Lesson Planning
Antwuan Stinson, Ed. D.
Assistant Professor
Department of Curriculum & Instruction
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What is a lesson plan
Lesson plans map instructional strategies that ensure student mastery of objectives focused on student achievement, are measurable, and are rigorous
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Lesson Plan 101
Youtube video
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Common Questions
How can I engage with learning standards to inform my vision of students’ success?
How can I design meaningful assessments that will show students have deeply internalized the skills and knowledge I want to teach?
How can I set a challenging but realistic pace of learning in the classroom to reach set goals
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Common Questions (cont.)
How can I differentiate strategies to maximize each individual students’ learning?
What activities should I use to reach student structure and learning effectiveness?
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Purpose of Teaching
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Pedagogy
Preparation Practice
Components of a Generic Lesson Plan
BeginningLesson opening: hook, preview, objective, connection to prior knowledge
Middle (main component of the lesson)
Introduction of new material (“I do”)
Guided practice (“We do”)
Independent practice (“You do”)
EndLesson Closing: review key ideas, check for understanding, bridge to next concepts
8Adopted from Teaching as Leadership, Steven Farr (2010)
Organization of a lesson
OpeningIntroduction of new materialGuided practiceIndependent practiceLesson closing
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Preparation
PlanningDo research before teachingStructure and sequence materialTake into account the culture of the studentsMeet the learners’ needs and expectationsKnow the learners’ prior knowledgeMake sure material is relevant
English example [here]
Digital Storytelling [here]
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Best-Practices
Key Insight Examples to Aim For Examples to Avoid
The best way to ensure an objective is student-oriented is to start with the phrase “The students will be able to..” [SWBAT]
•The student will be able to order fractions with different denominators
•The student will be able to identify and describe the rhythm and rhyme structure for a limerick
•The student will be able to assess and compare strengths of two leaders of the 20th century America
•The teacher will present a lesson on ordering fractions with different denominators
•Reviewing rhythm and rhyme structure of limericks
•Read about historical figures
12Adopted from Teaching as Leadership, Steven Farr (2010)
Best-Practices (cont.)
Key Insight Examples to Aim For Examples to Avoid
The verb of an objective is a good indicator of whether it is measurable
•The students will be able to list three ways that bones help the body
•The student will be able to describe the conditions in Europe that led to World War II
•The student will be able to understand that bones help the body
•The student will learn conditions in Europe that led to World War II
13Adopted from Teaching as Leadership, Steven Farr (2010)
Best-Practices (cont.)
Key Insight Examples to Aim For Examples to Avoid
The objective’s verb affects the rigor or cognitive level of the objective, which should align with the learning goal from which the objective is derived
An objective that requires students to analyze primary historical data to draw insights about differences between two cultures, when that is what is required by the learning standard
An objective that states that students will be able to “name key historical figures” from each of two cultures is not rigorous enough
14Adopted from Teaching as Leadership, Steven Farr (2010)
Effective teachers devise and search for solutions and learning opportunities that align curriculum with student learning needs
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How do teachers keep students engaged
Material has to be relevant and interesting in order for students to be actively engaged
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The Rigor/Relevance Framework
Rigor
Relevance
Relationship
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Closing The Closing The Achievement GapAchievement Gap
Closing the Achievement Gap
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Measurable Goals
Lesson Plan
Rigorous
Academic Achievement
Relevance
Relationship
RigorIt’s more than… Memorizing Reciting Restating
Students must become adept at…
Deep understanding Applying knowledge Solving problems Analyzing
RelevanceRelates to student
interests and needs
Real-world situations and contexts
Linked to a global economy and democratic life
RelationshipsEnsuring each student feels connected,
each student succeeds Caring, student-
focused environmentSupports for
struggling students
Rigor/Relevance FrameworkRigor/Relevance Framework
1. Awareness2.
Comprehension3. Application4. Analysis5. Synthesis6. Evaluation
1. Knowledge of one discipline
2. Application within discipline
3. Application across disciplines
4. Application to real world predictable situations
5. Application to real world unpredictable situations
Knowledge Application
KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
KNOWLEDGE
A P P L I C A T I O N
StudentStudentThinkThink
Rigor/Relevance FrameworkRigor/Relevance Framework
StudentStudentThink & WorkThink & Work
TeacherTeacherWorkWork
StudentStudentWorkWork
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1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/Relevance Framework
• Express probabilities as fractions, percents, or decimals.
• Classify triangles according to angle size and/or length of sides.
• Calculate volume of simple three- dimensional shapes.
• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.
• Analyze the graphs of the perimeters and areas of squares having different-length sides.
• Determine the largest rectangular area for a fixed perimeter.
• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.
• Determine and justify the similarity or congruence for two geometric shapes.
• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.
• Test consumer products and illustrate the data graphically.
• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.
• Make a scale drawing of the classroom on grid paper, each group using a different scale.
• Calculate percentages of advertising in a newspaper.
• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.
• Determine the median and mode of real data displayed in a histogram
• Organize and display collected data, using appropriate tables, charts, or graphs.
The teaching acts that constitute the core functions of urban teaching are
Giving Information Asking Questions Giving Directions Making Assignments Monitoring Seatwork Reviewing
Assignments Assigning Homework
Reviewing Homework Giving Tests Reviewing Tests Marking Papers Giving Grades Settling Disputes Punishing Noncompliance
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6.6. EvaluationEvaluation5.5. SynthesisSynthesis4.4. AnalysisAnalysis3.3. ApplicationApplication2.2. Comprehension Comprehension 1.1. AwarenessAwareness
Knowledge TaxonomyKnowledge Taxonomy
Bloom’s Taxonomy
Analyze 4Synthesize 5
Evaluate 6
Apply 3Understand 2
Aware 1 ApplicationApplication
KnowledgeKnowledge
Highly effective teachers also realize that they themselves are the most important role model in the room.
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Questions