Narrated Lesson Plan 2

7/30/2019 Narrated Lesson Plan 2

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Major Divisions of the Lesson Plan



Name:

Subject:

Grade Level(s)

Date/Duration: Date of lesson and

length of time of the

class period

Marywood University

Lesson Plan

Lesson Overview



Big Ideas Big Ideas

Resources

http://e3t.org/page

41/createUDLlesson

s/53.html

http://www.cast.or

g/library/UDLguidel

ines/version1.html#

go

Big Idea (s)

List the concepts or principles central to

this lesson that anchor or connect the

smaller ideas.

Examples:

Highlight or emphasize key elements in text,

graphics, diagrams.

Use outlines, graphic organizers, concept

organizer routines and concept mastery routinesto emphasize key ideas and relationships

Use cues and prompts to draw attention to

critical features

http://e3t.org/page41/createUDLlessons/53.html



http://www.cast.org/library/UDLguidelines/version1.html













Essential Questions Essential Questions

Resources

Generating Essential Questionshttp://www.k12.hi.us/~dtisdell/ata/01

-02/standards/essques.htm

Essential Question Rubric

http://nausetschools.org/pdf/essentialquestions.pdf

Essential Question Resources

http://region6.mainelearns.org/essential

questions.html

Essential Questions: List questions that help students

probe for deeper meaning.

Essential questions relate to major

issues, problems, concerns,

interests, or themes relevant to

students' lives and set the stage for

further questioning.

Example

What is the difference between

listening and hearing, and what can

be gained from listening that

cannot from simply hearing?

http://www.essentialschools.org/cs/resources/view/ces_res/137

http://www.essentialschools.org/cs/resources/view/ces_res/137



Concepts (Key Knowledge): Cite the major concepts you plan to cover in

the lesson

Competencies (Key Skills): Cite the competencies or skills students will have by the end of the lesson. Make sure the

new knowledge and skills are connected to

the objectives.

PSSA/Common Core/ NationalStandards:

http://www.pdesas.org/Standa

rd/StandardsDownloads

Cite the Standard Number(s) and thecomplete standard(s) on which you will build

the lesson. The Standards should be the

launching pad for the lesson.

Assessment Anchors:http://www.portal.state.pa.us/

portal/server.pt?open=514&obj

ID=507590&mode=2

Cite the anchors you will use in the lesson.

Anchors do no replace the Standards, they

are one of the tools that better align

curriculum, instruction, assessment practices

throughout the state.



Objectives: Cite two-to-four learning targets that reflect the

understandings or insights students are expected to

develop by the end of the lesson.

Key concepts regarding objectives:

• State them in measurable and observable terms – use

action words to describe what students will do.

• They become criterion for assessing the outcome of the

lesson. An objective well implemented becomes a

planned outcome.

• They are the “glue” of the lesson. Activities and

assessments are directly tied to them.

• Sharing objectives with students can help make them

explicitly aware of what they are expected to learn.

Objectives:



When writing objectives use strong,

action-oriented verbs

Identify

Show

Demonstrate

Describe

Interpret

Use

Prove

Apply

Explain

Synthesize and analyze

Create

Design



Methods

Anticipatory Set Describe the manner in which you will

engage students’ affective network

and get them interested in and

focused on the lesson.

As you begin the lesson, it is essential

for you to explain the relevance of thelesson: why students are learning it;

how it will be useful to them; how the

lesson is connected to what they

already know ; how the material is

related to what they will learn

tomorrow .



Posing aquestion

Demonstrating

Connectinginformation

Initiation of an

anticipatory set



Key Vocabulary Present vocabulary specific to the lesson and check for any gaps in

students’ understanding of the words. Connect the new vocabulary

to what students have previously learned.

Introduce and Model

New Knowledge

Define the steps you will take in your lesson to:

• present and model new knowledge through teacher-directed and

inquiry-based methods.

•Tie the information to what students have previously learned.

•Attend to any skill gaps you note.

•Activate background knowledge through discussion, activity, and

writing.

•Model the skill you are teaching.

•Show relevant examples through “self -talk or unpacking thinking.”

•Select appropriate and relevant technology to enhance student

learning.

•Anticipate possible areas of difficulty and modify the lesson as

appropriate.



Provide Guided

Practice

Describe the manner of guided practice

students will engage in during the lesson as

well as the materials that will be used.

• Give students the opportunity to practice

new skills with support.

•Provide assistance through scaffolding

•Use cooperative group work and activities

that actively engage students in learning.

•Provide specific feedback on student

performance to guide students to mastery.



Provide

Independent

Practice

Describe the extended practice activities

that will help deepen understanding and

provide for greater fluency and accurate

use of the new skills.

Practice should provide opportunities that have a

clear purpose that is shared with the students.

Activities should be authentic and include multipleways for students to practice new concepts and

demonstrate their grasp of the concepts.

During this segment of the lesson, monitor student

performance and provide feedback.

Offer scaffolding supports as needed for student

success.

Make adaptations for the students as appropriate.



Assessment

Closure/ Check for

UnderstandingAdapted from: Planning

Effective Instruction

(Price, Nelson 2007)

Macomb ISD E3T Team

Universal Design for

Learning

S. Hardin, P.Jankowski, M.Klein, M. Staskowski, C.

Wozniak

Describe how you will determine the students’ level of

understanding as it relates to the big idea, essential

questions and learning objectives. Be sure to include

multiple means for students to demonstrate their

understanding. Include methods that assess all learners

and describe the next steps you will take based on the

assessment results.

Include a check to ensure that students:

• understood the concepts and skills

• achieved the objectives of the lesson

• are able to demonstrate what they learned

Provide an opportunity for students to have any

misunderstandings clarified

Make sure that students understand how the learning will

continue, e.g. homework, projects, future lessons.



Formative/ Ongoing Assessment Describe how you will attend to student

learning during the lesson, e.g.,

observation of student response to

questions, participation in small and largegroup discussions, observation of student

work during the lesson, guided practice

and extended practice.

Objective 1:

Objective 2:



Summative/End Of Lesson

Assessment:

Describe the final assessment used to

provide evidence that students have met

the learning objective. Be sure to provide

choice related to interest and multiple,

flexible means for completion that support learning preferences. Include an explicit

description of the criteria for quality work .

http://e3t.org/page41/createUDLlessons/

53.html







Checklist:

• Make expectations (objectives, rubrics, grading) explicit

from the start

• Include multiple ways to engage students

• Include multiple means of representing the big ideas

• Include alternatives to the text e.g. website, article,

video, audio summary, or lower reading level text

• Include checks for understanding to shape instruction



• Include methods that require students' active

participation

•Include a choice of learning options that provide

greater support or challenge

• Include options to help students learn from the

text and classroom materials e.g., text-reader,

comprehension supports

• Provide step by step instructions for using

learning strategies



•Provide access to class notes in various

formats e.g., outline, graphic, studycast

• Include multiple ways for students to show

what they know (formative and summativeassessment)



References for material included in this

presentation

• http://e3t.org/page41/createUDLlessons/53.html

• http://www.cast.org/library/UDLguidelines/version1.

html#go

• http://lessonbuilder.cast.org

• http://www.greekforme.com/writing.html

Documents

Narrated Lesson Plan 2