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Major Divisions of the Lesson Plan
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Name:
Subject:
Grade Level(s)
Date/Duration: Date of lesson and
length of time of the
class period
Marywood University
Lesson Plan
Lesson Overview
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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
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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?
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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.
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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:
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When writing objectives use strong,
action-oriented verbs
Identify
Show
Demonstrate
Describe
Interpret
Use
Prove
Apply
Explain
Synthesize and analyze
Create
Design
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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 .
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Posing aquestion
Demonstrating
Connectinginformation
Initiation of an
anticipatory set
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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.
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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.
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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.
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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.
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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:
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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
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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
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• 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
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•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)
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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