Writing an Effective Lesson Plan page one of two
You are to write an effective lesson plan using the format provided below. There are two pages. You may research samples on the Internet and adapt to fit this format. Use the TEKS standards for your stnadard and objectives. Remember the objectives must be measurable. Use the Lesson Plan Form provided on this website. Click on the link above.
1. IDENTIFYING DATA
¥ TITLE OF LESSON PLAN
¥ GRADE LEVEL(S) (NOTE: THIS MAY BE APPROPRIATE FOR MULTIPLE LEVELS)
¥ CONTENT AREA (NOTE: THIS COULD BE IN MORE THAN ONE AREA).
¥ STANDARD* (NOTE: IN TEXAS THAT WOULD BE FROM TEKS. AT THE COLLEGE LEVEL IT IS FROM THE PPR). Go to this website: http://www.tea.state.tx.us/teks/
o From TEKS website, scroll down to the grade level you want and click on that page.
o Find the standard you want to teach in your lesson. Include it on your plan.
¥ LENGTH (NOTE: THIS MAY BE IN MINUTES OR CLASS SESSIONS).
2. MATERIALS NEEDED
¥ List all of the items needed to complete the lesson.
3. ANTICIPATORY SET(AKA FOCUS)
Anticipatory Set: This is a short activity or prompt that will focus the attention of the student before the actual lesson begins.
¥ You use this when the student enters the room or as the transition into the subject.
¥ This could be a handout, a question written on the board, etc.
¥ Anything that will "hook" or grab the students attention.
¥ Use it as an "hook" to grab the student's attention.
¥ Focus their attention on the lesson to be presented.
¥ Create an initial framework for the subject matter.
¥ Bring previously covered information the students will have covered so help reinforce previous lessons.
¥ Point out examples of why this lesson or topic is important to them.
4. OBJECTIVE/PURPOSE
This tells the student the purpose of this lesson and why it is important for him to learn it. EXAMPLE: Use a box in the upper-right-hand-corner the board labeled "TPOTLIFEST" (The Purpose Of This Lesson Is For Each Student To Be Able To: ) to write the main purpose of what is being taught.
Identify each point the student should be learning. Ensure each point is based upon your locally specified standards.
Identify how you will use each of the six cognitive domains (Bloom's Taxonomy) in the presentation: knowledge, comprehension, application, analysis, synthesis, and evaluation.
You will want to follow the triple-exposure model:
1) tell them what you will be telling them,
2) tell them,
3) tell them what you taught them. This is the "tell them what you will be telling them" step.
5. TEACHING
This is divided into three parts: inputs, modeling, and check for understanding. This is the "tell them" part of the triple-exposure model.
Use need to use the tri-modal approach: give the instructions orally so they can hear it, show them how it is done so they can see it, then have them follow along, so they can do it.
A. Inputs: This is where the teacher provides all of the information needed for the students to gain the knowledge or skill through direct instruction or lecture.
Start with the vocabulary, skills, and concepts the students will need before they can understand the new information -- what the students will need to know and understand in order to be able to successfully complete the lesson.
Tie in previously covered lessons to help reinforce concepts already learned.
Present the new information initially in a lecture form.
This is the "hear it" part of the trimodal approach.
B. Modeling (show and tell): This is where the teacher shows or demonstrates what is to be learned.
The teacher goes through the entire process one time so the students can start off by seeing a successful application of the information they will be learning.
This is the "see it" part of the trimodal approach.
C. Check for Understanding
Determine the students understand before going on.
¥ Have the students do the process on their own, following you step-by-step.
¥ This is the "do it" part of the trimodal approach.
¥ Question or observe each student as they go through the process to ensure they are following along properly and understanding the process.