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Welcome to Lawrence!Welcome to Lawrence!Lesson Plans the LTPS Way
Why do we plan?Why do we plan?• State requirements• To maximize instructional
time• To document instructional
techniques and student modifications
Parts of a Lesson PlanParts of a Lesson Plan• Topic/Unit• Objective• Common Core State Standards
or NJCCC Standards (2009)• Materials• Instructional Techniques• Modifications: Special Education and Bright/Gifted
Students
• Assessment: Pre and Post• Follow up
StandardsStandards• Common Core State Standards
• New Jersey Core Curriculum Content Standards
NJCCCSNJCCCS 1.0 Visual and Performing Arts 2.0 Comprehensive and Physical Education
3.0 Language Arts Literacy – Common Core Standards
4.0 Mathematics – Common Core Standards 5.0 Science
6.0 Social Studies7.0 World Languages
8.0 Technology9.0 21st Century Life and Careers
http://www.njcccs.org/search.aspx
Identify the Better Identify the Better ObjectiveObjective
Objective 1: Newton’s Laws
Objective 2: Students will be able to distinguish between
Newton’s three laws, and apply them to various situations such as how a seatbelt
keeps us safe.
Instructional StrategiesInstructional Strategies
ProceduresProcedures• Anticipatory Set: Do Now, Bell Activity w/ brief
description include examples in plan book• Discussion: Key concepts and ideas• Power Point w Notes (guided notes) • Group and/or independent work• Centers/stations• Compare and contrast, debate• Closure: Can be used to link various parts of the lesson
and to transition into new lesson segments AND used determine if the students grasped the day’s learning objective(s)o Exit Ticketso White Boardso Additional Practice Example
ModificationsModificationsELL, ASI and Special Needs Students:
guided notes or copy of teacher’s notes small group discussions/follow upadjusting homework leveled reader
Bright/Gifted Students:adjust homeworkself guided discovery learning long term projects, research and
investigations
AssessmentAssessmentPre: Determine students’ prior knowledge• Formative: Do Now, Bell Starter
• Formal: Standard pre assessment test or other written mode done to inform instruction at the start of a unit.
Post: After the learning experience• Formal: A test or written evaluation or performance
based (lab practicum, language fluency)
• Formative: at the end of the lesson or transition between lesson segments
White boards - Exit cards - Stand Deliver - Wallwisher
Bloom’s TaxonomyBloom’s TaxonomyBloom’s Taxonomy
• Categorizes the level of abstraction of questions in an educational setting
• Can you name the 5 Levels?
Bloom’s & Lesson Bloom’s & Lesson PlanningPlanning
Which is HOTSWhich is HOTSActivity/Procedure:
Present integer rules - stu take notes
Whole group practice- model solutions on the board
Exit Card – give a few examples/call for answers
Post HW
Activity/Procedure:
Station activity for each rule – review group rules, roles expectations
Heterogeneously Grp Stu: provide examples for them to analyze
Groups Create a rule based on their analysis – 2 stations today/1 tomorrow
Exit Activity: Create an example for a rule discovered and solve
Blooms and LearningBlooms and LearningWhen you have a free minute, ponder how the Learning Pyramid and Blooms and be used together when planning lessons to promote student achievement.
Exit TicketExit Ticket
• Please use the Wall Wisher link sent to you on your LTPS.Org account to post something about lesson plans today. Please complete the task by 9PM.
• Thanks and enjoy your day!