LLED 360

Complete each area as appropriate and to help ensure you have everything needed, always ask yourself: Who will…?, What will…?, Where will…? When will…? How will…?

[ It is through your teaching, direction and guidance that you will provide the Why…?]

 

DETAILS for what should be included in this section are provided after this blank template outline.

 

TEMPLATE OUTLINE [Part 1 of your lesson plan]

 

SETTING UP

Subject: _______________   Grade: _________	Lesson Number: _______of _______   Time: _______ minutes
Big Idea  or Question for the Lesson:
Objectives: SWBATs [aim for a maximum of 3 content, and relevant others specific to each category
Content Objectives: –      –     –		Language Objectives: –   –   –	Skills/Strategies Objectives: –    –     –
Materials/equipment needed:
Assessment Plan:
Adaptations:     Modifications:     Extensions:

 

 

 

 

 

 

 

 

 

Suggested details for completing Part 1 of your lesson plan

 

Specific ideas as to what should be included, important questions to consider in your planning, etc. are provided for this section. Remember, it is not the length of your plan but its organization and clarity that are keys to success.

 

SETTING UP

                                   

Subject:                                           Lesson: #       of            

Grade:                                             Time:         minutes                    

 

Big Idea  or Question: [What do you want to help learners understand?]

 

Student Objectives:  SWBATs  [What new concepts, information, facts, subject matter knowledgek or understandings are students to gain about this topic during this lesson? Each SWBAT should in some way connect to the PLOs]

 

At the end of this lesson, the students will be able to: no more than 3 per lesson – you have to teach to these and are accountable for students demonstrating their learning of these objectives.

 

• Make objectives specific to the lesson. [eg, SWBAT write a paragraph of at least 5 complete sentences on one topic.]
• Note that content objectives are different than PLOs, which are used for overall unit planning.
• Language objectives need to be specific to the lesson with regard to oral/written performance/active use of target vocabulary, grammatical/rhetorical items, etc.
• Skills/strategies objectives specify thinking skills, interpersonal/social skills, learning strategies, etc. that are the focus in this lesson. These skills are the vehicles to help learners engage with the content/topic. [e.g. working in pairs in Think/Pair/Share; 2-column note-taking; using a Venn diagram to demonstrate compare and contrast, etc.]

Note: While just a listing of e.g. an activity (e.g. completing elements of a map/completing an elements chart) is a start you also need to be clear as to why they are being asked to do this task.

That is, how will the students show you/demonstrate that they know, can do, understand, etc.? [the task/activity above is often the ‘what’ that will demonstrate student learning.

 

Materials – What do you need and what do the students need ?

 

A complete and detailed list is needed at the beginning so you can be sure that all is in place.

•         Visuals: e.g. pictures, graphic organizers, realia, etc. (Where reasonable submit these with your lesson plan/s or simply list or account for them.)

•         Text(s): written and/or oral (Where reasonable submit these or a photocopy of a text excerpt with your lesson plan or simply list and account for them.)

•         Equipment: e.g. OHP, video, audio, LCD, internet, chart paper and  felts, index cards, etc.

•         Room configuration: paired rows, groups of 4, 2 concentric circles, one computer per 2 students, etc.

 

Assessment Plan: Did the students achieve the objectives I laid out in this lesson.

 

• All your work with learners during a lesson is in response to the objectives you have chosen. You want to start a lesson with a clear idea as to [specifically] how the students will show you/demonstrate that they know, can do, understand, etc.? This is your assessment plan and it is built right into every element of the lesson.
• Evaluation and assessment is an ongoing process and is taking place as the lesson proceeds. You monitor and adjust [diagnostic assessment] as the group responds to your introduction and lesson, provide ‘try/do this now’ tasks [formative assessment] as you move through the lesson, and at the end of the lesson you get some kind of snapshot of how well your objectives were achieved [more formative assessment].This last is also your barometer of how the lesson went and what you have to re-teach or can skip over quickly next class, depending on the ‘results’ you see. A formal summative assessment is likely not to happen until the end of a unit of study on a topic. It is not expected as part of every lesson; however, you need to know/have a pretty clear idea during the first lesson, how you will [ in summary] assess the learners to see if they have learned a reasonable percentage of what you have taught.

 

Adaptations/Modifications/ Extensions[Who? How? What? Why?]

 

• Adaptations – including key language challenges, vocabulary to note, etc.

• Modifications – adapted assignments, modified expectations, etc.
• Extensions – connected to the lesson and engaging rather than ‘busy work’ [look at resources, draw diagrams/pictures, read related information, search online for specific ‘extras’, etc.]

 

 

 

Part 2 of your lesson plan:

 

Complete each area as appropriate and to help ensure you have everything needed, always ask yourself: Who will…?, What will…?, Where will…? When will…? How will…?

[ It is through your teaching, direction and guidance that you will provide the Why…?]

 

DETAILS for what should be included in this section are provided after this blank template outline.

 

 

LESSON COMPONENTS [Part 2 of your lesson plan]

           

Hook  and Introduction (~ 5-7 min) [including guiding questions linked to your big idea/question]

 

                                               

 

 

                                         

Development ( about 30 minutes)

 

 

– Teacher-led (10 min maximum before active change of pace)

 

 

– Class/Group Activity

 

 

– Independent Work

 

 

Closing (5 min)

 

 

Follow-up:

 

 

Reflection:

 

 

 

** Any trained teacher should be able to pick up your completed lesson plan and teach the lesson.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Suggested details for completing Part 2 of your lesson plan

 

Specific ideas as to what should be included, important questions to consider in your planning, etc. are provided for this section to go with the ‘blank’ template above. Remember, it is not the length of your plan but its organization and clarity that are keys to success.

 

 

LESSON COMPONENTS

 

Hook (5 minutes) – This is your chance to grab student attention, set the stage for new learning and make it memorable. This may be combined with the Introduction, below.

 

• Motivate the students/pique their interest ; Make it as active/interactive as possible; Connect the activity to your topic
• Are you recapping an aspect of a previous lesson or building interest for a new lesson?
• Use guiding questions – one or two – to keep focus, augment information or transition to the next idea/topic i.e. your introduction to the day’s lesson.

 

Some ideas: Fill in the blank/hangman using key topic word; images/pictures; video clip; logic problems; jigsaw puzzle; word strips; matching game; Anticipation Guide or mock Quiz (3-5 questions); picture book or poem; etc.

 

Introduction (5-10 minutes) [ may be combined with the Hook, above]

 

– Transition from Hook to new lesson – tie the two together [ It is not your activities that do this.]

·       Today we are going to ….

·       What might ……… have to do with ….?

·       How can you connect ……… to …….. ?

– Why will you be doing this lesson? Connection to other learning? Why should they care?

– If you are teaching a content class, how will EAL learners in the group ‘get’ what you are saying/doing?

– Add to/re-use guiding questions to transition into teacher-led lesson; check for clarity and comprehension so far.

 

 

Development(about 30 minutes)

 

– Teacher-led (teaching time, information, direction – about 10 min at a time)

 

• You need to be active during this section although it might look like this: 5 minutes talking / student activity/ 5 minutes talking / back to activity
• What is the purpose of their learning? What do the students need to know? What do you want them to know?

• Guiding questions – 3 to 5 multi-level questions ( one concept (yes/no answers, complex (combining two responses) questions, opinion questions (no right/wrong, needs to support answer )
• What are some sample responses you are looking for? Write them out for yourself so you can easily ‘lead’ student response if prompts are needed.

 

– Class Activity to engage with the new idea/concept, etc. – in groups, partners, pairs or rows – time varies

 

• What are they doing? How are they doing it? Where will they do it? Who will work together? Why are they doing it?
• Stop class – check progress/monitor – correct if off task/close down activity, ensure understanding

 

– Independent Work (seatwork/activity – time will vary – with you circulating and monitoring constantly)

 

• Have you given enough work? Too much work?
• Is this to be homework if incomplete? If so, who will finish it? Do you need to adjust your initial expectations?
• Recap homework/assignment – make expectations clear.
• Allow time for students to ask questions, clarify or ensure understanding.

 

Closing(5 minutes) – It is important to draw the lesson to a close!

 

• Recap your lesson. It is important to have the students show/tell YOU what they have learned.
• Bring it to a close – don’t leave the lesson hanging.
• Don’t start something new though a forecast as to what will be coming in the next lesson could be appropriate.

 

Follow-up:[Will there be homework? Specify details and purpose.]

 

Reflection: [What worked, what didn’t? What nee