the summarizing strategy. 3 minutes
KWL Chart:
Dig Deeper:
US Digital Literacy, n.d.

6. An experience that activates prior knowledge and prepares students for learning. It is engaging!
Click here to examine some activating strategies (These are on your tables and also there are iPads available if you want to find some more!)
Find one or two that your group finds interesting and write them down on the provided notecards to take with you so you have them to use!
# Begin every lesson with an activating strategy, which is a technique to # “activate students’ prior knowledge through the use of engaging strategies designed to focus learning” (US Digital Literacy). The AS should be engaging in order to # hook students with emotion to create attentive, curious, and excited learners. Whether using humor or drama, something visual or creating a mood with storytelling, emotional engagement is key to getting students’ attention from the start.
3 Minutes
The activating strategy should get students excited about the lesson. It may provide background information that they will need to make sense of new material. It may review material that they need to recall for the new material.
There are hundreds of activating strategies. The US Digital Literacy includes descriptions and templates, along with apps.
A compilation was created by Ann Lewis of the Cape Henlopen School District and is available on the web.
Please take this opportunity to add an activator to your lesson plan.

7. Straightforward, explicit instruction provided by an instructor.
Direct Instruction should be 10 – 15 minutes in length and then followed by Guided Practice/Formative Assessment.
This Should be the rhythm of your class.
Examples: Lecture – Demonstration - Discussion
3 Minutes
Teaching (10 – 15 minutes. how you deliver the lesson information to your students. Your methods of Direct Instruction could include reading a book, displaying diagrams, showing real-life examples of the subject matter, using props, discussing relevant characteristics, watching a video, or other hands-on and/or presentational steps directly related to your lesson plan's stated objective. Whenever possible, use multisensory methods.
For out of class lessons, assign reading or video or some other activity where students have access to the content.

8. You need to ensure your students have “gotten” what you taught.
Individual or cooperative
Examples: Problem Set - Group Discussion - Jigsaw Activity - Creating a Learning Artifact - Mini Presentations
This is where students can get active and engaged in the content!
Discuss with your table – what kinds of activities do you use to check that your students are understanding the material?
3 Minutes
Guided Practice - interactive instruction between teacher and students. After the DI, begin the student practice process by engaging students in a similar task to what they will complete later in the lesson independently. Outline how your students will demonstrate that they have grasped the skills, concepts, and modeling that you presented to them in the Direct Instruction portion of the lesson.
While you circulate the classroom and provide some assistance for a given activity (worksheet, illustration, experiment, discussion, or another assignment), the students should be able to perform the task and be held accountable for the lesson's information.
The Guided Practice activities can be defined as either individual or cooperative learning.
As a teacher, you should observe the students' level of mastery of the material in order to inform your future teaching. Additionally, provide focused support for individuals needing extra help to reach the learning goals.
Formative assessment. You may want them to complete the assessment in enough time for you to grade them before you meet again, just in case there are things that need to be addressed in class.

9. Create a short, 2-minute direction instruction lesson on this.
You need to teach someone how to make a peanut butter and jelly sandwich. Assume you have already activated this strategy.
Create a short, 2-minute direction instruction lesson on this.
How would you formatively assess along the way?
Would you wait until the end of the sandwich to make sure they understood?
At what steps would you check?
What strategies could you use to check for understanding?
10 Minutes

10. An experience at the end of a lesson meant to solidify student learning and capture the gist of what was learned
Examples: Minute Paper - Group Share Out - KWL Chart - Revisit a Pre-Assessment - Concept Map
Click here to view some summarizing stratgies. (These are available on your tables and also there are iPads available if you want to find some more.)
With your table, pick two that you can also put on your notecard and use in your classroom.
3 Minutes
Summarizing strategies should allow students to synthesize information from the lesson.
An effective closure activity promotes “the retention of knowledge through the use of engaging strategies designed to rehearse and practice skills for the purpose of moving knowledge into long-term memory." Creates what psychologists call the Recency Effect, aka last impression. Ideally, closure activities create powerful learning effects at the tail-end of the class, something that will reverberate for hours after the lesson is over, something a little sticky. The defining element of the closure activity is that which your students will soon come to realize: class isn’t over until it has taken place. The bonus added-value factor, of course, is this: as they come to realize that the closure activity is an essential part of the overall lesson, your students are more likely to think twice before leaving early! Closure activities also help define both your teaching agenda and the intended learning progression, weaving today's lesson with yesterday's while providing a look ahead at what tomorrow's will bring. As a deliberate part of your planning process, these activities summarize the current lesson, provide it context, and build anticipation for the next. Properly implemented, they will help you establish and maintain course momentum. Reinforcing what students have learned, closure activities also serve as an assessment tool with which to evaluate your students retention level—Did they get it?—as well as your own effectiveness.

11. KWL revisited
What did you learn about lesson planning today that you did not know? Turn to the person sitting next to you and share.
3 Minutes
Add these answers to the KWL started at the beginning of the presentation under “L”
US Digital Literacy, n.d.