What is a Lesson Plan

Tell me, and I will forget.
Show me, and I may remember.
Involve me, and I will understand.

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What is a Lesson Plan?


A daily lesson plan is developed by the teacher to guide the instruction. Planning the instruction is much more difficult than delivering the instruction. Planning is when you look at the curriculum standards and develop lesson content that match those standards. Luckily, textbooks that are adopted for your subject areas are typically are written with this in mind. All details should be written down to assist the smooth delivery of the content. The extent of the detail will vary depending on the number of years of experience that the teacher has and the number of times he/she has taught the lesson. Obviously a teacher with several or many years of experience may have plans that are much less detailed than beginning teachers. There will be requirements mandated by the school system that employs you regarding your responsibilities.

Below you will find a basic lesson plan model, typical components and explanations as well as "directions" for writing your plan using the template that is provided here for download. While all lesson plan models are not identical (different states may use slightly different models), the major components are found in all models. This plan matches the template used in our technology classes and is provided for download in Word and PDF format.


________________________________________

Unit name What is the Unit that this lesson is a part of? Write the name of the unit.

Lesson Title What is the title of the lesson? Write a descriptive title of the lesson that identifies the content for the reader.

Lesson Author Who is the author of the lesson plan. Enter your name.

Grade Level / Subject Area What is the grade level and subject area for which this lesson is written? Enter the grade level and subject area that this lesson is designed for.

Time allotted for lesson How many class meetings (or hours) will this lesson take for completion? Write the time planned for the lesson.

Short Description of Lesson Write a brief overview (approximately 50 words) of your lesson that explains the content to the reader. Write the lesson description.

Classroom layout and grouping of students How is the class and the students organized for this lesson? Determine how to organize the students for the lesson. Where will learning take place? How will room be organized? How will students be grouped?There are a number of grouping decisions that a teacher will have to make. What size should be group be? Should the instruction be delivered to individuals, pairs, small groups, half-class or whole class? What should the composition of the group be determined by? Should the students be organized in homogeneous groups such as same ability, interest, skill levels, etc. or should they be organized in heterogeneous groups of mixed abilities, interests, cultural backgrounds, genders, test scores, etc.? After you make these decisions, write the organization plan for this lesson. Write the classroom layout and the grouping plan for the lesson.

State Curriculum Standards The Tennessee State Learning Accomplishments used in Tennessee schools contain the broad goals and objectives which identify the minimum content required at each grade level and for each course. The curriculum standards for the State of Tennessee are found at the state department of education and are the basis for planning instructional programs in each local school system. These standards relate what students should know and be able to do in content areas and grade levels. Go to TN. Curriculum Standards. List the appropriate curriculum standard for your lesson.

NETS•S (2007) Performance Indicators The NET•S(National Education Technology Standards for Students) have been revised are now called NETS•S 2007 and are the standards that each student should master to function effectively in their future; a future that is characterized by great change and information growth. Go to NETS 2007 for Students. Select the profile for Grades PK-2, Grades 3-5, or Grades 6-8 as is appropriate for your lesson. Copy and paste performance indicators (standards are in parenthesis) from the profile that are appropriate to your lesson and students.

Instructional objectives Instructional objectives are the learning outcomes for the lesson. In other words, what do you want the student to be able to do when the lesson is over? Find information about instructional objectives. Write the instructional objectives for the lesson. Need help?? Go to information about writing instructional objectives.


Materials, resources and technology What materials, resources and technology will be needed for the lesson? List all materials (e.g. textbook, other books, maps, crayons, fulers, calculators, research data guides) technology resources (computers, printer, scanner, Internet connection, digital cameras, etc) and web addresses that are needed for this lesson. If you are using copyrighted materials, you must include title, author, date, city and publisher. List 1) materials, 2) resources and 3) technology needed for this lesson.

Students' present level of performance and skills Prerequisite skills are skills that students must already have before they can succeed with the content of a lesson. Do the students have the adequate knowledge to complete the lesson successfully? What pre-requisite skills must the students have to complete the lesson content? Include technology skills. List any prerequisite skills a student should have in order to begin this lesson.

Instructional Procedures There are a number of items to consider in the procedures section of the plan. Each lesson should begin with a Lesson set which is an introduction to the lesson. In this segment, you should relate this lesson to previous learning and to real life experiences. Explain the importance of the learning to the students and determine what procedures you are going to use to teach the content. The set is followed by the key questions that you plan to use to develop the lesson, motivate the students, facilitate thinking or monitor the learning process.

Techniques and Activities include the teaching strategies that will be used. What instructional strategies (instructional methods) will you use in this lesson? There should be a variety of strategies (methods) used. There should also be time for guided practice and review to get feedback from the students. How will you promote student participation in the lesson? This is referred to as learner involvement while the environment of the classroom is referred to as learning environment. After you determine these factors, you must determine how you are going to close the lesson.

Closure is the summation of the lesson, how it will relate to future lessons and can contain "one more example". Write the instructional procedures for the lesson. Write the step-by-step procedures for this activity. These steps should provide enough information for the activity to be replicated in another classroom with the same/similar results. Remember to use present tense and active voice. Your lesson should detail how you: Gain attention, Present objectives, Relate to present knowledge, Engage students in learning, Provide for practice, Provide feedback, Close the lesson.

Supplemental Activities: Extensions and remediation. Finally, you must determine supplemental activities. These may be the seatwork, homework, or enrichment activities that you want to use with this lesson. Extensions are additional activities to expand learning on the lesson content. Remediation activities include methods to reteach the learning for students who need more instruction/practice. Write the supplemental activities for the lesson.

Adaptations for Special Learners How will you adapt the learning or the equipment for students with special needs? How can the content and the technology be modified for special learners? Write the adaptations that are appropriate for the lesson.

Assessment How will you measure the student’s success? Formally or informally? Formal evaluation of student work requires that a grade is taken while informal might be monitoring of work, or class discussion. This section should contain a description of the assessment process, the criteria for achievement, and performance levels. The criteria should directly align to objectives and instruction.Describe your plan for providing feedback to your students. Write the assessment methods for the lesson.

Student Products Student products are the artifacts that are created by students during implementation of the lesson. Such products might include a report, newsletter, diagram, slideshow, drawing, database, etc.), Write the student artifact that will be an outcome of this lesson.

Criterios de Observación y Evaluación

Tell me, and I will forget.
Show me, and I may remember.
Involve me, and I will understand.

Virginia Adult Learning Resource Center 2003 1-800-237-0178


Teaching Analysis Form – revised 3-03

OBSERVER: TEACHER:

PROGRAM: CLASS TYPE:

NUMBER OF STUDENTS PRESENT: DATE:

Observation Overview (environment, lesson objective, activities, etc.):


Indicators Findings/Observations Examples (teacher/learners)

Curriculum:

Teacher and learners work

within a curriculum framework.

The purpose and objectives

of the framework are shared.

The content is drawn from the

real needs (goals and

problems) of the learners.

To support this content, the

teacher has selected authentic

real-life materials that are

connected with what students

need to do outside the

classroom.

Learning Experiences:

The teacher makes lesson

objectives explicit, and

learners understand the

purpose of lesson activities.

The teacher provides clear

directions and explanations.

Lessons include a variety of

methods and strategies, and

multi-sensory activities. The

teacher chooses strategies to

match the learning objectives

and situation: large or small

group work, tutoring, computerassisted

instruction, direct

teaching or discovery learning,

etc. as appropriate.

The teacher introduces skills in

appropriate sequence,

teaching less

difficult/prerequisites before

more difficult skills and breaking

complex tasks into smaller

parts.

Lesson activities are


appropriately sequenced:

introduction, background

knowledge, modeling of skills,

guided practice, independent

practice.

The teacher asks questions at

different thinking levels and

directly teaches thinking and

problem-solving skills. The

teacher models his/her own

thinking: “think-alouds.”

When appropriate, lessons are

problem-based, involving

group work to solve real

problems in learners’ lives.


Assessment:

Assessment is the basis of

instruction. Assessment

information is available for easy

reference, and the teacher uses

it to design group activities and

individualize instruction. The

teacher continuously

monitors learning and

understanding and adjusts

instruction as needed. The

learners receive feedback on

their work and are encouraged

to reflect on and evaluate their

own efforts and achievements.

Transfer:

The teacher makes frequent

connections between lesson

activities and learners’ reallife

goals. The teacher

introduces skills in meaningful

contexts, selects authentic

materials related to learners’

goals, and suggests/teaches

how to transfer to other

contexts.



Management:

Systems and Resources

Learners know classroom

routines, and learning

continues with minimal

interruptions when adults

arrive late to class or attend

sporadically. If the program has

an open-entry policy, new

enrollees are smoothly

integrated into the class. The

teacher manages time

efficiently, maintains learning

momentum and appropriate

pacing. If applicable, the

teacher makes good use of

volunteers.

Engaged Learners

The teacher knows the

learners, keeps their

attention on learning activities,

addresses all skill levels, and

paces activities

appropriately.

She/he builds rapport with

learners and interacts

equitably with everyone in the

class.

Teen Learning Environment

The teacher acts as facilitator

of learning. Learners are free

to ask questions and access

classroom resources.

Communication is multidirectional:

Learners’ voices

are heard. Learners participate

in classroom decisionmaking.

The teacher

addresses collaboration

strategies when learners work

together. She/he is sensitive to

personal issues that may

create barriers to learning.

Questions:

Suggestions/recommendations (related to the indicators of good teaching):

Primer capítulo

Tell me, and I will forget.
Show me, and I may remember.
Involve me, and I will understand.

Recuerda  que en la próxima reunion tendrás que llevar construido el primer capítulo

PRESENTACIÓN




1. MIS PRIMERAS IMPRESIONES



2. DÓNDE ESTÁ Y CÓMO ES MI ESCUELA DE PRÁCTICA



3. CÓMO ESTÁ ORGANIZADA Y CUÁLES SON LAS PRINCIPALES FUNCIONES DE CADA UNO DE SUS INTEGRANTES



4. CUÁNTOS Y COMO SÓN SUS ALUMNOS



5. CONOCIENDO AL PERSONAL DOCENTE



6. MIS EXPERIENCIAS COMO OBSERVADOR DEL TRABAJO DOCENTE DE MI TUTOR(A) Y DE OTROS PROFESORES DE INGLÉS



7. CONCLUSIONES