2. LESSON PLANNING W301 Week 8

3. Adding Detail to Your Preliminary Plan  The preliminary plan allowed you to look at the big idea and make sure it fit with the target students.  The information you already planned will be important throughout the rest of the lesson planning process and should guide the activities and assessment.  Keep them in mind as you develop your idea further.

4. Goals to Objectives  Our first step is make the general goals that you wrote more specific.  Remember the goals were what you wanted students to do.  However, now we will translate them into specific objectives.  Objectives are important because not only do they tell what students will do but also under what conditions and how well they will achieve. These are vital to designing good evaluation later.  Ask yourself “ How will I determine if they have done this or not?”

5. Objectives: The Good, The Bad, and The Ugly  The students will be able to describe three different causes of the Vietnam war.  The students will understand how to add fractions.  The students will be able to identify the main body segments of an insect.  The student will be able to distinguish between an insect and an arachnid.  The teacher will present a lesson using PowerPoint.  The class will appreciate the importance of the revolutionary war.  The students will work in collaborative groups to solve problems.  The students will be able to write a five sentence paragraph with a thesis statement.  The students will know how to use Power Point.

6. Objective Resources  Bloom’s Taxonomy  May help you by suggesting action words for the objectives. http://faculty.washington.edu/krumme/guides/bloom1.ht ml  Why Not Just Use Standards?  Tends to be broader and more general.  You can have three lessons that cover one standard.  Objectives are more focused on what you want students to do.

7. Other Lesson Plan Elements  Now that you have your goals, objectives and standards figured out, its time to focus on the activities themselves.  Length of Lesson.  Schedule of Activities  Assessment  Adaptations  Technology or other materials needed.  Materials that need to be created.

8. Length of Lesson  How many class periods would this lesson take? 1 class (but you have to briefly tell us what you’re going to do before and after this class)  Many lesson plans span several classes or even several weeks. Any length is appropriate, but you have to focus on one class in your lesson plan and it needs to match your goals, objectives, and schedule of activities.

9. Schedule of Activities  This area will be as detailed as you feel you need.  Some students like to almost script their lesson plan, class by class.  Other students are more comfortable with an outline format.  In reading this lesson plan, I should be able to have a clear idea of what students will be doing during that time in your classroom.  In planning your schedule remember to outline where this one class period lesson fits in respect to other lessons, and where assessment will fit in with the learning activities.

10. Assessment  Assessment is an important part of teaching any lesson.  How will you show that the students achieved the goals and objectives of the lesson?  Go back to the Objectives and plan the assessment activities to match.  For example if your Objective included having students word process a letter with no errors, then their assessment activity should include writing a letter with a focus on accuracy. - A multiple choice test on vocabulary associated with letter writing would not be appropriate for that objective.  Questions to consider:  Does the assessment match the objective?  Does the assessment match the activity?  How will the assessment be communicated to the students? (A rubric or scoring guide, a study guide, a checklist, etc.)

11. Adaptations  Is there anything in this lesson that a student with special needs may need changed to help them be successful?  What kind of support will you build into a lesson to help students better understand.  For example, might you have a completed example or a template that might break down a task differently for students with learning disabilities.  Most classrooms have a student with some form of learning disabilities be it ADHD, dyslexia, etc. Take a few minutes to brainstorm and think about how accessible your activities are and how you could increase that accessibility.

12. Technology or Other Materials Needed.  In planning a lesson, a teacher needs to think about what will be needed to complete it.  As you plan activities, use this section to jot down what supplies students will need.  Focus on how students will be working (individually or in groups) and outline what resources you will need from computers to paper and pencil (especially for younger kids) in order to accommodate a class.  Taking the time to outline supply needs when planning, makes it easier to use this lesson later and quickly.

13. Materials that Need to be Created.  Finally, your activities outline what will be asked of students, but these requirements need to be communicate to them.  How will the activities be structured? Will you be giving handouts or supplying templates for students to complete?  Will the assessment require a rubric or scoring guide?  This lesson, when complete, should be “ready to go” with all materials created and submitted.

14. Next Steps:  For our next class, complete the Lesson Plan Template. Add to your original plan ideas and complete these aspects.  Upload your lesson plan draft on the Oncourse Site and bring a hard copy with you next week for Peer Review.  After you get feedback from your classmate and from your instructor, start to create the supporting materials you will need to make this lesson plan complete.