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Each student will create a lesson plan for his/her area of interest (i.e., primary, elementary, secondary, etc.) between kindergarten and grade 12, in a chosen content area, using https://planbook.com. The lesson is to last approximately 60 minutes. Lessons must include the following elements: title, grade level, materials, Common Core or Maryland standard (depending on the content area), objective, anticipatory set/warm-up, instructional input, guided practice, independent practice, closure, and assessment. Make sure your lesson plan aligns. Does your assessment test what it is setting out to assess – which are your objectives? Your lesson plan is to be written for a forty-five minute class.
Effective teachers employ a number of instructional strategies in their classrooms. These strategies are prescriptive approaches to teaching, designed to help students acquire a deep understanding of specific forms of knowledge. Direct Instruction, Constructivism, Discovery Learning, and Cooperative Learning strategies are discussed in our textbook and it is expected that one of these strategies will be detailed in the instructional input portion of your lesson. You will need to do some additional research on the strategy you choose to showcase before writing your procedure, as the lesson must align with the strategy.
When writing your lesson provide a lot of detail. The goal is that you could hand your lesson plan to a substitute and have it taught exactly as you envision it. Also, it is very important that you integrate activities that engage all the learning styles in your classroom. Therefore, I will be looking for activities that engage the visual, auditory, and kinesthetic learners. You can include children’s books, reference books, pictures, web resources, any poems, songs, learning centers or games, manipulates, and/or motivational theme related ideas.
Title/Grade: The title of lesson and the grade level that the plan is designed to teach.
Subject: discipline being taught
Materials: items/supplies needed to implement the lesson.
Common Core/Maryland Standard: Define what students should understand and be able to accomplish. Common Core standards focus on reading, writing, language, and math skills, while all other content areas are MD standards.
Objective: Precise goals for what you want your students to be able to accomplish after the lesson is completed. These must align with common core and/or state standards. SWBAT (Students will be able to…) is the acronym that we use when stating an objective. For the lessons in this unit, you will be focusing on only one objective per lesson.
Anticipatory Set: What would be said and/or presented to your students before the direct instruction of the lesson begins.
Instructional Input: (What knowledge will you communicate to the student–tell, lecture, stand up and deliver so that the student will understand the objective.) This portion of the lesson is the main part if the instruction and where you will include information about the instructional strategy that the lesson focuses on. Use your textbook and research on your own to explain the use of this strategy. How will new information be disseminated and what activities are employed to achieve the stated objectives?
Guided Practice: Precise goals for what you want your students to be able to accomplish after the lesson is completed. These must align with common core and/or state standards. SWBAT (Students will be able to…) is the acronym that we use when stating an objective. For the lessons in this unit, you will be focusing on only one objective per lesson.
Independent Practice: Through Independent Practice, students have a chance to reinforce skills and synthesize their new knowledge by completing a task on their own and away from the teacher’s guidance. It is the part of the lesson where students are given the opportunity to practice what they have just learned.
In writing the Independence Practice section, consider the following questions:
Closure: The closure is the time when you wrap up a lesson plan and help students organize the information in a meaningful context in their minds.
Assessment: Standards and objectives must be assessed in every lesson and every child must have documentation to prove their performance as it relates to the mastery of that standard and objective. This can be done through many means, but a few ways to assess are quizzes, tests, independently performed worksheets, cooperative learning activities with independently scored rubrics, hands-on experiments with specific documentation, oral discussion in which anecdotal notes or another method of recording is used, question-and-answer sessions, or other concrete means. Most importantly, ensure that the Assessment activity is directly and explicitly tied to the stated learning objective. In the learning objective section, you specified what students would accomplish and how well they would have to be able to perform a task in order to consider the lesson satisfactorily accomplished.
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