1. Unit and Lesson Planning

2. Flow of Teaching Content
State curriculum framework
provides philosophy that guides curriculum
discussion progression of essential content taught from grade to grade
notes modifications of curriculum to special populations
District curriculum guide
provides content goals keyed to state framework
gives outline for unit plans; lists and sequences topics

3. Teacher’s unit and lesson plans
describes how curriculum guide goals are implemented daily
refers to topics to be covered, materials needed, activities to be used
identifies evaluation strategies
notes adaptations to special populations
Teacher’s grade book
records objectives mastered
identifies need for reteaching and remediation
provides progress indicators
guides promotion/retention decisions

4. Content
Content is often designated in great detail (curriculum guides, textbooks,etc)
Yet, many decisions must be made about content - what to teach - as about behavioral goals and learning needs
You must select, organize, and sequence content according to the needs of your learners

5. Organization
Establishing lesson interrelationships is one of the most important planning decisions you will make
Lessons must be placed within a unit in which individual lessons build on previously taught behaviors to achieve higher order behaviors (e.g.. analysis, synthesis, evaluation)

6. Vertical Unit Planning
Vertical unit planning is a method of developing units within a discipline in which the content to be taught is arranged hierarchically or in steps
It is presented in an order that ensures that all task-relevant prior knowledge required for subsequent lessons has been taught in previous lessons

7. Lateral Unit Planning
Lateral unit planning is often used for planning thematic units that integrate bodies of knowledge across disciplines in order to convey relationships
Lateral unit plans move across established boundaries of disciplines and subject matter to elicit problem solving that emphasizes that the whole is greater than the sum of its parts

8. The Written Unit Plan 1- main purpose 2- behavioral objectives
3- content
4- procedures and activities
5- instructional aids and resources
6- evaluation methods

9. Making Lesson Plans
Lessons must relate to one another in order to achieve higher-level outcomes
Before actually writing a lesson plan, you must consider (a) determining where to start; and (b) providing for learner diversity

10. Outline For a Daily Lesson Plan
Subject/Topic: Curriculum area… what will be taught in this lesson?
Rationale: Why should students learn this material? What is its value to the student?
Objectives (Instructional and Behavioral): What will the student be able to do after the lesson?

11. Content: Outline form… Detail the central points, questions and skills that will be emphasized
Strategies and Activities: What will be done for, by, and with the students in order to reach the objective(s)?
Materials: A checklist of the items needed for the strategies and activities
Plans for Individual Differences: How will the lesson be adapted to meet the needs of various students in the class?

12. Evaluation: How will students’ progress based on objectives be determined?
Lesson Critique: Summary… Analysis of the lesson in terms of the teacher and the students to be used for revision of future plans