Standard Lesson Plan – Class Assignments Help
Name:
Course: EDSP 360
LESSON PREPARATION [before the lesson]
Topic: Correct subject/grade/topic and are age appropriate.
Concept:
Subject:
Grade:
State Standard [Virginia SOL or reading standard of your state]: Virginia SOLs can be located at http://www.pen.k12.va.us/
National Standard National Standards can be found at http://www.educationworld.com/standards/national/toc/index.shtm
Primary Objective [Objective must match Summative Assessment below.]
Must be a specific statement which provides a basis for evaluating whether or not the objective was accomplished, by each individual student (measured by the summative assessment). The objective should describe the skill to be taught, not the content to be used. The following components must be stated in each objective:
Condition of the task: for example, “Given ten vocabulary words…” — not “After a vocabulary lesson.”
Learner: Be specific. “each student” or “students in group 3”
Performance/Observable task: Must be a verb that can be observed — not “know” or “understand”
Criterion (MEASURABLE): For example, “state three reasons,” “draw one picture,” “answer 18 of the 20 correctly” Do not use percentages in lesson plan objectives.
Sample objectives: Given 10 vocabulary words, each student writes a correct definition for at least 9 of the words. In an essay, each student in group two writes an essay integrating each of 10 teacher identified vocabulary words with contextual accuracy.
Classroom Diversity and Differentiated Instruction [Describe student diversity and related aspects of lesson and how instruction will be adapted]
Description of the group for whom the lesson is being prepared. Identify cultural groups, learning style groups, ability groups, and any special needs groups represented. Define any special groupings to be addressed during the lesson. Describe the student diversity and related aspects of lesson and how the lesson will be adapted to accommodate the diverse learners. For this course, mention the disabilities and how you alter the lesson to reach those students with the disabilities.
Materials/Equipment [Be creative! Manipulative activity required]
List the materials and equipment needed for the lesson. Be creative! Include authentic children’s literature: poetry, drama, fiction, nonfiction, and research materials suitable to the content area of study. Or perhaps manipulatives, maps, samples, etc. Be sure to list printed materials in APA format.
Technology Integration [Provide software title or website that could be used for this topic]
Hardware/software used by teacher and/or students and how it will be integrated into the lesson. Specify the net address for each entry.
Character Principle [Choose character principle related to children’s literature selection.]
Choose a character trait that applies to the lesson. State the principle in student terms, a correlated verse, and the scripture reference. Explain how this will be used in the lesson.
LESSON PRESENTATION [during the lesson] The following steps are designed to prepare students to be successful in the summative evaluation at the end of the lesson.
Set [Introduce lesson concept.]
Introductory activity to get students’ attention and focus attention on the lesson topic.
Teacher Instruction [Explain lesson concept.] Teacher Modeling [Demonstrate examples of lesson concept.]
Include a brief explanation of the concept to be taught and one or more examples to be modeled by the teacher. If steps or skills are part of the lesson, list the steps or skills. This needs to be explained in the detail that a reader will know that you understand the concept being taught.
Guided Student Practice [formative assessment]:
Students practice additional examples with the teacher’s guidance using an activity, assignment, or experience. Group activities are appropriate. Teacher observes student performance (formative assessment).
Independent Student Practice [formative assessment – practice for summative assessment]:
Once the teacher is satisfied that the students understand the examples completed as a group with teacher guidance, additional examples are assigned to be completed independently. The teacher should circulate through the room to observe whether students are having difficulty and help them as needed (formative assessment). This is not the same as the summative assessment not is this where you evaluate the objective. Rather it is practice for the summative assessment.
Closure [Review lesson concept and character principle.]
Review the concept taught. (Restate the objective and/or ask students.) Summarize and solidify.
Summative Assessment [Measure performance of each individual student]:
Must measure the objective stated in the lesson plan. (How will you grade or check to see if the objective was achieved?) Example: Student quiz, student writing, or checklist (marked by the teacher, student, or peer) to assess each student’s performance. This is not the same as the independent practice.
