Presentation Model Lesson Plan Template 3i4x64

Lesson Plan Template - Presentation Model Brigham Young University-Hawaii School of Education Teacher:  This is you!

Grade Level & Content Area:

Lesson Title:

Questions to ask yourself - BEFORE & DURING       

What do I want my students to learn? (OUTCOMES) What is the best way to help my students understand the materials? (Instructional Model, UDL, Differentiation, Assessments, Learning Activities) Will the hands on activities that I provide help them to grasp the concept of the lesson? How will I assess my students’ learning? (Planned formative assessments) Do I have my questions scripted? Do I have potential student responses scripted? Have I marked potential problem points in my lesson plan? (difficult concepts, problems, etc.) Where will I most likely need to make an in-flight adjustment?

Materials:

Common Core State Standards and/or Content Standards:

Lesson Outcomes: (1-2 outcomes. NOT more than 3 outcomes)

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Background: (3 separate and complete paragraphs)  1st Paragraph – Learners: Describe the learners you will be teaching. This includes their experiences, interests, and backgrounds. Also describe what (you anticipate) they already know about the lesson/concept. 

2nd Paragraph – Lesson Justification: Justify what you will teach, or why this is appropriate content for your learners.

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3rd Paragraph – Methods Justification: Justify how you will teach, or why the instructional practices and approaches that you will use are appropriate for your learners. the learning outcomes for your Instructional Model and describe why the instructional model you are using is appropriate for the content you are teaching.

Instructional Sequence:

1. Anticipatory Set (pg. 288): Less than 5 minutes, creative, engaging, participative, access prior knowledge     

How will you get learners interested and engaged with the lesson? How will you activate and/or assess learners’ prior knowledge? How will you introduce the concept/skill/topic? What overarching framework/advance organizer will you use to organize the lesson? You don’t have to directly answer each of these questions; instead, you should develop an anticipatory set that addresses them.

Say: Do:

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Differentiation: (Explain how you are using differentiation in your Anticipatory Set.) Assessment: (Explain how you are using Formative Assessment in your Anticipatory Set.)

2. State your objectives/outcomes (pg. 288). You will tell your students the objectives/outcomes. Say: “As you can tell, today we are going to talk about …..” Say: The objective(s) today is that you will be able to ….” Do: Write the objectives on the board, or have them written on a poster and hang the poster. (The objectives/outcomes should be clearly written, and visible to the students throughout the lesson). Differentiation: (Explain how you are using differentiation in your objectives/outcomes.) Assessment: (Explain how you are using Formative Assessment in your objectives/outcomes.)

3. Advance Organizer (pg. 281, 290) 

“… the hooks, the anchors, the ‘intellectual scaffolding’ for subsequent learning.”

Say: “I want to give you an idea that will help you understand ….” 3

Say: “The idea is that …” Do: Differentiation: (Explain how you are using differentiation in your Advance Organizer.) Assessment: (Explain how you are using Formative Assessment in your Advance Organizer.)

4. Presentation of the Content (pg. 290-296) 

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These three guidelines are important to keep in mind when presenting the content: 1) Explaining links/examples, 2) Rule-Example-Rule technique, 3) Signposts/Transitions. You may not have time for three topics. You decide how many topics you have time to present. Topic o o o

1 (The first idea you are presenting) Links/examples Rule-Example-rule Signposts

Say: Do: Differentiation: (Explain how you are using differentiation in presenting Topic 1) Assessment: (Explain how you are using Formative Assessment in Topic 1)

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Topic o o o

2 (The second idea you are presenting) Links/examples Rule-Example-rule Signposts

Differentiation: (Explain how you are using differentiation in presenting Topic 2) Assessment: (Explain how you are using Formative Assessment in Topic 2) Say: Do:

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Topic o o o

3 (The third idea you are presenting) Links/examples Rule-Example-rule Signposts

Differentiation: (Explain how you are using differentiation in presenting Topic 3) Assessment: (Explain how you are using Formative Assessment in Topic 3) Say: Do:

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5.

Checking for Understanding (pg. 295 -296) (When you use formative and summative assessments, you are checking for understanding. You do not need anything written here)

Extending

Student Thinking (pg. 296) (Extend student thinking by asking thoughtful questions and allowing time for students to discuss their answers. You could also extend student thinking in other creative ways). Ask a question that will help students extend their thinking). Say: “How … What … Where … Why do you think … ?” Say: “Turn to your partner and answer this question…” Do: Students talk to their partners…

6. Closure: (Your closure can also Extend Student thinking)    

Wrap up the lesson by deepening, extending, or clarifying the focus of the lesson. This is short (less than 5 minutes), participative, and powerful. Students do the intellectual work. Creative and engaging.

Say: Do: Differentiation: (Explain how you are using differentiation in your Closure). Assessment: (Explain how you are using Formative Assessment in your Closure). 6

Lesson Adaptations:  Based on learners’ IEPs, identify specifically what you will do to accommodate their special needs. It should look like this: 

Students’ Initials: Accommodation that you will make.

Questions: (Bullet points of appropriate and meaningful questions you ask yourself Before, During, and After instruction.  What questions will you ask yourself before, during, and after instruction to reflect on your teaching practice in general and this lesson in particular? Use Before, During, and After as subheadings for this section.

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