The Lesson Plan

Elements of

Madeline Hunter's

Lesson Plan

Goals and Objectives

Before the lesson is prepared, the teacher should have a clear idea of what the teaching objectives and goals are.

Objectives are what the students expected to do and learn

Goals are the desired outcomes “By the end of this class you will…”

Standards

Content Standards

What the student should know, be able to do, and care about.

Performance Standards Answers the questions:

“Does the performance indicate a knowledge of the content?”

“How good is good enough”

Standards-based Instructional Design

Insures coherence in the school improvement process by connecting, purpose, programs, policies, and practices

In our standards-based system, all tools developed to support the Hawaii Content and Performance Standards III will be built around the Benchmark Maps.

Hawaii Content & Performance Standards III (HCPS III) Database.

This database allows you to search for the information you need to plan for standards-based instruction.

http://standardstoolkit.k12.hi.us/index.html

Chose a content area and grade level to begin the preparation for your lesson

The Seven Elements of a Great Lesson

Anticipatory Set……………… “the hook” Input…………………………… “presenting” Modeling……………………… “I do” Guided Practice……………… “We do” Independent Practice……….. “You do” Checking for Understanding.. “the thread” Closure……………………….. “making sense”

Anticipatory Set

The “Hook”Grabs student attention by:Relating the experiences of the students to the

objectives of the lesson by using a metaphorical activity

Extending the understanding and the application of abstract ideas through the use of a similar example or global analogy

Motivating the student to learn more

Input

Presenting the information needed for students to gain the knowledge or skill

Teaching methods and strategies are explained

The Core of the Lesson Plan

Modeling “I do”

Guided Practice “We do”

Independent Practice “You do”

Modeling “I do”

The teacher models the lesson I do it while you watch Students are given a visual representation of

what is expected with the verbal input of labeling.

Critical aspects are explained through showing, labeling, categorizing, comparing.

Guided Practice “We do”

We do it together… An opportunity for all students to demonstrate

grasp of new learning together with support Participating in an activity or exercise in groups

of two or three With the teacher's supervision and assistance.

Independent Practice “You do”

Reinforcement practice… “getting it right”

Once students have learned the content or skill well enough to work independently

Teacher walks around to give individual attention to each student

.

Four step instructional process

Watch how I do it [modeling] You help me do it (or we do it together) I'll watch you do it or praise and prompt

[guided practice] You do it alone [independent practice]

– with some help from the teacher

Checking for Understanding

The thread that runs through the lesson Helps determine whether students have "got

it" before proceeding. The teacher must know that students

understand before proceeding to practice It is essential that the teacher knows the

students are doing it right in practice

Closure Making sense of it all

You told them what you were going to tell them with the anticipatory set

You tell them with presentation You demonstrate what you want them to do with

modeling You guide their practice together and alone You see if they understand what you've told them

with checking for understanding...often You tell them what you've told them by tying it all

together with closure.

The Chopstick Lesson

Objectives – Picking up three items: a ball of paper, popcorn,

a malted milk ball

Goal – Using chopsticks to eat real food

Standards– Hand Eye and Tactile coordination– Multi-cultural understanding and awareness

Anticipatory Set

Today, class, we are going to eat with wood! Show the chopsticks History of eating with chopsticks You Tube Videos of chopstick eating (child)

– http://www.youtube.com/watch?v=vEEqYVQJUqs

Movie scenes with people using chopsticks Mr. Miyagi catching a fly (Karate Kid)

– http://www.youtube.com/watch?v=J1gAHil89Z4

The Chopstick Lesson :Teaching

Input and Modeling– Explain how to use and model each step

Guided Practice– Students A and B – A mimics teacher while B assists A by watching and

helping… then switch roles while T repeats

Independent Practice– Practice at desk with three items – Teacher assists

Assessment

Picking up 1. Small crumpled paper ball

2. Popcorn

3. Malted Milk Ball– This might be done as a pre-test/post test to see

how many in the class actually learned how to use chopsticks

Closure

Review how few students could use the chopsticks at the start of class

Then point to how many did so well

Time to eat!

Have a feast with a buffet of real food

The Next Lesson

Tomorrow we learn how to use…

The Fork !

Reference

Some Basic Lesson Presentation Elements retrieved from:

http://www.humboldt.edu/~tha1/hunter-eei.html#eei

DOE Substitute Teacher Text