A Love of Lesson Planning

When I first discovered I would be a teacher, I knew that it would take a lot of work and effort. I was right. But I find it amazing to always look forward to planning my next lesson. Sometimes I wish there were more hours in the day so that I can have enough time to create a great interactive lesson and to do my worksheets, or graphic organizers. When I get to lesson plan, I feel secure, and safe, it’s a weird feeling to describe, I guess it relaxes me. Cynthia, Biology Teacher, HP

Power Lesson Planning

Throughout this powerpoint, I need you to take Cornell notes.

Divide your paper into one third-two thirds. On the left take, each of my headings and

make them into question. Then answer the questions from the

information on each slide

Think of cooking…

Think of cooking a dish for the first time. If you’re me, I turn to recipes. I follow the dish

and then make modifications based on my audience.

I have also developed my own recipes. What do recipes include that help us?…

Type of dish List of ingredients Amounts Steps to follow Final ideas—what to serve with, garnishes, etc.

Before we start to plan…

We look at Content Standards and Frameworks.

They guide the bigger picture of what we need to teach our students to do…

My Content Standards-California Standards for the Teaching Profession

Content Standard 4: The student will develop and demonstrate a knowledge base in secondary teaching which includes a knowledge of the processes of lesson design and implementation. Content elements include knowledge of:

a. models of lesson design including standards-based models; b. student backgrounds and interests in developing learning goals,

objectives, learning experiences and student work; c. student backgrounds, interests, and prior knowledge in the selection of

instructional strategies and resources, and the sequence of activities for learning; d. strategies for the organization and presentation of information; e. strategies for modeling learning, questioning, and checking for

understanding; f. strategies for monitoring student learning during instruction; and g. Research-based strategies linked to achievement, including, note-taking,

summarizing, and advance organizers.

 

More Content Standards

Content Standard 5: The student will develop and demonstrate a knowledge base in secondary teaching which includes a knowledge of instructional strategies that encourage active learning. Content elements include knowledge of.

a. instructional strategies such as collaborative learning, cooperative learning, and problem-based learning that engage students in problem solving and critical thinking;

b. technologies such as computer-assisted learning that make subject matter meaningful;

c. strategies that encourage reflective learning; and d. research-based strategies linked to achievement, including,

nonlinguistic representations, and identifying similarities and differences.

Power Lesson Planning Goals

To understand why detailed lesson planning is key To learn the key components of effective lessons To analyze the steps of a model lesson format To understand the need to modify plans for different

kinds of learners To experience an active lesson To design an active lesson in class To prepare to create one little, tiny lesson of your own

To teach this lesson plan to a small group

Power Lesson Planning

Lesson planning is essential. It takes

• time• commitment• knowledge of effective student learning and content.

But a great lesson plan on paper is not worth anything unless it is combined with outstanding delivery, pacing, clarity, and management. Here are some key mantras of great planning.

The Value of Lesson Planning

More importantly than these concepts, I learned to write a lesson plan, which was something I never knew how to do before. Of all the things I’ve learned in this entire program, this is the most valuable skill I have learned.

Alen, English Teacher, finished first year at Mass Stern. Now AP.

Lesson Plans=Student Engagement

So when planning instruction, students’ engagement must be considered. Students must be kept moving most of the time in order to prevent them from getting bored.

Berenice, Spanish, finished first year MASS Stern. Now entering sixth year.

The Big Picture of Lesson Planning

1. Always start with what you want the student to know or be able to do by the end of the class.

2. Always view your plan and delivery through two lenses: teacher and student.

3. Always remember these two mantras INTO THROUGH BEYOND I DO WE DO YOU DO

Into Through and Beyond

1. Into Through and Beyond Each and every lesson and activity within a

lesson should have a beginning, middle, and end. Into--All the ways to connect student and material.

You can do this by tapping student prior knowledge providing other more relevant and common examples.

Through--All the ways you teach the actual content and concepts and abilities you need the student to learn

Beyond-Where does this knowledge/skill take us?

I DO WE DO YOU-Apprenticeship Model

I Do—Model

We Do-Guided Practice--teacher and students, groups, partners

You-Individual practice--individual students, partners, groups

Learning to Drive

IntoThroughBeyond

I DoWe DOYou Do

Components of An Effective Lesson Plan

Components of an Effective Lesson Plan: Look at my lesson plan for the reflections.

Context information Content Standards Description Materials Required Objectives-multi-level Varying objectives for learning challenges and English learners Procedures—

Includes components Includes what teacher does at each step Includes what students do at each step Includes required materials Includes different activities Includes Into Through and Beyond Include I Do We DO You Do

Provides measures for assessing and for individual practice Students are always factored in for each part of lesson.

Seeing the Light…

There is also an evolution to my lesson plans. My lesson plans, when I started my student-teaching assignment, were simple and very basic. I had a basic outline on what I wanted to do on a daily basis. That was not enough. I am not at that level where I can create a loose outline and believe I can fill in all the holes. I am simply not there as a teacher. My lesson plans have to be very detailed. They have to guide my every activity, not only with what I as the teacher needs to do, but the plan must also show what my students are doing as well.

Saul Rivera, SS, recently hired Johnny Cochran Middle School, LAUSD, open contract offered. Now in his fifth year.

For Friday…

Now…For Friday, you need to design a five to

seven minute active lesson plan that includes every component presented today.

The activity will be for four to five students in your group.

It must be an active lesson with outcomes.

Let’s do a simple guided practice

Develop a lesson plan for tying your own shoes and for tying someone else’s shoes

Make up your objectives that go through Application levels.

Make up your content standards.